@inproceedings{huang-etal-2024-prompting,
    title = "Prompting Explicit and Implicit Knowledge for Multi-hop Question Answering Based on Human Reading Process",
    author = "Huang, Guangming  and
      Long, Yunfei  and
      Luo, Cunjin  and
      Shen, Jiaxing  and
      Sun, Xia",
    editor = "Calzolari, Nicoletta  and
      Kan, Min-Yen  and
      Hoste, Veronique  and
      Lenci, Alessandro  and
      Sakti, Sakriani  and
      Xue, Nianwen",
    booktitle = "Proceedings of the 2024 Joint International Conference on Computational Linguistics, Language Resources and Evaluation (LREC-COLING 2024)",
    month = may,
    year = "2024",
    address = "Torino, Italia",
    publisher = "ELRA and ICCL",
    url = "https://preview.aclanthology.org/Author-page-Marten-During-lu/2024.lrec-main.1154/",
    pages = "13179--13189",
    abstract = "Pre-trained language models (PLMs) leverage chains-of-thought (CoT) to simulate human reasoning and inference processes, achieving proficient performance in multi-hop QA. However, a gap persists between PLMs' reasoning abilities and those of humans when tackling complex problems. Psychological studies suggest a vital connection between explicit information in passages and human prior knowledge during reading. Nevertheless, current research has given insufficient attention to linking input passages and PLMs' pre-training-based knowledge from the perspective of human cognition studies. In this study, we introduce a Prompting Explicit and Implicit knowledge (PEI) framework, which uses prompts to connect explicit and implicit knowledge, aligning with human reading process for multi-hop QA. We consider the input passages as explicit knowledge, employing them to elicit implicit knowledge through unified prompt reasoning. Furthermore, our model incorporates type-specific reasoning via prompts, a form of implicit knowledge. Experimental results show that PEI performs comparably to the state-of-the-art on HotpotQA. Ablation studies confirm the efficacy of our model in bridging and integrating explicit and implicit knowledge."
}