Li Lucy

Li Lucy, Jesse Dodge, David Bamman et al. · allen-ai, berkeley

Scholarly text is often laden with jargon, or specialized language that can facilitate efficient in-group communication within fields but hinder understanding for out-groups. In this work, we develop and validate an interpretable approach for measuring scholarly jargon from text. Expanding the scope of prior work which focuses on word types, we use word sense induction to also identify words that are widespread but overloaded with different meanings across fields. We then estimate the prevalence of these discipline-specific words and senses across hundreds of subfields, and show that word senses provide a complementary, yet unique view of jargon alongside word types. We demonstrate the utility of our metrics for science of science and computational sociolinguistics by highlighting two key social implications. First, though most fields reduce their use of jargon when writing for general-purpose venues, and some fields (e.g., biological sciences) do so less than others. Second, the direction of correlation between jargon and citation rates varies among fields, but jargon is nearly always negatively correlated with interdisciplinary impact. Broadly, our findings suggest that though multidisciplinary venues intend to cater to more general audiences, some fields' writing norms may act as barriers rather than bridges, and thus impede the dispersion of scholarly ideas.

Li Lucy, Su Lin Blodgett, Milad Shokouhi et al. · microsoft-research

Fairness-related assumptions about what constitute appropriate NLG system behaviors range from invariance, where systems are expected to behave identically for social groups, to adaptation, where behaviors should instead vary across them. To illuminate tensions around invariance and adaptation, we conduct five case studies, in which we perturb different types of identity-related language features (names, roles, locations, dialect, and style) in NLG system inputs. Through these cases studies, we examine people's expectations of system behaviors, and surface potential caveats of these contrasting yet commonly held assumptions. We find that motivations for adaptation include social norms, cultural differences, feature-specific information, and accommodation; in contrast, motivations for invariance include perspectives that favor prescriptivism, view adaptation as unnecessary or too difficult for NLG systems to do appropriately, and are wary of false assumptions. Our findings highlight open challenges around what constitute "fair" or "good" NLG system behaviors.

Li Lucy, Divya Tadimeti, David Bamman · berkeley

A common paradigm for identifying semantic differences across social and temporal contexts is the use of static word embeddings and their distances. In particular, past work has compared embeddings against "semantic axes" that represent two opposing concepts. We extend this paradigm to BERT embeddings, and construct contextualized axes that mitigate the pitfall where antonyms have neighboring representations. We validate and demonstrate these axes on two people-centric datasets: occupations from Wikipedia, and multi-platform discussions in extremist, men's communities over fourteen years. In both studies, contextualized semantic axes can characterize differences among instances of the same word type. In the latter study, we show that references to women and the contexts around them have become more detestable over time.

Li Lucy, Tal August, Rose E. Wang et al. · allen-ai

To ensure that math curriculum is grade-appropriate and aligns with critical skills or concepts in accordance with educational standards, pedagogical experts can spend months carefully reviewing published math problems. Drawing inspiration from this process, our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K math problems labeled with these standards (MathFish). We develop two tasks for evaluating LMs' abilities to assess math problems: (1) verifying whether a problem aligns with a given standard, and (2) tagging a problem with all aligned standards. Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts, suggesting the need for careful scrutiny on use cases involving LMs for generating curricular materials. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

Luca Soldaini, Rodney Kinney, Akshita Bhagia et al. · allen-ai, cmu

Information about pretraining corpora used to train the current best-performing language models is seldom discussed: commercial models rarely detail their data, and even open models are often released without accompanying training data or recipes to reproduce them. As a result, it is challenging to conduct and advance scientific research on language modeling, such as understanding how training data impacts model capabilities and limitations. To facilitate scientific research on language model pretraining, we curate and release Dolma, a three-trillion-token English corpus, built from a diverse mixture of web content, scientific papers, code, public-domain books, social media, and encyclopedic materials. We extensively document Dolma, including its design principles, details about its construction, and a summary of its contents. We present analyses and experimental results on intermediate states of Dolma to share what we have learned about important data curation practices. Finally, we open-source our data curation toolkit to enable reproduction of our work as well as support further research in large-scale data curation.

Li Lucy, Albert Zhang, Nathan Anderson et al.

Effective mathematics education requires identifying and responding to students' mistakes. For AI to support pedagogical applications, models must perform well across different levels of student proficiency. Our work provides an extensive, year-long snapshot of how 11 vision-language models (VLMs) perform on DrawEduMath, a QA benchmark involving real students' handwritten, hand-drawn responses to math problems. We find that models' weaknesses concentrate on a core component of math education: student error. All evaluated VLMs underperform when describing work from students who require more pedagogical help, and across all QA, they struggle the most on questions related to assessing student error. Thus, while VLMs may be optimized to be math problem solving experts, our results suggest that they require alternative development incentives to adequately support educational use cases.

