Active Learning (AL) allows models to learn interactively from user feedback. However, only annotating existing samples may hardly benefit the model’s generalization. Moreover, AL commonly faces a cold start problem due to insufficient annotated data for effective sample selection. To address this, we introduce a counterfactual data augmentation approach inspired by Variation Theory, a theory of human concept learning that emphasizes the essential features of a concept by focusing on what stays the same and what changes. We use a neuro-symbolic pipeline to pinpoint key conceptual dimensions and use a large language model (LLM) to generate targeted variations along those dimensions. Through a text classification experiment, we show that our approach achieves significantly higher performance when there are fewer annotated data, showing its capability to address the cold start problem in AL. We also find that as the annotated training data gets larger, the impact of the generated data starts to diminish. This work demonstrates the value of incorporating human learning theories into the design and optimization of AL.

While developing a story, novices and published writers alike have had to look outside themselves for inspiration. Language models have recently been able to generate text fluently, producing new stochastic narratives upon request. However, effectively integrating such capabilities with human cognitive faculties and creative processes remains challenging. We propose to investigate this integration with a multimodal writing support interface that offers writing suggestions textually, visually, and aurally. We conduct an extensive study that combines elicitation of prior expectations before writing, observation and semi-structured interviews during writing, and outcome evaluations after writing. Our results illustrate individual and situational variation in machine-in-the-loop writing approaches, suggestion acceptance, and ways the system is helpful. Centrally, we report how participants perform integrative leaps, by which they do cognitive work to integrate suggestions of varying semantic relevance into their developing stories. We interpret these findings, offering modeling and design recommendations for future creative writing support technologies.