Siegfried Handschuh

In linguistics, there are two main perspectives on negation: a semantic and a pragmatic view. So far, research in NLP on negation has almost exclusively adhered to the semantic view. In this article, we adopt the pragmatic paradigm to conduct a study of negation understanding focusing on transformer-based PLMs. Our results differ from previous, semantics-based studies and therefore help to contribute a more comprehensive – and, given the results, much more optimistic – picture of the PLMs’ negation understanding.

Determining an appropriate number of attention heads on one hand and the number of transformer-encoders, on the other hand, is an important choice for Computer Vision (CV) tasks using the Transformer architecture. Computing experiments confirmed the expectation that the total number of parameters has to satisfy the condition of overdetermination (i.e., number of constraints significantly exceeding the number of parameters). Then, good generalization performance can be expected. This sets the boundaries within which the number of heads and the number of transformers can be chosen. If the role of context in images to be classified can be assumed to be small, it is favorable to use multiple transformers with a low number of heads (such as one or two). In classifying objects whose class may heavily depend on the context within the image (i.e., the meaning of a patch being dependent on other patches), the number of heads is equally important as that of transformers.

The commitment to single-precision floating-point arithmetic is widespread in the deep learning community. To evaluate whether this commitment is justified, the influence of computing precision (single and double precision) on the optimization performance of the Conjugate Gradient (CG) method (a second-order optimization algorithm) and Root Mean Square Propagation (RMSprop) (a first-order algorithm) has been investigated. Tests of neural networks with one to five fully connected hidden layers and moderate or strong nonlinearity with up to 4 million network parameters have been optimized for Mean Square Error (MSE). The training tasks have been set up so that their MSE minimum was known to be zero. Computing experiments have dis-closed that single-precision can keep up (with superlinear convergence) with double-precision as long as line search finds an improvement. First-order methods such as RMSprop do not benefit from double precision. However, for moderately nonlinear tasks, CG is clearly superior. For strongly nonlinear tasks, both algorithm classes find only solutions fairly poor in terms of mean square error as related to the output variance. CG with double floating-point precision is superior whenever the solutions have the potential to be useful for the application goal.

Due to recent advances in natural language processing (NLP), a new generation of digital learning support systems is emerging, which make it possible to analyse the writing quality of texts offering individual, linguistic feedback to writers through various kinds of automated text evaluation. These intelligent tutoring systems (ITS) have to be integrated into existing teaching practices alongside traditional feedback providers (e.g., tutor, peer students). Therefore, this paper explores how academic writing skills of students could be fostered by providing different types of feedback from a tutor, peer students and an ITS. It proposes a feedback model for academic writing in an AI-enabled learning support environment and illustrates the importance of the different feedback providers in an academic writing use case. Through this, the paper aims to contribute to a better understanding of the changing nature of how students' academic writing skills can be fostered in the age of artificial intelligence.

We present an annotation approach to capturing emotional and cognitive empathy in student-written peer reviews on business models in German. We propose an annotation scheme that allows us to model emotional and cognitive empathy scores based on three types of review components. Also, we conducted an annotation study with three annotators based on 92 student essays to evaluate our annotation scheme. The obtained inter-rater agreement of α = 0.79 for the components and the π = 0.41 for the empathy scores indicate that the proposed annotation scheme successfully guides annotators to a substantial to moderate agreement. Moreover, we trained predictive models to detect the annotated empathy structures and embedded them in an adaptive writing support system for students to receive individual empathy feedback independent of an instructor, time, and location. We evaluated our tool in a peer learning exercise with 58 students and found promising results for perceived empathy skill learning, perceived feedback accuracy, and intention to use. Finally, we present our freely available corpus of 500 empathy-annotated, student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of empathy support systems.