Rose E. Wang

Joy He-Yueya, Gabriel Poesia, Rose E. Wang et al. · stanford

Automatically generating high-quality step-by-step solutions to math word problems has many applications in education. Recently, combining large language models (LLMs) with external tools to perform complex reasoning and calculation has emerged as a promising direction for solving math word problems, but prior approaches such as Program-Aided Language model (PAL) are biased towards simple procedural problems and less effective for problems that require declarative reasoning. We propose an approach that combines an LLM that can incrementally formalize word problems as a set of variables and equations with an external symbolic solver that can solve the equations. Our approach achieves comparable accuracy to the original PAL on the GSM8K benchmark of math word problems and outperforms PAL by an absolute 20% on ALGEBRA, a new dataset of more challenging word problems extracted from Algebra textbooks. Our work highlights the benefits of using declarative and incremental representations when interfacing with an external tool for solving complex math word problems. Our data and prompts are publicly available at https://github.com/joyheyueya/declarative-math-word-problem.

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.

Rose E. Wang, Mike Wu, Noah Goodman

Learning often involves interaction between multiple agents. Human teacher-student settings best illustrate how interactions result in efficient knowledge passing where the teacher constructs a curriculum based on their students' abilities. Prior work in machine teaching studies how the teacher should construct optimal teaching datasets assuming the teacher knows everything about the student. However, in the real world, the teacher doesn't have complete information about the student. The teacher must interact and diagnose the student, before teaching. Our work proposes a simple diagnosis algorithm which uses Gaussian processes for inferring student-related information, before constructing a teaching dataset. We apply this to two settings. One is where the student learns from scratch and the teacher must figure out the student's learning algorithm parameters, eg. the regularization parameters in ridge regression or support vector machines. Two is where the student has partially explored the environment and the teacher must figure out the important areas the student has not explored; we study this in the offline reinforcement learning setting where the teacher must provide demonstrations to the student and avoid sending redundant trajectories. Our experiments highlight the importance of diagosing before teaching and demonstrate how students can learn more efficiently with the help of an interactive teacher. We conclude by outlining where diagnosing combined with teaching would be more desirable than passive learning.

Rose E. Wang, Julia White, Jesse Mu et al.

To be good conversational partners, natural language processing (NLP) systems should be trained to produce contextually useful utterances. Prior work has investigated training NLP systems with communication-based objectives, where a neural listener stands in as a communication partner. However, these systems commonly suffer from semantic drift where the learned language diverges radically from natural language. We propose a method that uses a population of neural listeners to regularize speaker training. We first show that language drift originates from the poor uncertainty calibration of a neural listener, which makes high-certainty predictions on novel sentences. We explore ensemble- and dropout-based populations of listeners and find that the former results in better uncertainty quantification. We evaluate both population-based objectives on reference games, and show that the ensemble method with better calibration enables the speaker to generate pragmatic utterances while scaling to a large vocabulary and generalizing to new games and listeners.

Rose E. Wang, Sarah A. Wu, James A. Evans et al.

Collaboration requires agents to coordinate their behavior on the fly, sometimes cooperating to solve a single task together and other times dividing it up into sub-tasks to work on in parallel. Underlying the human ability to collaborate is theory-of-mind, the ability to infer the hidden mental states that drive others to act. Here, we develop Bayesian Delegation, a decentralized multi-agent learning mechanism with these abilities. Bayesian Delegation enables agents to rapidly infer the hidden intentions of others by inverse planning. We test Bayesian Delegation in a suite of multi-agent Markov decision processes inspired by cooking problems. On these tasks, agents with Bayesian Delegation coordinate both their high-level plans (e.g. what sub-task they should work on) and their low-level actions (e.g. avoiding getting in each other's way). In a self-play evaluation, Bayesian Delegation outperforms alternative algorithms. Bayesian Delegation is also a capable ad-hoc collaborator and successfully coordinates with other agent types even in the absence of prior experience. Finally, in a behavioral experiment, we show that Bayesian Delegation makes inferences similar to human observers about the intent of others. Together, these results demonstrate the power of Bayesian Delegation for decentralized multi-agent collaboration.

Rose E. Wang, J. Chase Kew, Dennis Lee et al.

Collaboration requires agents to align their goals on the fly. Underlying the human ability to align goals with other agents is their ability to predict the intentions of others and actively update their own plans. We propose hierarchical predictive planning (HPP), a model-based reinforcement learning method for decentralized multiagent rendezvous. Starting with pretrained, single-agent point to point navigation policies and using noisy, high-dimensional sensor inputs like lidar, we first learn via self-supervision motion predictions of all agents on the team. Next, HPP uses the prediction models to propose and evaluate navigation subgoals for completing the rendezvous task without explicit communication among agents. We evaluate HPP in a suite of unseen environments, with increasing complexity and numbers of obstacles. We show that HPP outperforms alternative reinforcement learning, path planning, and heuristic-based baselines on challenging, unseen environments. Experiments in the real world demonstrate successful transfer of the prediction models from sim to real world without any additional fine-tuning. Altogether, HPP removes the need for a centralized operator in multiagent systems by combining model-based RL and inference methods, enabling agents to dynamically align plans.

Rose E. Wang, Michael Everett, Jonathan P. How

There are several real-world tasks that would benefit from applying multiagent reinforcement learning (MARL) algorithms, including the coordination among self-driving cars. The real world has challenging conditions for multiagent learning systems, such as its partial observable and nonstationary nature. Moreover, if agents must share a limited resource (e.g. network bandwidth) they must all learn how to coordinate resource use. This paper introduces a deep recurrent multiagent actor-critic framework (R-MADDPG) for handling multiagent coordination under partial observable set-tings and limited communication. We investigate recurrency effects on performance and communication use of a team of agents. We demonstrate that the resulting framework learns time dependencies for sharing missing observations, handling resource limitations, and developing different communication patterns among agents.