Large Language Models (LLMs) have emerged as dominant foundational models in modern NLP. However, the understanding of their prediction processes and internal mechanisms, such as feed-forward networks (FFN) and multi-head self-attention (MHSA), remains largely unexplored. In this work, we probe LLMs from a human behavioral perspective, correlating values from LLMs with eye-tracking measures, which are widely recognized as meaningful indicators of human reading patterns. Our findings reveal that LLMs exhibit a similar prediction pattern with humans but distinct from that of Shallow Language Models (SLMs). Moreover, with the escalation of LLM layers from the middle layers, the correlation coefficients also increase in FFN and MHSA, indicating that the logits within FFN increasingly encapsulate word semantics suitable for predicting tokens from the vocabulary.

Large Vision-Language Models (LVLMs) are increasingly adept at generating contextually detailed and coherent responses from visual inputs. However, their application in multimodal decision-making and open-ended generation is hindered by a notable rate of hallucinations, where generated text inaccurately represents the visual contents. To address this issue, this paper introduces the Instruction Contrastive Decoding (ICD) method, a novel approach designed to reduce hallucinations during LVLM inference. Our method is inspired by our observation that what we call disturbance instructions significantly exacerbate hallucinations in multimodal fusion modules. ICD contrasts distributions from standard and instruction disturbance, thereby increasing alignment uncertainty and effectively subtracting hallucinated concepts from the original distribution. Through comprehensive experiments on discriminative benchmarks (POPE and MME) and a generative benchmark (LLaVa-Bench), we demonstrate that ICD significantly mitigates both object-level and attribute-level hallucinations. Moreover, our method not only addresses hallucinations but also significantly enhances the general perception and recognition capabilities of LVLMs.

MOTIF (MultimOdal ConTextualized Images For Language Learners) is a multimodal dataset that consists of 1125 comprehension texts retrieved from Wikipedia Simple Corpus. Allowing multimodal processing or enriching the context with multimodal information has proven imperative for many learning tasks, specifically for second language (L2) learning. In this respect, several traditional NLP approaches can assist L2 readers in text comprehension processes, such as simplifying text or giving dictionary descriptions for complex words. As nicely stated in the well-known proverb, sometimes “a picture is worth a thousand words” and an image can successfully complement the verbal message by enriching the representation, like in Pictionary books. This multimodal support can also assist on-the-fly text reading experience by providing a multimodal tool that chooses and displays the most relevant images for the difficult words, given the text context. This study mainly focuses on one of the key components to achieving this goal; collecting a multimodal dataset enriched with complex word annotation and validated image match.

The multi-modal foundation model CLIP computes representations from texts and images that achieved unprecedented performance on tasks such as zero-shot image classification. However, CLIP was pretrained on public internet data. Thus it lacks highly domain-specific knowledge. We investigate the adaptation of CLIP-based models to the chest radiography domain using the MIMIC-CXR dataset. We show that the features of the pretrained CLIP models do not transfer to this domain. We adapt CLIP to the chest radiography domain using contrastive language supervision and show that this approach yields a model that outperforms supervised learning on labels on the MIMIC-CXR dataset while also generalizing to the CheXpert and RSNA Pneumonia datasets. Furthermore, we do a detailed ablation study of the batch and dataset size. Finally, we show that language supervision allows for better explainability by using the multi-modal model to generate images from texts such that experts can inspect what the model has learned.

In primary school, children’s books, as well as in modern language learning apps, multi-modal learning strategies like illustrations of terms and phrases are used to support reading comprehension. Also, several studies in educational psychology suggest that integrating cross-modal information will improve reading comprehension. We claim that state-of- he-art multi-modal transformers, which could be used in a language learner context to improve human reading, will perform poorly because of the short and relatively simple textual data those models are trained with. To prove our hypotheses, we collected a new multi-modal image-retrieval dataset based on data from Wikipedia. In an in-depth data analysis, we highlight the differences between our dataset and other popular datasets. Additionally, we evaluate several state-of-the-art multi-modal transformers on text-image retrieval on our dataset and analyze their meager results, which verify our claims.