为了提高模型透明度并允许用户形成训练有素的ML模型的心理模型，解释对AI和机器学习（ML）社区的兴趣越来越高。但是，解释可以超越这种方式通信作为引起用户控制的机制，因为一旦用户理解，他们就可以提供反馈。本文的目的是介绍研究概述，其中解释与交互式功能相结合，是从头开始学习新模型并编辑和调试现有模型的手段。为此，我们绘制了最先进的概念图，根据其预期目的以及它们如何构建相互作用，突出它们之间的相似性和差异来分组相关方法。我们还讨论开放研究问题并概述可能的方向，希望促使人们对这个开花研究主题进行进一步的研究。

强化学习（RL）政策的解释性仍然是一个具有挑战性的研究问题，尤其是在安全环境中考虑RL时。理解RL政策的决策和意图提供了将安全性纳入政策的途径，通过限制不良行动。我们建议使用布尔决策规则模型来创建基于事后规则的代理政策的摘要。我们使用经过训练的熔岩网格世界训练的DQN代理评估我们的方法，并表明可以创建此GRIDWORLD的手工制作的功能表示，可以创建简单的广义规则，从而提供代理商策略的可解释后摘要。我们讨论了可能通过使用该规则模型生成的规则作为对代理策略施加的约束的规则，并讨论如何创建代理策略的简单规则摘要可能有助于在调试过程中创建简单的规则摘要，从而讨论了将安全引入RL代理政策的可能途径。RL代理。

机器学习模型可能涉及决策边界，这些界限由于对规则和规则的更新而随时间而变化，例如在贷款批准或索赔管理中。然而，在这种情况下，可能需要足够的训练数据来累积时的时间，以便重新恢复模型以反映新的决策边界。虽然已经完成了加强现有决策边界的工作，但已经介绍了ML模型的决策边界应该改变的这些方案，以便反映新规则。在本文中，我们专注于用户提供的反馈规则作为加快ML模型更新过程的方式，我们正式介绍预处理训练数据的问题，以响应于反馈规则，使得模型一旦模型在预处理的数据上被培训，其决策边界与规则更紧密地对齐。为了解决这个问题，我们提出了一种新的数据增强方法，基于反馈规则的过采样技术。使用不同ML模型和现实世界数据集的广泛实验证明了该方法的有效性，特别是增强的好处和处理许多反馈规则的能力。

在复杂的任务中，奖励函数并不简单，并且由一组目标，多种强化学习（RL）策略充分地执行任务，但可以通过调整个人目标对奖励功能的影响来训练不同的策略。了解政策之间的策略差异是必要的，使用户能够在提供的策略之间进行选择，可以帮助开发人员了解从各种奖励功能中出现的不同行为，并在RL系统中培训QuantEnparameters。在这项工作中，我们可以比较两项训练在同一任务的两项政策的行为，但在目标中具有不同的偏好。我们提出了一种区分源自来自不同能力的行为的差异的方法，这是两种R1代理商的偏好的结果。此外，我们只使用基于优先级的差异数据，以便产生关于代理偏好的对比解释。最后，我们在自主驾驶任务上测试和评估我们的方法，并比较安全导向政策的行为和更喜欢速度的行为。

Abstractive summarization has enjoyed renewed interest in recent years, thanks to pre-trained language models and the availability of large-scale datasets. Despite promising results, current models still suffer from generating factually inconsistent summaries, reducing their utility for real-world application. Several recent efforts attempt to address this by devising models that automatically detect factual inconsistencies in machine generated summaries. However, they focus exclusively on English, a language with abundant resources. In this work, we leverage factual consistency evaluation models to improve multilingual summarization. We explore two intuitive approaches to mitigate hallucinations based on the signal provided by a multilingual NLI model, namely data filtering and controlled generation. Experimental results in the 45 languages from the XLSum dataset show gains over strong baselines in both automatic and human evaluation.

The acquisition of high-quality human annotations through crowdsourcing platforms like Amazon Mechanical Turk (MTurk) is more challenging than expected. The annotation quality might be affected by various aspects like annotation instructions, Human Intelligence Task (HIT) design, and wages paid to annotators, etc. To avoid potentially low-quality annotations which could mislead the evaluation of automatic summarization system outputs, we investigate the recruitment of high-quality MTurk workers via a three-step qualification pipeline. We show that we can successfully filter out bad workers before they carry out the evaluations and obtain high-quality annotations while optimizing the use of resources. This paper can serve as basis for the recruitment of qualified annotators in other challenging annotation tasks.

