Prompt engineering is an iterative procedure that often requires extensive manual effort to formulate suitable instructions for effectively directing large language models (LLMs) in specific tasks. Incorporating few-shot examples is a vital and effective approach to provide LLMs with precise instructions, leading to improved LLM performance. Nonetheless, identifying the most informative demonstrations for LLMs is labor-intensive, frequently entailing sifting through an extensive search space. In this demonstration, we showcase a human-in-the-loop tool called ool (Active Prompt Engineering) designed for refining prompts through active learning. Drawing inspiration from active learning, ool iteratively selects the most ambiguous examples for human feedback, which will be transformed into few-shot examples within the prompt.

While most existing works on LLM prompting techniques focus only on how to select a better set of data samples inside one single prompt input (In-Context Learning or ICL), why can not we design and leverage multiple prompts together to further improve the LLM’s performance? In this work, we propose In-Context Sampling (ICS), a low-resource LLM prompting technique to produce confident predictions by optimizing the construction of multiple ICL prompt inputs. Extensive experiments with three open-source LLMs (FlanT5-XL, Mistral-7B, and Mixtral-8x7B) on four NLI datasets (e-SNLI, Multi-NLI, ANLI, and Contract-NLI) and one QA dataset (CommonsenseQA) illustrate that ICS can consistently enhance LLMs’ performance. An in-depth evaluation with three data similarity-based ICS strategies suggests that these strategies can further elevate LLM’s performance, which sheds light on a new yet promising future research direction.

Detecting factual errors of textual information, whether generated by large language models (LLM) or curated by humans, is crucial for making informed decisions. LLMs’ inability to attribute their claims to external knowledge and their tendency to hallucinate makes it difficult to rely on their responses. Humans, too, are prone to factual errors in their writing. Since manual detection and correction of factual er- rors is labor-intensive, developing an automatic approach can greatly reduce human effort. We present a prototype tool that automatically extracts factual claims from text, gathers evidence from external knowledge sources, evaluates the factuality of each claim, and suggests revisions for identified errors using the collected evidence. Initial empirical evaluation on fact error detection (77-85% F1) shows the potential of our tool.

An NLP model that understands stories should be able to understand the characters in them. To support the development of neural models for this purpose, we construct a benchmark, Story2Personality. The task is to predict a movie character’s MBTI or Big 5 personality types based on the narratives of the character. Experiments show that our task is challenging for the existing text classification models, as none is able to largely outperform random guesses. We further proposed a multi-view model for personality prediction using both verbal and non-verbal descriptions, which gives improvement compared to using only verbal descriptions. The uniqueness and challenges in our dataset call for the development of narrative comprehension techniques from the perspective of understanding characters.

We propose a new task for assessing machines’ skills of understanding fictional characters in narrative stories. The task, TVShowGuess, builds on the scripts of TV series and takes the form of guessing the anonymous main characters based on the backgrounds of the scenes and the dialogues. Our human study supports that this form of task covers comprehension of multiple types of character persona, including understanding characters’ personalities, facts and memories of personal experience, which are well aligned with the psychological and literary theories about the theory of mind (ToM) of human beings on understanding fictional characters during reading. We further propose new model architectures to support the contextualized encoding of long scene texts. Experiments show that our proposed approaches significantly outperform baselines, yet still largely lag behind the (nearly perfect) human performance. Our work serves as a first step toward the goal of narrative character comprehension.

Evaluations in machine learning rarely use the latest metrics, datasets, or human evaluation in favor of remaining compatible with prior work. The compatibility, often facilitated through leaderboards, thus leads to outdated but standardized evaluation practices. We pose that the standardization is taking place in the wrong spot. Evaluation infrastructure should enable researchers to use the latest methods and what should be standardized instead is how to incorporate these new evaluation advances. We introduce GEMv2, the new version of the Generation, Evaluation, and Metrics Benchmark which uses a modular infrastructure for dataset, model, and metric developers to benefit from each other’s work. GEMv2 supports 40 documented datasets in 51 languages, ongoing online evaluation for all datasets, and our interactive tools make it easier to add new datasets to the living benchmark.

Question answering (QA) is a fundamental means to facilitate assessment and training of narrative comprehension skills for both machines and young children, yet there is scarcity of high-quality QA datasets carefully designed to serve this purpose. In particular, existing datasets rarely distinguish fine-grained reading skills, such as the understanding of varying narrative elements. Drawing on the reading education research, we introduce FairytaleQA, a dataset focusing on narrative comprehension of kindergarten to eighth-grade students. Generated by educational experts based on an evidence-based theoretical framework, FairytaleQA consists of 10,580 explicit and implicit questions derived from 278 children-friendly stories, covering seven types of narrative elements or relations. Our dataset is valuable in two folds: First, we ran existing QA models on our dataset and confirmed that this annotation helps assess models’ fine-grained learning skills. Second, the dataset supports question generation (QG) task in the education domain. Through benchmarking with QG models, we show that the QG model trained on FairytaleQA is capable of asking high-quality and more diverse questions.