There is much excitement about the opportunity to harness the power of large language models (LLMs) when building problem-solving assistants. However, the standard methodology of evaluating LLMs relies on static pairs of inputs and outputs, and is insufficient for making an informed decision about which LLMs and under which assistive settings can they be sensibly used. Static assessment fails to account for the essential interactive element in LLM deployment, and therefore limits how we understand language model capabilities. We introduce CheckMate, an adaptable prototype platform for humans to interact with and evaluate LLMs. We conduct a study with CheckMate to evaluate three language models (InstructGPT, ChatGPT, and GPT-4) as assistants in proving undergraduate-level mathematics, with a mixed cohort of participants from undergraduate students to professors of mathematics. We release the resulting interaction and rating dataset, MathConverse. By analysing MathConverse, we derive a taxonomy of human behaviours and uncover that despite a generally positive correlation, there are notable instances of divergence between correctness and perceived helpfulness in LLM generations, amongst other findings. Further, we garner a more granular understanding of GPT-4 mathematical problem-solving through a series of case studies, contributed by expert mathematicians. We conclude with actionable takeaways for ML practitioners and mathematicians: models that communicate uncertainty respond well to user corrections, and are more interpretable and concise may constitute better assistants. Interactive evaluation is a promising way to navigate the capability of these models; humans should be aware of language models' algebraic fallibility and discern where they are appropriate to use.
The development of large language models (LLMs) such as ChatGPT has brought a lot of attention recently. However, their evaluation in the benchmark academic datasets remains under-explored due to the difficulty of evaluating the generative outputs produced by this model against the ground truth. In this paper, we aim to present a thorough evaluation of ChatGPT's performance on diverse academic datasets, covering tasks like question-answering, text summarization, code generation, commonsense reasoning, mathematical problem-solving, machine translation, bias detection, and ethical considerations. Specifically, we evaluate ChatGPT across 140 tasks and analyze 255K responses it generates in these datasets. This makes our work the largest evaluation of ChatGPT in NLP benchmarks. In short, our study aims to validate the strengths and weaknesses of ChatGPT in various tasks and provide insights for future research using LLMs. We also report a new emergent ability to follow multi-query instructions that we mostly found in ChatGPT and other instruction-tuned models. Our extensive evaluation shows that even though ChatGPT is capable of performing a wide variety of tasks, and may obtain impressive performance in several benchmark datasets, it is still far from achieving the ability to reliably solve many challenging tasks. By providing a thorough assessment of ChatGPT's performance across diverse NLP tasks, this paper sets the stage for a targeted deployment of ChatGPT-like LLMs in real-world applications.
An extension of Transformers is proposed that enables explicit relational reasoning through a novel module called the Abstractor. At the core of the Abstractor is a variant of attention called relational cross-attention. The approach is motivated by an architectural inductive bias for relational learning that disentangles relational information from object-level features. This enables explicit relational reasoning, supporting abstraction and generalization from limited data. The Abstractor is first evaluated on simple discriminative relational tasks and compared to existing relational architectures. Next, the Abstractor is evaluated on purely relational sequence-to-sequence tasks, where dramatic improvements are seen in sample efficiency compared to standard Transformers. Finally, Abstractors are evaluated on a collection of tasks based on mathematical problem solving, where consistent improvements in performance and sample efficiency are observed.
Many intellectual endeavors require mathematical problem solving, but this skill remains beyond the capabilities of computers. To measure this ability in machine learning models, we introduce MATH, a new dataset of 12,500 challenging competition mathematics problems. Each problem in MATH has a full step-by-step solution which can be used to teach models to generate answer derivations and explanations. To facilitate future research and increase accuracy on MATH, we also contribute a large auxiliary pretraining dataset which helps teach models the fundamentals of mathematics. Even though we are able to increase accuracy on MATH, our results show that accuracy remains relatively low, even with enormous Transformer models. Moreover, we find that simply increasing budgets and model parameter counts will be impractical for achieving strong mathematical reasoning if scaling trends continue. While scaling Transformers is automatically solving most other text-based tasks, scaling is not currently solving MATH. To have more traction on mathematical problem solving we will likely need new algorithmic advancements from the broader research community.
We identify empirical scaling laws for the cross-entropy loss in four domains: generative image modeling, video modeling, multimodal image$\leftrightarrow$text models, and mathematical problem solving. In all cases autoregressive Transformers smoothly improve in performance as model size and compute budgets increase, following a power-law plus constant scaling law. The optimal model size also depends on the compute budget through a power-law, with exponents that are nearly universal across all data domains. The cross-entropy loss has an information theoretic interpretation as $S($True$) + D_{\mathrm{KL}}($True$||$Model$)$, and the empirical scaling laws suggest a prediction for both the true data distribution's entropy and the KL divergence between the true and model distributions. With this interpretation, billion-parameter Transformers are nearly perfect models of the YFCC100M image distribution downsampled to an $8\times 8$ resolution, and we can forecast the model size needed to achieve any given reducible loss (ie $D_{\mathrm{KL}}$) in nats/image for other resolutions. We find a number of additional scaling laws in specific domains: (a) we identify a scaling relation for the mutual information between captions and images in multimodal models, and show how to answer the question "Is a picture worth a thousand words?"; (b) in the case of mathematical problem solving, we identify scaling laws for model performance when extrapolating beyond the training distribution; (c) we finetune generative image models for ImageNet classification and find smooth scaling of the classification loss and error rate, even as the generative loss levels off. Taken together, these results strengthen the case that scaling laws have important implications for neural network performance, including on downstream tasks.
For technology (like serious games) that aims to deliver interactive learning, it is important to address relevant mental experiences such as reflective thinking during problem solving. To facilitate research in this direction, we present the weDraw-1 Movement Dataset of body movement sensor data and reflective thinking labels for 26 children solving mathematical problems in unconstrained settings where the body (full or parts) was required to explore these problems. Further, we provide qualitative analysis of behaviours that observers used in identifying reflective thinking moments in these sessions. The body movement cues from our compilation informed features that lead to average F1 score of 0.73 for automatic detection of reflective thinking based on Long Short-Term Memory neural networks. We further obtained 0.79 average F1 score for end-to-end detection of reflective thinking periods, i.e. based on raw sensor data. Finally, the algorithms resulted in 0.64 average F1 score for period subsegments as short as 4 seconds. Overall, our results show the possibility of detecting reflective thinking moments from body movement behaviours of a child exploring mathematical concepts bodily, such as within serious game play.