Thomas F. George

Thomas George, Guillaume Lajoie, Aristide Baratin

Among attempts at giving a theoretical account of the success of deep neural networks, a recent line of work has identified a so-called lazy training regime in which the network can be well approximated by its linearization around initialization. Here we investigate the comparative effect of the lazy (linear) and feature learning (non-linear) regimes on subgroups of examples based on their difficulty. Specifically, we show that easier examples are given more weight in feature learning mode, resulting in faster training compared to more difficult ones. In other words, the non-linear dynamics tends to sequentialize the learning of examples of increasing difficulty. We illustrate this phenomenon across different ways to quantify example difficulty, including c-score, label noise, and in the presence of easy-to-learn spurious correlations. Our results reveal a new understanding of how deep networks prioritize resources across example difficulty.

Aziz Bacha, Thomas George

Deep neural networks are often considered opaque systems, prompting the need for explainability methods to improve trust and accountability. Existing approaches typically attribute test-time predictions either to input features (e.g., pixels in an image) or to influential training examples. We argue that both perspectives should be studied jointly. This work explores *training feature attribution*, which links test predictions to specific regions of specific training images and thereby provides new insights into the inner workings of deep models. Our experiments on vision datasets show that training feature attribution yields fine-grained, test-specific explanations: it identifies harmful examples that drive misclassifications and reveals spurious correlations, such as patch-based shortcuts, that conventional attribution methods fail to expose.

Irene Li, Thomas George, Alexander Fabbri et al.

Effective human learning depends on a wide selection of educational materials that align with the learner's current understanding of the topic. While the Internet has revolutionized human learning or education, a substantial resource accessibility barrier still exists. Namely, the excess of online information can make it challenging to navigate and discover high-quality learning materials. In this paper, we propose the educational resource discovery (ERD) pipeline that automates web resource discovery for novel domains. The pipeline consists of three main steps: data collection, feature extraction, and resource classification. We start with a known source domain and conduct resource discovery on two unseen target domains via transfer learning. We first collect frequent queries from a set of seed documents and search on the web to obtain candidate resources, such as lecture slides and introductory blog posts. Then we introduce a novel pretrained information retrieval deep neural network model, query-document masked language modeling (QD-MLM), to extract deep features of these candidate resources. We apply a tree-based classifier to decide whether the candidate is a positive learning resource. The pipeline achieves F1 scores of 0.94 and 0.82 when evaluated on two similar but novel target domains. Finally, we demonstrate how this pipeline can benefit an application: leading paragraph generation for surveys. This is the first study that considers various web resources for survey generation, to the best of our knowledge. We also release a corpus of 39,728 manually labeled web resources and 659 queries from NLP, Computer Vision (CV), and Statistics (STATS).

Swapnil Hingmire, Irene Li, Rena Kawamura et al.

A classification scheme of a scientific subject gives an overview of its body of knowledge. It can also be used to facilitate access to research articles and other materials related to the subject. For example, the ACM Computing Classification System (CCS) is used in the ACM Digital Library search interface and also for indexing computer science papers. We observed that a comprehensive classification system like CCS or Mathematics Subject Classification (MSC) does not exist for Computational Linguistics (CL) and Natural Language Processing (NLP). We propose a classification scheme -- CLICKER for CL/NLP based on the analysis of online lectures from 77 university courses on this subject. The currently proposed taxonomy includes 334 topics and focuses on educational aspects of CL/NLP; it is based primarily, but not exclusively, on lecture notes from NLP courses. We discuss how such a taxonomy can help in various real-world applications, including tutoring platforms, resource retrieval, resource recommendation, prerequisite chain learning, and survey generation.