Variational Deep Semantic Hashing for Text Documents

As the amount of textual data has been rapidly increasing over the past decade, efficient similarity search methods have become a crucial component of large-scale information retrieval systems. A popular strategy is to represent original data samples by compact binary codes through hashing. A spectrum of machine learning methods have been utilized, but they often lack expressiveness and flexibility in modeling to learn effective representations. The recent advances of deep learning in a wide range of applications has demonstrated its capability to learn robust and powerful feature representations for complex data. Especially, deep generative models naturally combine the expressiveness of probabilistic generative models with the high capacity of deep neural networks, which is very suitable for text modeling. However, little work has leveraged the recent progress in deep learning for text hashing. In this paper, we propose a series of novel deep document generative models for text hashing. The first proposed model is unsupervised while the second one is supervised by utilizing document labels/tags for hashing. The third model further considers document-specific factors that affect the generation of words. The probabilistic generative formulation of the proposed models provides a principled framework for model extension, uncertainty estimation, simulation, and interpretability. Based on variational inference and reparameterization, the proposed models can be interpreted as encoder-decoder deep neural networks and thus they are capable of learning complex nonlinear distributed representations of the original documents. We conduct a comprehensive set of experiments on four public testbeds. The experimental results have demonstrated the effectiveness of the proposed supervised learning models for text hashing.Comment: 11 pages, 4 figure

Look, Listen and Learn

We consider the question: what can be learnt by looking at and listening to a large number of unlabelled videos? There is a valuable, but so far untapped, source of information contained in the video itself -- the correspondence between the visual and the audio streams, and we introduce a novel "Audio-Visual Correspondence" learning task that makes use of this. Training visual and audio networks from scratch, without any additional supervision other than the raw unconstrained videos themselves, is shown to successfully solve this task, and, more interestingly, result in good visual and audio representations. These features set the new state-of-the-art on two sound classification benchmarks, and perform on par with the state-of-the-art self-supervised approaches on ImageNet classification. We also demonstrate that the network is able to localize objects in both modalities, as well as perform fine-grained recognition tasks.Comment: Appears in: IEEE International Conference on Computer Vision (ICCV) 201

A self-training approach for short text clustering

Short text clustering is a challenging problem when adopting traditional bag-of-words or TF-IDF representations, since these lead to sparse vector representations for short texts. Low-dimensional continuous representations or embeddings can counter that sparseness problem: their high representational power is exploited in deep clustering algorithms. While deep clustering has been studied extensively in computer vision, relatively little work has focused on NLP. The method we propose, learns discriminative features from both an autoencoder and a sentence embedding, then uses assignments from a clustering algorithm as supervision to update weights of the encoder network. Experiments on three short text datasets empirically validate the effectiveness of our method

Advancement Auto-Assessment of Students Knowledge States from Natural Language Input

Knowledge Assessment is a key element in adaptive instructional systems and in particular in Intelligent Tutoring Systems because fully adaptive tutoring presupposes accurate assessment. However, this is a challenging research problem as numerous factors affect students’ knowledge state estimation such as the difficulty level of the problem, time spent in solving the problem, etc. In this research work, we tackle this research problem from three perspectives: assessing the prior knowledge of students, assessing the natural language short and long students’ responses, and knowledge tracing.Prior knowledge assessment is an important component of knowledge assessment as it facilitates the adaptation of the instruction from the very beginning, i.e., when the student starts interacting with the (computer) tutor. Grouping students into groups with similar mental models and patterns of prior level of knowledge allows the system to select the right level of scaffolding for each group of students. While not adapting instruction to each individual learner, the advantage of adapting to groups of students based on a limited number of prior knowledge levels has the advantage of decreasing the authoring costs of the tutoring system. To achieve this goal of identifying or clustering students based on their prior knowledge, we have employed effective clustering algorithms. Automatically assessing open-ended student responses is another challenging aspect of knowledge assessment in ITSs. In dialogue-based ITSs, the main interaction between the learner and the system is natural language dialogue in which students freely respond to various system prompts or initiate dialogue moves in mixed-initiative dialogue systems. Assessing freely generated student responses in such contexts is challenging as students can express the same idea in different ways owing to different individual style preferences and varied individual cognitive abilities. To address this challenging task, we have proposed several novel deep learning models as they are capable to capture rich high-level semantic features of text. Knowledge tracing (KT) is an important type of knowledge assessment which consists of tracking students’ mastery of knowledge over time and predicting their future performances. Despite the state-of-the-art results of deep learning in this task, it has many limitations. For instance, most of the proposed methods ignore pertinent information (e.g., Prior knowledge) that can enhance the knowledge tracing capability and performance. Working toward this objective, we have proposed a generic deep learning framework that accounts for the engagement level of students, the difficulty of questions and the semantics of the questions and uses a novel times series model called Temporal Convolutional Network for future performance prediction. The advanced auto-assessment methods presented in this dissertation should enable better ways to estimate learner’s knowledge states and in turn the adaptive scaffolding those systems can provide which in turn should lead to more effective tutoring and better learning gains for students. Furthermore, the proposed method should enable more scalable development and deployment of ITSs across topics and domains for the benefit of all learners of all ages and backgrounds

Document Clustering

In a world flooded with information, document clustering is an important tool that can help categorize and extract insight from text collections. It works by grouping similar documents, while simultaneously discriminating between groups. In this article, we provide a brief overview of the principal techniques used to cluster documents, and introduce a series of novel deep-learning based methods recently designed for the document clustering task. In our overview, we point the reader to salient works that can provide a deeper understanding of the topics discussed