Li Lucy, Suchin Gururangan, Luca Soldaini et al. · allen-ai, berkeley

Large language models' (LLMs) abilities are drawn from their pretraining data, and model development begins with data curation. However, decisions around what data is retained or removed during this initial stage are under-scrutinized. In our work, we ground web text, which is a popular pretraining data source, to its social and geographic contexts. We create a new dataset of 10.3 million self-descriptions of website creators, and extract information about who they are and where they are from: their topical interests, social roles, and geographic affiliations. Then, we conduct the first study investigating how ten "quality" and English language identification (langID) filters affect webpages that vary along these social dimensions. Our experiments illuminate a range of implicit preferences in data curation: we show that some quality classifiers act like topical domain filters, and langID can overlook English content from some regions of the world. Overall, we hope that our work will encourage a new line of research on pretraining data curation practices and its social implications.

David Bamman, Kent K. Chang, Li Lucy et al. · berkeley

In this work, we survey the way in which classification is used as a sensemaking practice in cultural analytics, and assess where large language models can fit into this landscape. We identify ten tasks supported by publicly available datasets on which we empirically assess the performance of LLMs compared to traditional supervised methods, and explore the ways in which LLMs can be employed for sensemaking goals beyond mere accuracy. We find that prompt-based LLMs are competitive with traditional supervised models for established tasks, but perform less well on de novo tasks. In addition, LLMs can assist sensemaking by acting as an intermediary input to formal theory testing.

Sami Baral, Li Lucy, Ryan Knight et al. · allen-ai

In real-world settings, vision language models (VLMs) should robustly handle naturalistic, noisy visual content as well as domain-specific language and concepts. For example, K-12 educators using digital learning platforms may need to examine and provide feedback across many images of students' math work. To assess the potential of VLMs to support educators in settings like this one, we introduce DrawEduMath, an English-language dataset of 2,030 images of students' handwritten responses to K-12 math problems. Teachers provided detailed annotations, including free-form descriptions of each image and 11,661 question-answer (QA) pairs. These annotations capture a wealth of pedagogical insights, ranging from students' problem-solving strategies to the composition of their drawings, diagrams, and writing. We evaluate VLMs on teachers' QA pairs, as well as 44,362 synthetic QA pairs derived from teachers' descriptions using language models (LMs). We show that even state-of-the-art VLMs leave much room for improvement on DrawEduMath questions. We also find that synthetic QAs, though imperfect, can yield similar model rankings as teacher-written QAs. We release DrawEduMath to support the evaluation of VLMs' abilities to reason mathematically over images gathered with educational contexts in mind.

Li Lucy, Camilla Griffiths, Sarah Levine et al. · berkeley

Conventional bag-of-words approaches for topic modeling, like latent Dirichlet allocation (LDA), struggle with literary text. Literature challenges lexical methods because narrative language focuses on immersive sensory details instead of abstractive description or exposition: writers are advised to "show, don't tell." We propose Retell, a simple, accessible topic modeling approach for literature. Here, we prompt resource-efficient, generative language models (LMs) to tell what passages show, thereby translating narratives' surface forms into higher-level concepts and themes. By running LDA on LMs' retellings of passages, we can obtain more precise and informative topics than by running LDA alone or by directly asking LMs to list topics. To investigate the potential of our method for cultural analytics, we compare our method's outputs to expert-guided annotations in a case study on racial/cultural identity in high school English language arts books.

Li Lucy, David Bamman

Much previous work characterizing language variation across Internet social groups has focused on the types of words used by these groups. We extend this type of study by employing BERT to characterize variation in the senses of words as well, analyzing two months of English comments in 474 Reddit communities. The specificity of different sense clusters to a community, combined with the specificity of a community's unique word types, is used to identify cases where a social group's language deviates from the norm. We validate our metrics using user-created glossaries and draw on sociolinguistic theories to connect language variation with trends in community behavior. We find that communities with highly distinctive language are medium-sized, and their loyal and highly engaged users interact in dense networks.

Li Lucy, Julia Mendelsohn

We analyze gendered communities defined in three different ways: text, users, and sentiment. Differences across these representations reveal facets of communities' distinctive identities, such as social group, topic, and attitudes. Two communities may have high text similarity but not user similarity or vice versa, and word usage also does not vary according to a clearcut, binary perspective of gender. Community-specific sentiment lexicons demonstrate that sentiment can be a useful indicator of words' social meaning and community values, especially in the context of discussion content and user demographics. Our results show that social platforms such as Reddit are active settings for different constructions of gender.

Li Lucy, Jon Gauthier

Distributional word representation methods exploit word co-occurrences to build compact vector encodings of words. While these representations enjoy widespread use in modern natural language processing, it is unclear whether they accurately encode all necessary facets of conceptual meaning. In this paper, we evaluate how well these representations can predict perceptual and conceptual features of concrete concepts, drawing on two semantic norm datasets sourced from human participants. We find that several standard word representations fail to encode many salient perceptual features of concepts, and show that these deficits correlate with word-word similarity prediction errors. Our analyses provide motivation for grounded and embodied language learning approaches, which may help to remedy these deficits.