Daily Papers

This work studies the capabilities of a large language model (LLM) to understand paralinguistic aspects of speech without fine-tuning its weights. We utilize an end-to-end system with a speech encoder, which is trained to produce token embeddings such that the LLM's response to an expressive speech prompt is aligned with its response to a semantically matching text prompt that has also been conditioned on the user's speaking style. This framework enables the encoder to generate tokens that capture both linguistic and paralinguistic information and effectively convey them to the LLM, even when the LLM's weights remain completely frozen. To the best of our knowledge, our work is the first to explore how to induce a frozen LLM to understand more than just linguistic content from speech inputs in a general interaction setting. Experiments demonstrate that our system is able to produce higher quality and more empathetic responses to expressive speech prompts compared to several baselines.

Benefiting from the powerful capabilities of large language models (LLMs), agents based on LLMs have shown the potential to address domain-specific tasks and emulate human behaviors. However, the content generated by these agents remains somewhat superficial, owing to their limited domain expertise and the absence of an effective cognitive architecture. To address this, we present the Configurable General Multi-Agent Interaction (CGMI) framework, designed to replicate human interactions in real-world scenarios. Specifically, we propose a tree-structured methodology for the assignment, detection, and maintenance of agent personality. Additionally, we designed a cognitive architecture equipped with a skill library based on the ACT* model, which contains memory, reflection, and planning modules. We have also integrated general agents to augment the virtual environment's realism. Using the CGMI framework, we simulated numerous classroom interactions between teacher and students. The experiments indicate that aspects such as the teaching methodology, curriculum, and student performance closely mirror real classroom settings. We will open source our work.

Although current large Vision-Language Models (VLMs) have advanced in multimodal understanding and reasoning, their fundamental perceptual and reasoning abilities remain limited. Specifically, even on simple jigsaw tasks, existing VLMs perform near randomly, revealing deficiencies in core perception and reasoning capabilities. While high-quality vision-language data can enhance these capabilities, its scarcity and limited scalability impose significant constraints. To address this, we propose AGILE, an Agentic jiGsaw Interaction Learning for Enhancing visual perception and reasoning in VLMs. AGILE formulates jigsaw solving as an interactive process, enabling the model to progressively engage with the environment. At each step, the model generates executable code to perform an action based on the current state, while the environment provides fine-grained visual feedback to guide task completion. Through this iterative cycle of observation and interaction, the model incrementally improves its perceptual and reasoning capabilities via exploration and feedback. Experimental results show that AGILE not only substantially boosts performance on jigsaw tasks of varying complexity (e.g., increasing accuracy from 9.5% to 82.8% under the 2 times 2 setting) but also demonstrates strong generalization across 9 general vision tasks, achieving an average improvement of 3.1%. These results indicate notable enhancements in both perceptual and reasoning abilities. This work opens a new avenue for advancing reasoning and generalization in multimodal models and provides an efficient, scalable solution to the scarcity of multimodal reinforcement learning data. The code and datasets is available at https://github.com/yuzeng0-0/AGILE .

Over the last few years, large language models (LLMs) have emerged as the most important breakthroughs in natural language processing (NLP) that fundamentally transform research and developments in the field. ChatGPT represents one of the most exciting LLM systems developed recently to showcase impressive skills for language generation and highly attract public attention. Among various exciting applications discovered for ChatGPT in English, the model can process and generate texts for multiple languages due to its multilingual training data. Given the broad adoption of ChatGPT for English in different problems and areas, a natural question is whether ChatGPT can also be applied effectively for other languages or it is necessary to develop more language-specific technologies. The answer to this question requires a thorough evaluation of ChatGPT over multiple tasks with diverse languages and large datasets (i.e., beyond reported anecdotes), which is still missing or limited in current research. Our work aims to fill this gap for the evaluation of ChatGPT and similar LLMs to provide more comprehensive information for multilingual NLP applications. While this work will be an ongoing effort to include additional experiments in the future, our current paper evaluates ChatGPT on 7 different tasks, covering 37 diverse languages with high, medium, low, and extremely low resources. We also focus on the zero-shot learning setting for ChatGPT to improve reproducibility and better simulate the interactions of general users. Compared to the performance of previous models, our extensive experimental results demonstrate a worse performance of ChatGPT for different NLP tasks and languages, calling for further research to develop better models and understanding for multilingual learning.

Despite the success in specific tasks and scenarios, existing foundation agents, empowered by large models (LMs) and advanced tools, still cannot generalize to different scenarios, mainly due to dramatic differences in the observations and actions across scenarios. In this work, we propose the General Computer Control (GCC) setting: building foundation agents that can master any computer task by taking only screen images (and possibly audio) of the computer as input, and producing keyboard and mouse operations as output, similar to human-computer interaction. The main challenges of achieving GCC are: 1) the multimodal observations for decision-making, 2) the requirements of accurate control of keyboard and mouse, 3) the need for long-term memory and reasoning, and 4) the abilities of efficient exploration and self-improvement. To target GCC, we introduce Cradle, an agent framework with six main modules, including: 1) information gathering to extract multi-modality information, 2) self-reflection to rethink past experiences, 3) task inference to choose the best next task, 4) skill curation for generating and updating relevant skills for given tasks, 5) action planning to generate specific operations for keyboard and mouse control, and 6) memory for storage and retrieval of past experiences and known skills. To demonstrate the capabilities of generalization and self-improvement of Cradle, we deploy it in the complex AAA game Red Dead Redemption II, serving as a preliminary attempt towards GCC with a challenging target. To our best knowledge, our work is the first to enable LMM-based agents to follow the main storyline and finish real missions in complex AAA games, with minimal reliance on prior knowledge or resources. The project website is at https://baai-agents.github.io/Cradle/.