The number of international benchmarking competitions is steadily increasing in various fields of machine learning (ML) research and practice. So far, however, little is known about the common practice as well as bottlenecks faced by the community in tackling the research questions posed. To shed light on the status quo of algorithm development in the specific field of biomedical imaging analysis, we designed an international survey that was issued to all participants of challenges conducted in conjunction with the IEEE ISBI 2021 and MICCAI 2021 conferences (80 competitions in total). The survey covered participants' expertise and working environments, their chosen strategies, as well as algorithm characteristics. A median of 72% challenge participants took part in the survey. According to our results, knowledge exchange was the primary incentive (70%) for participation, while the reception of prize money played only a minor role (16%). While a median of 80 working hours was spent on method development, a large portion of participants stated that they did not have enough time for method development (32%). 25% perceived the infrastructure to be a bottleneck. Overall, 94% of all solutions were deep learning-based. Of these, 84% were based on standard architectures. 43% of the respondents reported that the data samples (e.g., images) were too large to be processed at once. This was most commonly addressed by patch-based training (69%), downsampling (37%), and solving 3D analysis tasks as a series of 2D tasks. K-fold cross-validation on the training set was performed by only 37% of the participants and only 50% of the participants performed ensembling based on multiple identical models (61%) or heterogeneous models (39%). 48% of the respondents applied postprocessing steps.

Transfer learning refers to the transfer of knowledge or information from a relevant source domain to a target domain. However, most existing transfer learning theories and algorithms focus on IID tasks, where the source/target samples are assumed to be independent and identically distributed. Very little effort is devoted to theoretically studying the knowledge transferability on non-IID tasks, e.g., cross-network mining. To bridge the gap, in this paper, we propose rigorous generalization bounds and algorithms for cross-network transfer learning from a source graph to a target graph. The crucial idea is to characterize the cross-network knowledge transferability from the perspective of the Weisfeiler-Lehman graph isomorphism test. To this end, we propose a novel Graph Subtree Discrepancy to measure the graph distribution shift between source and target graphs. Then the generalization error bounds on cross-network transfer learning, including both cross-network node classification and link prediction tasks, can be derived in terms of the source knowledge and the Graph Subtree Discrepancy across domains. This thereby motivates us to propose a generic graph adaptive network (GRADE) to minimize the distribution shift between source and target graphs for cross-network transfer learning. Experimental results verify the effectiveness and efficiency of our GRADE framework on both cross-network node classification and cross-domain recommendation tasks.

Federated learning (FL) is an emerging machine learning paradigm, in which clients jointly learn a model with the help of a cloud server. A fundamental challenge of FL is that the clients are often heterogeneous, e.g., they have different computing powers, and thus the clients may send model updates to the server with substantially different delays. Asynchronous FL aims to address this challenge by enabling the server to update the model once any client's model update reaches it without waiting for other clients' model updates. However, like synchronous FL, asynchronous FL is also vulnerable to poisoning attacks, in which malicious clients manipulate the model via poisoning their local data and/or model updates sent to the server. Byzantine-robust FL aims to defend against poisoning attacks. In particular, Byzantine-robust FL can learn an accurate model even if some clients are malicious and have Byzantine behaviors. However, most existing studies on Byzantine-robust FL focused on synchronous FL, leaving asynchronous FL largely unexplored. In this work, we bridge this gap by proposing AFLGuard, a Byzantine-robust asynchronous FL method. We show that, both theoretically and empirically, AFLGuard is robust against various existing and adaptive poisoning attacks (both untargeted and targeted). Moreover, AFLGuard outperforms existing Byzantine-robust asynchronous FL methods.

Traditional learning-based approaches to student modeling (e.g., predicting grades based on measured activities) generalize poorly to underrepresented/minority student groups due to biases in data availability. In this paper, we propose a Multi-Layer Personalized Federated Learning (MLPFL) methodology which optimizes inference accuracy over different layers of student grouping criteria, such as by course and by demographic subgroups within each course. In our approach, personalized models for individual student subgroups are derived from a global model, which is trained in a distributed fashion via meta-gradient updates that account for subgroup heterogeneity while preserving modeling commonalities that exist across the full dataset. To evaluate our methodology, we consider case studies of two popular downstream student modeling tasks, knowledge tracing and outcome prediction, which leverage multiple modalities of student behavior (e.g., visits to lecture videos and participation on forums) in model training. Experiments on three real-world datasets from online courses demonstrate that our approach obtains substantial improvements over existing student modeling baselines in terms of increasing the average and decreasing the variance of prediction quality across different student subgroups. Visual analysis of the resulting students' knowledge state embeddings confirm that our personalization methodology extracts activity patterns which cluster into different student subgroups, consistent with the performance enhancements we obtain over the baselines.