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Michael Jiang

Publications and source records attributed to Michael Jiang.

2 recordsLinked to original sources

Consistent yet Contextual: Learning Author-Level Mixtures of Style for Authorship Attribution

Approaches to authorship verification or attribution typically model the style of a document, asking whether two documents were likely written by the same author. While recent approaches have been performant, such approaches largely ignore modeling the authors themselves and how varied their style is. Here, we introduce multiple alternatives for modeling the author and demonstrate that allowing an author's representation to capture multiple consistent but distinct writing styles yields significant performance improvements. Using our new authorship model, we then examine when an author writes in a way that is most idiomatic of their style across four scenarios: (i) variation in the size of their writing audiences, (ii) temporal distance from when the model was trained, (iii) the effect of preceding context, and (iv) the effect of genre norms on style. Across all four experiments, we demonstrate that authors vary substantially in how idiolectic their writing is. Our results have clear implications for both the modeling and data used for authorship verification and attribution, showing that authors need to be represented with their multiple styles and that some settings produce text that is much more informative about who wrote that text.

cs.CL↗

Teenagers and Artificial Intelligence: Bootcamp Experience and Lessons Learned

Artificial intelligence (AI) stands out as a game-changer in today's technology landscape. However, the integration of AI education in classroom curricula currently lags behind, leaving teenagers inadequately prepared for an imminent AI-driven future. In this pilot study, we designed a three-day bootcamp offered in the summer of 2023 to a cohort of 60 high school students. The curriculum was delivered in person through animated video content, easy-to-follow slides, interactive playgrounds, and quizzes. These were packaged in the early version of an online learning platform we are developing. Results from the post-bootcamp survey conveyed a 91.4% overall satisfaction. Despite the short bootcamp duration, 88.5% and 71.4% of teenagers responded that they had an improved understanding of AI concepts and programming, respectively. Overall, we found that employing diverse modalities effectively engaged students, and building foundational modules proved beneficial for introducing more complex topics. Furthermore, using Google Colab notebooks for coding assignments proved challenging to most students. Students' activity on the platform and their answers to quizzes showed proficient engagement and a grasp of the material. Our results strongly highlight the need for compelling and accessible AI education methods for the next generation and the potential for informal learning to fill the gap of providing early AI education to teenagers.

cs.CY↗