Dynamical systems with complex behaviours, e.g. immune system cells interacting with a pathogen, are commonly modelled by splitting the behaviour into different regimes, or modes, each with simpler dynamics, and then learning the switching behaviour from one mode to another. Switching Dynamical Systems (SDS) are a powerful tool that automatically discovers these modes and mode-switching behaviour from time series data. While effective, these methods focus on independent objects, where the modes of one object are independent of the modes of the other objects. In this paper, we focus on the more general interacting object setting for switching dynamical systems, where the per-object dynamics also depends on an unknown and dynamically changing subset of other objects and their modes. To this end, we propose a novel graph-based approach for switching dynamical systems, GRAph Switching dynamical Systems (GRASS), in which we use a dynamic graph to characterize interactions between objects and learn both intra-object and inter-object mode-switching behaviour. We introduce two new datasets for this setting, a synthesized ODE-driven particles dataset and a real-world Salsa Couple Dancing dataset. Experiments show that GRASS can consistently outperforms previous state-of-the-art methods.

Recognizing interactive action plays an important role in human-robot interaction and collaboration. Previous methods use late fusion and co-attention mechanism to capture interactive relations, which have limited learning capability or inefficiency to adapt to more interacting entities. With assumption that priors of each entity are already known, they also lack evaluations on a more general setting addressing the diversity of subjects. To address these problems, we propose an Interactive Spatiotemporal Token Attention Network (ISTA-Net), which simultaneously model spatial, temporal, and interactive relations. Specifically, our network contains a tokenizer to partition Interactive Spatiotemporal Tokens (ISTs), which is a unified way to represent motions of multiple diverse entities. By extending the entity dimension, ISTs provide better interactive representations. To jointly learn along three dimensions in ISTs, multi-head self-attention blocks integrated with 3D convolutions are designed to capture inter-token correlations. When modeling correlations, a strict entity ordering is usually irrelevant for recognizing interactive actions. To this end, Entity Rearrangement is proposed to eliminate the orderliness in ISTs for interchangeable entities. Extensive experiments on four datasets verify the effectiveness of ISTA-Net by outperforming state-of-the-art methods. Our code is publicly available at https://github.com/Necolizer/ISTA-Net

Leveraging multimodal data to drive breakthroughs in e-commerce applications through Multimodal Foundation Models (MFMs) is gaining increasing attention from the research community. However, there are significant challenges that hinder the optimal use of multimodal e-commerce data by foundation models: (1) the scarcity of large-scale, high-quality multimodal benchmark datasets; and (2) the lack of effective multimodal information integration methods. To address these challenges, in this paper, we introduce MMECInstruct, the first-ever, large-scale, and high-quality multimodal instruction dataset for e-commerce. We also develop CASLIE, a simple, lightweight, yet effective framework for integrating multimodal information for e-commerce. Leveraging MMECInstruct, we fine-tune a series of e-commerce MFMs within CASLIE, denoted as CASLIE models. Our comprehensive evaluation demonstrates that CASLIE models substantially outperform 5 categories of advanced baseline models in the in-domain evaluation. Moreover, CASLIE models show strong generalizability to out-of-domain settings. MMECInstruct and CASLIE models are publicly accessible through https://ninglab.github.io/CASLIE/.

Over the past decade, predictive language modeling for code has proven to be a valuable tool for enabling new forms of automation for developers. More recently, we have seen the advent of general purpose "large language models", based on neural transformer architectures, that have been trained on massive datasets of human written text spanning code and natural language. However, despite the demonstrated representational power of such models, interacting with them has historically been constrained to specific task settings, limiting their general applicability. Many of these limitations were recently overcome with the introduction of ChatGPT, a language model created by OpenAI and trained to operate as a conversational agent, enabling it to answer questions and respond to a wide variety of commands from end users. The introduction of models, such as ChatGPT, has already spurred fervent discussion from educators, ranging from fear that students could use these AI tools to circumvent learning, to excitement about the new types of learning opportunities that they might unlock. However, given the nascent nature of these tools, we currently lack fundamental knowledge related to how well they perform in different educational settings, and the potential promise (or danger) that they might pose to traditional forms of instruction. As such, in this paper, we examine how well ChatGPT performs when tasked with answering common questions in a popular software testing curriculum. Our findings indicate that ChatGPT can provide correct or partially correct answers in 55.6% of cases, provide correct or partially correct explanations of answers in 53.0% of cases, and that prompting the tool in a shared question context leads to a marginally higher rate of correct responses. Based on these findings, we discuss the potential promises and perils related to the use of ChatGPT by students and instructors.