Chaitanya Ekanadham

Harald Steck, Chaitanya Ekanadham, Nathan Kallus

Cosine-similarity is the cosine of the angle between two vectors, or equivalently the dot product between their normalizations. A popular application is to quantify semantic similarity between high-dimensional objects by applying cosine-similarity to a learned low-dimensional feature embedding. This can work better but sometimes also worse than the unnormalized dot-product between embedded vectors in practice. To gain insight into this empirical observation, we study embeddings derived from regularized linear models, where closed-form solutions facilitate analytical insights. We derive analytically how cosine-similarity can yield arbitrary and therefore meaningless `similarities.' For some linear models the similarities are not even unique, while for others they are implicitly controlled by the regularization. We discuss implications beyond linear models: a combination of different regularizations are employed when learning deep models; these have implicit and unintended effects when taking cosine-similarities of the resulting embeddings, rendering results opaque and possibly arbitrary. Based on these insights, we caution against blindly using cosine-similarity and outline alternatives.

Nisarg A. Shah, Amir Ziai, Chaitanya Ekanadham et al.

While recent advancements in vision-language models have improved video understanding, diagnosing their capacity for deep, narrative comprehension remains a challenge. Existing benchmarks often test short-clip recognition or use template-based questions, leaving a critical gap in evaluating fine-grained reasoning over long-form narrative content. To address these gaps, we introduce $\mathsf{Cin\acute{e}aste}$, a comprehensive benchmark for long-form movie understanding. Our dataset comprises 3,119 multiple-choice question-answer pairs derived from 1,805 scenes across 200 diverse movies, spanning five novel fine-grained contextual reasoning categories. We use GPT-4o to generate diverse, context-rich questions by integrating visual descriptions, captions, scene titles, and summaries, which require deep narrative understanding. To ensure high-quality evaluation, our pipeline incorporates a two-stage filtering process: Context-Independence filtering ensures questions require video context, while Contextual Veracity filtering validates factual consistency against the movie content, mitigating hallucinations. Experiments show that existing MLLMs struggle on $\mathsf{Cin\acute{e}aste}$; our analysis reveals that long-range temporal reasoning is a primary bottleneck, with the top open-source model achieving only 63.15\% accuracy. This underscores significant challenges in fine-grained contextual understanding and the need for advancements in long-form movie comprehension.

Chaitanya Ekanadham, Yan Karklin

We develop T-SKIRT: a temporal, structured-knowledge, IRT-based method for predicting student responses online. By explicitly accounting for student learning and employing a structured, multidimensional representation of student proficiencies, the model outperforms standard IRT-based methods on an online response prediction task when applied to real responses collected from students interacting with diverse pools of educational content.

Kevin H. Wilson, Yan Karklin, Bojian Han et al.

Estimating student proficiency is an important task for computer based learning systems. We compare a family of IRT-based proficiency estimation methods to Deep Knowledge Tracing (DKT), a recently proposed recurrent neural network model with promising initial results. We evaluate how well each model predicts a student's future response given previous responses using two publicly available and one proprietary data set. We find that IRT-based methods consistently matched or outperformed DKT across all data sets at the finest level of content granularity that was tractable for them to be trained on. A hierarchical extension of IRT that captured item grouping structure performed best overall. When data sets included non-trivial autocorrelations in student response patterns, a temporal extension of IRT improved performance over standard IRT while the RNN-based method did not. We conclude that IRT-based models provide a simpler, better-performing alternative to existing RNN-based models of student interaction data while also affording more interpretability and guarantees due to their formulation as Bayesian probabilistic models.