Bedoor AlShebli

Bedoor AlShebli, Shahan Ali Memon, James A. Evans et al. · cmu

Artificial Intelligence (AI) has become a disruptive technology, promising to grant a significant economic and strategic advantage to nations that harness its power. China, with its recent push towards AI adoption, is challenging the U.S.'s position as the global leader in this field. Given AI's massive potential, as well as the fierce geopolitical tensions between China and the U.S., several recent policies have been put in place to discourage AI scientists from migrating to, or collaborating with, the other nation. Nevertheless, the extent of talent migration and cross-border collaboration are not fully understood. Here, we analyze a dataset of over 350,000 AI scientists and 5,000,000 AI papers. We find that since 2000, China and the U.S. have led the field in terms of impact, novelty, productivity, and workforce. Most AI scientists who move to China come from the U.S., and most who move to the U.S. come from China, highlighting a notable bidirectional talent migration. Moreover, the vast majority of those moving in either direction have Asian ancestry. Upon moving, those scientists continue to collaborate frequently with those in the origin country. Although the number of collaborations between the two countries has increased since the dawn of the millennium, such collaborations continue to be relatively rare. A matching experiment reveals that the two countries have always been more impactful when collaborating than when each works without the other. These findings suggest that instead of suppressing cross-border migration and collaboration between the two nations, the science could benefit from promoting such activities.

Marcin Waniek, Navya Suri, Abdullah Zameek et al.

Attribute inference - the process of analyzing publicly available data in order to uncover hidden information - has become a major threat to privacy, given the recent technological leap in machine learning. One way to tackle this threat is to strategically modify one's publicly available data in order to keep one's private information hidden from attribute inference. We evaluate people's ability to perform this task, and compare it against algorithms designed for this purpose. We focus on three attributes: the gender of the author of a piece of text, the country in which a set of photos was taken, and the link missing from a social network. For each of these attributes, we find that people's effectiveness is inferior to that of AI, especially when it comes to hiding the attribute in question. Moreover, when people are asked to modify the publicly available information in order to hide these attributes, they are less likely to make high-impact modifications compared to AI. This suggests that people are unable to recognize the aspects of the data that are critical to an inference algorithm. Taken together, our findings highlight the limitations of relying on human intuition to protect privacy in the age of AI, and emphasize the need for algorithmic support to protect private information from attribute inference.

Maria Sahakyan, Bedoor AlShebli

The peer review process is often regarded as the gatekeeper of scientific integrity, yet increasing evidence suggests that it is not immune to bias. Although structural inequities in peer review have been widely debated, much less attention has been paid to the subtle ways in which language itself may reinforce disparities. This study undertakes one of the most comprehensive linguistic analyses of peer review to date, examining more than 80,000 reviews in two major journals. Using natural language processing and large-scale statistical modeling, it uncovers how review tone, sentiment, and supportive language vary across author demographics, including gender, race, and institutional affiliation. Using a data set that includes both anonymous and signed reviews, this research also reveals how the disclosure of reviewer identity shapes the language of evaluation. The findings not only expose hidden biases in peer feedback, but also challenge conventional assumptions about anonymity's role in fairness. As academic publishing grapples with reform, these insights raise critical questions about how review policies shape career trajectories and scientific progress.

Shahan Ali Memon, Soham De, Sungha Kang et al. · cmu

In this paper, we introduce a speculative design methodology for studying the behavior of generative AI systems, framing design as a mode of inquiry. We propose bridging seemingly unrelated domains to generate intentional context voids, using these tasks as probes to elicit AI model behavior. We demonstrate this through a case study: probing the ChatGPT system (GPT-4 and DALL-E) to generate headshots from professional Curricula Vitae (CVs). In contrast to traditional ways, our approach assesses system behavior under conditions of radical uncertainty -- when forced to invent entire swaths of missing context -- revealing subtle stereotypes and value-laden assumptions. We qualitatively analyze how the system interprets identity and competence markers from CVs, translating them into visual portraits despite the missing context (i.e. physical descriptors). We show that within this context void, the AI system generates biased representations, potentially relying on stereotypical associations or blatant hallucinations.

Hazem Ibrahim, Fengyuan Liu, Rohail Asim et al.

The emergence of large language models has led to the development of powerful tools such as ChatGPT that can produce text indistinguishable from human-generated work. With the increasing accessibility of such technology, students across the globe may utilize it to help with their school work -- a possibility that has sparked discussions on the integrity of student evaluations in the age of artificial intelligence (AI). To date, it is unclear how such tools perform compared to students on university-level courses. Further, students' perspectives regarding the use of such tools, and educators' perspectives on treating their use as plagiarism, remain unknown. Here, we compare the performance of ChatGPT against students on 32 university-level courses. We also assess the degree to which its use can be detected by two classifiers designed specifically for this purpose. Additionally, we conduct a survey across five countries, as well as a more in-depth survey at the authors' institution, to discern students' and educators' perceptions of ChatGPT's use. We find that ChatGPT's performance is comparable, if not superior, to that of students in many courses. Moreover, current AI-text classifiers cannot reliably detect ChatGPT's use in school work, due to their propensity to classify human-written answers as AI-generated, as well as the ease with which AI-generated text can be edited to evade detection. Finally, we find an emerging consensus among students to use the tool, and among educators to treat this as plagiarism. Our findings offer insights that could guide policy discussions addressing the integration of AI into educational frameworks.