Nadine El-Naggar

Nadine El-Naggar, Pranava Madhyastha, Tillman Weyde

In this study, we investigate the generalization of LSTM, ReLU and GRU models on counting tasks over long sequences. Previous theoretical work has established that RNNs with ReLU activation and LSTMs have the capacity for counting with suitable configuration, while GRUs have limitations that prevent correct counting over longer sequences. Despite this and some positive empirical results for LSTMs on Dyck-1 languages, our experimental results show that LSTMs fail to learn correct counting behavior for sequences that are significantly longer than in the training data. ReLUs show much larger variance in behavior and in most cases worse generalization. The long sequence generalization is empirically related to validation loss, but reliable long sequence generalization seems not practically achievable through backpropagation with current techniques. We demonstrate different failure modes for LSTMs, GRUs and ReLUs. In particular, we observe that the saturation of activation functions in LSTMs and the correct weight setting for ReLUs to generalize counting behavior are not achieved in standard training regimens. In summary, learning generalizable counting behavior is still an open problem and we discuss potential approaches for further research.

Nadine El-Naggar, Tatsuki Kuribayashi, Ted Briscoe

Many of the thousands of attested languages share common configurations of features, creating a spectrum from typologically very rare (e.g., object-verb-subject word order) or impossible languages to very common combinations of features (e.g., subject-object-verb word order). One central question is under what conditions such typological tendencies can be predicted, and specifically whether the learning bias of language models (LMs) is sufficient to reproduce such patterns. In this study, we add one dimensionality to such analysis -- the learning scenario for LMs -- to explore its interaction with the inductive bias of LMs. Specifically, as a first study, we examine the effect of curriculum learning (CL), as a developmentally motivated learning scenario, i.e., starting with simpler sentences rather than randomly-ordered input. We expand existing LM-based exploration (El-Naggar et al., 2025a,b) with a simple CL variant and find that CL substantially impacts the apparent inductive bias of LMs.

Nadine El-Naggar, Pranava Madhyastha, Tillman Weyde

Previous work has established that RNNs with an unbounded activation function have the capacity to count exactly. However, it has also been shown that RNNs are challenging to train effectively and generally do not learn exact counting behaviour. In this paper, we focus on this problem by studying the simplest possible RNN, a linear single-cell network. We conduct a theoretical analysis of linear RNNs and identify conditions for the models to exhibit exact counting behaviour. We provide a formal proof that these conditions are necessary and sufficient. We also conduct an empirical analysis using tasks involving a Dyck-1-like Balanced Bracket language under two different settings. We observe that linear RNNs generally do not meet the necessary and sufficient conditions for counting behaviour when trained with the standard approach. We investigate how varying the length of training sequences and utilising different target classes impacts model behaviour during training and the ability of linear RNN models to effectively approximate the indicator conditions.