Weiming Zhang

Zijie Wang, Weiming Zhang, Wei Zhang et al.

Centerline graphs, crucial for path planning in autonomous driving, are traditionally learned using deterministic methods. However, these methods often lack spatial reasoning and struggle with occluded or invisible centerlines. Generative approaches, despite their potential, remain underexplored in this domain. We introduce LaneDiffusion, a novel generative paradigm for centerline graph learning. LaneDiffusion innovatively employs diffusion models to generate lane centerline priors at the Bird's Eye View (BEV) feature level, instead of directly predicting vectorized centerlines. Our method integrates a Lane Prior Injection Module (LPIM) and a Lane Prior Diffusion Module (LPDM) to effectively construct diffusion targets and manage the diffusion process. Furthermore, vectorized centerlines and topologies are then decoded from these prior-injected BEV features. Extensive evaluations on the nuScenes and Argoverse2 datasets demonstrate that LaneDiffusion significantly outperforms existing methods, achieving improvements of 4.2%, 4.6%, 4.7%, 6.4% and 1.8% on fine-grained point-level metrics (GEO F1, TOPO F1, JTOPO F1, APLS and SDA) and 2.3%, 6.4%, 6.8% and 2.1% on segment-level metrics (IoU, mAP_cf, DET_l and TOP_ll). These results establish state-of-the-art performance in centerline graph learning, offering new insights into generative models for this task.

Weiming Zhang, Lingyue Fu, Qingyao Li et al.

Cognitive diagnosis (CD) plays a crucial role in intelligent education, evaluating students' comprehension of knowledge concepts based on their test histories. However, current CD methods often model students, exercises, and knowledge concepts solely on their ID relationships, neglecting the abundant semantic relationships present within educational data space. Furthermore, contemporary intelligent tutoring systems (ITS) frequently involve the addition of new students and exercises, a situation that ID-based methods find challenging to manage effectively. The advent of large language models (LLMs) offers the potential for overcoming this challenge with open-world knowledge. In this paper, we propose LLM4CD, which Leverages Large Language Models for Open-World Knowledge Augmented Cognitive Diagnosis. Our method utilizes the open-world knowledge of LLMs to construct cognitively expressive textual representations, which are then encoded to introduce rich semantic information into the CD task. Additionally, we propose an innovative bi-level encoder framework that models students' test histories through two levels of encoders: a macro-level cognitive text encoder and a micro-level knowledge state encoder. This approach substitutes traditional ID embeddings with semantic representations, enabling the model to accommodate new students and exercises with open-world knowledge and address the cold-start problem. Extensive experimental results demonstrate that our proposed method consistently outperforms previous CD models on multiple real-world datasets, validating the effectiveness of leveraging LLMs to introduce rich semantic information into the CD task.