Daily Papers

In this paper, we describe the University of Lyon 2 submission to the Strict-Small track of the BabyLM competition. The shared task is created with an emphasis on small-scale language modelling from scratch on limited-size data and human language acquisition. Dataset released for the Strict-Small track has 10M words, which is comparable to children's vocabulary size. We approach the task with an architecture search, minimizing masked language modelling loss on the data of the shared task. Having found an optimal configuration, we introduce two small-size language models (LMs) that were submitted for evaluation, a 4-layer encoder with 8 attention heads and a 6-layer decoder model with 12 heads which we term Bebeshka and Zlata, respectively. Despite being half the scale of the baseline LMs, our proposed models achieve comparable performance. We further explore the applicability of small-scale language models in tasks involving moral judgment, aligning their predictions with human values. These findings highlight the potential of compact LMs in addressing practical language understanding tasks.

Human teaching effort is a significant bottleneck for the broader applicability of interactive imitation learning. To reduce the number of required queries, existing methods employ active learning to query the human teacher only in uncertain, risky, or novel situations. However, during these queries, the novice's planned actions are not utilized despite containing valuable information, such as the novice's capabilities, as well as corresponding uncertainty levels. To this end, we allow the novice to say: "I plan to do this, but I am uncertain." We introduce the Active Skill-level Data Aggregation (ASkDAgger) framework, which leverages teacher feedback on the novice plan in three key ways: (1) S-Aware Gating (SAG): Adjusts the gating threshold to track sensitivity, specificity, or a minimum success rate; (2) Foresight Interactive Experience Replay (FIER), which recasts valid and relabeled novice action plans into demonstrations; and (3) Prioritized Interactive Experience Replay (PIER), which prioritizes replay based on uncertainty, novice success, and demonstration age. Together, these components balance query frequency with failure incidence, reduce the number of required demonstration annotations, improve generalization, and speed up adaptation to changing domains. We validate the effectiveness of ASkDAgger through language-conditioned manipulation tasks in both simulation and real-world environments. Code, data, and videos are available at https://askdagger.github.io.

Reinforcement learning (RL) is a promising approach for robotic manipulation, but it can suffer from low sample efficiency and requires extensive exploration of large state-action spaces. Recent methods leverage the commonsense knowledge and reasoning abilities of large language models (LLMs) to guide exploration toward more meaningful states. However, LLMs can produce plans that are semantically plausible yet physically infeasible, yielding unreliable behavior. We introduce LLM-TALE, a framework that uses LLMs' planning to directly steer RL exploration. LLM-TALE integrates planning at both the task level and the affordance level, improving learning efficiency by directing agents toward semantically meaningful actions. Unlike prior approaches that assume optimal LLM-generated plans or rewards, LLM-TALE corrects suboptimality online and explores multimodal affordance-level plans without human supervision. We evaluate LLM-TALE on pick-and-place tasks in standard RL benchmarks, observing improvements in both sample efficiency and success rates over strong baselines. Real-robot experiments indicate promising zero-shot sim-to-real transfer. Code and supplementary material are available at https://llm-tale.github.io.

In image-based robot manipulation tasks with large observation and action spaces, reinforcement learning struggles with low sample efficiency, slow training speed, and uncertain convergence. As an alternative, large pre-trained foundation models have shown promise in robotic manipulation, particularly in zero-shot and few-shot applications. However, using these models directly is unreliable due to limited reasoning capabilities and challenges in understanding physical and spatial contexts. This paper introduces ExploRLLM, a novel approach that leverages the inductive bias of foundation models (e.g. Large Language Models) to guide exploration in reinforcement learning. We also exploit these foundation models to reformulate the action and observation spaces to enhance the training efficiency in reinforcement learning. Our experiments demonstrate that guided exploration enables much quicker convergence than training without it. Additionally, we validate that ExploRLLM outperforms vanilla foundation model baselines and that the policy trained in simulation can be applied in real-world settings without additional training.

Holographic Metasurface Transceivers (HMTs) are emerging as cost-effective substitutes to large antenna arrays for beamforming in Millimeter and TeraHertz wave communication. However, to achieve desired channel gains through beamforming in HMT, phase-shifts of a large number of elements need to be appropriately set, which is challenging. Also, these optimal phase-shifts depend on the location of the receivers, which could be unknown. In this work, we develop a learning algorithm using a {\it fixed-budget multi-armed bandit framework} to beamform and maximize received signal strength at the receiver for far-field regions. Our algorithm, named \Algo exploits the parametric form of channel gains of the beams, which can be expressed in terms of two {\it phase-shifting parameters}. Even after parameterization, the problem is still challenging as phase-shifting parameters take continuous values. To overcome this, {\it\HB} works with the discrete values of phase-shifting parameters and exploits their unimodal relations with channel gains to learn the optimal values faster. We upper bound the probability of {\it\HB} incorrectly identifying the (discrete) optimal phase-shift parameters in terms of the number of pilots used in learning. We show that this probability decays exponentially with the number of pilot signals. We demonstrate that {\it\HB} outperforms state-of-the-art algorithms through extensive simulations.

Background: Recently, ChatGPT and similar generative AI models have attracted hundreds of millions of users and become part of the public discourse. Many believe that such models will disrupt society and will result in a significant change in the education system and information generation in the future. So far, this belief is based on either colloquial evidence or benchmarks from the owners of the models -- both lack scientific rigour. Objective: Through a large-scale study comparing human-written versus ChatGPT-generated argumentative student essays, we systematically assess the quality of the AI-generated content. Methods: A large corpus of essays was rated using standard criteria by a large number of human experts (teachers). We augment the analysis with a consideration of the linguistic characteristics of the generated essays. Results: Our results demonstrate that ChatGPT generates essays that are rated higher for quality than human-written essays. The writing style of the AI models exhibits linguistic characteristics that are different from those of the human-written essays, e.g., it is characterized by fewer discourse and epistemic markers, but more nominalizations and greater lexical diversity. Conclusions: Our results clearly demonstrate that models like ChatGPT outperform humans in generating argumentative essays. Since the technology is readily available for anyone to use, educators must act immediately. We must re-invent homework and develop teaching concepts that utilize these AI models in the same way as math utilized the calculator: teach the general concepts first and then use AI tools to free up time for other learning objectives.