How do adjectives project from a noun to its parts? If a motorcycle is red, are its wheels red? Is a nuclear submarine’s captain nuclear? These questions are easy for humans to judge using our commonsense understanding of the world, but are difficult for computers. To attack this challenge, we crowdsource a set of human judgments that answer the English-language question “Given a whole described by an adjective, does the adjective also describe a given part?” We build strong baselines for this task with a classification approach. Our findings indicate that, despite the recent successes of large language models on tasks aimed to assess commonsense knowledge, these models do not greatly outperform simple word-level models based on pre-trained word embeddings. This provides evidence that the amount of commonsense knowledge encoded in these language models does not extend far beyond that already baked into the word embeddings. Our dataset will serve as a useful testbed for future research in commonsense reasoning, especially as it relates to adjectives and objects

Characterizing the content of a technical document in terms of its learning utility can be useful for applications related to education, such as generating reading lists from large collections of documents. We refer to this learning utility as the “pedagogical value” of the document to the learner. While pedagogical value is an important concept that has been studied extensively within the education domain, there has been little work exploring it from a computational, i.e., natural language processing (NLP), perspective. To allow a computational exploration of this concept, we introduce the notion of “pedagogical roles” of documents (e.g., Tutorial and Survey) as an intermediary component for the study of pedagogical value. Given the lack of available corpora for our exploration, we create the first annotated corpus of pedagogical roles and use it to test baseline techniques for automatic prediction of such roles.

Learners need to find suitable documents to read and prioritize them in an appropriate order. We present a method of automatically generating reading lists, selecting documents based on their pedagogical value to the learner and ordering them using the structure of concepts in the domain. Resulting reading lists related to computational linguistics were evaluated by advanced learners and judged to be near the quality of those generated by domain experts. We provide an open-source implementation of our method to enable future work on reading list generation.