Automated Crowdturfing Attacks and Defenses in Online Review Systems

Malicious crowdsourcing forums are gaining traction as sources of spreading misinformation online, but are limited by the costs of hiring and managing human workers. In this paper, we identify a new class of attacks that leverage deep learning language models (Recurrent Neural Networks or RNNs) to automate the generation of fake online reviews for products and services. Not only are these attacks cheap and therefore more scalable, but they can control rate of content output to eliminate the signature burstiness that makes crowdsourced campaigns easy to detect. Using Yelp reviews as an example platform, we show how a two phased review generation and customization attack can produce reviews that are indistinguishable by state-of-the-art statistical detectors. We conduct a survey-based user study to show these reviews not only evade human detection, but also score high on "usefulness" metrics by users. Finally, we develop novel automated defenses against these attacks, by leveraging the lossy transformation introduced by the RNN training and generation cycle. We consider countermeasures against our mechanisms, show that they produce unattractive cost-benefit tradeoffs for attackers, and that they can be further curtailed by simple constraints imposed by online service providers

Image-based Text Classification using 2D Convolutional Neural Networks

We propose a new approach to text classification in which we consider the input text as an image and apply 2D Convolutional Neural Networks to learn the local and global semantics of the sentences from the variations of the visual patterns of words. Our approach demonstrates that it is possible to get semantically meaningful features from images with text without using optical character recognition and sequential processing pipelines, techniques that traditional natural language processing algorithms require. To validate our approach, we present results for two applications: text classification and dialog modeling. Using a 2D Convolutional Neural Network, we were able to outperform the state-ofart accuracy results for a Chinese text classification task and achieved promising results for seven English text classification tasks. Furthermore, our approach outperformed the memory networks without match types when using out of vocabulary entities from Task 4 of the bAbI dialog dataset

Guess who? Multilingual approach for the automated generation of author-stylized poetry

This paper addresses the problem of stylized text generation in a multilingual setup. A version of a language model based on a long short-term memory (LSTM) artificial neural network with extended phonetic and semantic embeddings is used for stylized poetry generation. The quality of the resulting poems generated by the network is estimated through bilingual evaluation understudy (BLEU), a survey and a new cross-entropy based metric that is suggested for the problems of such type. The experiments show that the proposed model consistently outperforms random sample and vanilla-LSTM baselines, humans also tend to associate machine generated texts with the target author

Predicting Second and Third Graders' Reading Comprehension Gains: Observing Students' and Classmates Talk during Literacy Instruction using COLT.

This paper introduces a new observation system that is designed to investigate students' and teachers' talk during literacy instruction, Creating Opportunities to Learn from Text (COLT). Using video-recorded observations of 2nd-3rd grade literacy instruction (N=51 classrooms, 337 students, 151 observations), we found that nine types of student talk ranged from using non-verbal gestures to generating new ideas. The more a student talked, the greater were his/her reading comprehension (RC) gains. Classmate talk also predicted RC outcomes (total effect size=0.27). We found that 11 types of teacher talk ranged from asking simple questions to encouraging students' thinking and reasoning. Teacher talk predicted student talk but did not predict students' RC gains directly. Findings highlight the importance of each student's discourse during literacy instruction, how classmates' talk contributes to the learning environments that each student experiences, and how this affects RC gains, with implications for improving the effectiveness of literacy instruction