Research

Koopman autoencoders (KAEs) seek a higher-dimensional latent representation in which nonlinear dynamics evolve linearly. However, many interesting systems have multiple basins of attraction, and both theoretical and empirical work has shown these multibasin systems cannot generally admit a single finite-dimensional global Koopman embedding under standard assumptions. We posit that encoders with a sparsity-inducing objective encouraging few active latent coefficients will provide latent supports as an inspectable basin-modeling principle for Koopman autoencoders. We use these encoders producing sparse latents in training Sparse Koopman Autoencoders (SKAEs) without basin labels or other regime annotations, and treat the learned latent supports as model-produced regime variables after training. Across a range of procedurally generated multibasin systems and chaotic flows, we show that SKAEs have superior forecasting performance compared to dense-latent KAEs. We also perform a mechanistic study that shows latent supports produced by SKAEs are both essential for the quality of the representation and useful for identifying basins on held-out basin interior states, whereas dense-latent KAEs collapse to an uninformative single family. These results identify sparse latents and their corresponding supports as label-free, interpretable regime variables for Koopman learning in nonlinear systems with multiple local dynamical laws.

Reinforcement learning (RL) has become a predominant technique to align language models (LMs) with human preferences or promote outputs which are deemed to be desirable by a given reward function. Standard RL approaches optimize average reward, while methods explicitly focused on reducing the probability of undesired outputs typically come at a cost to average-case performance. To improve this tradeoff, we introduce RePULSe, a new training method that augments the standard RL loss with an additional loss that uses learned proposals to guide sampling low-reward outputs, and then reduces those outputs’ probability. We run experiments demonstrating that RePULSe produces a better tradeoff of expected reward versus the probability of undesired outputs and is more adversarially robust, compared to standard RL alignment approaches and alternatives.

For random-walk Metropolis (RWM) and parallel tempering (PT) algorithms, an asymptotic acceptance rate of around 0.234 is known to be optimal in certain high-dimensional limits. However, its practical relevance is uncertain due to restrictive derivation conditions. We synthesise previous theoretical advances in extending the 0.234 acceptance rate to more general settings, and demonstrate its applicability with a comprehensive empirical simulation study on examples examining how acceptance rates affect Expected Squared Jumping Distance (ESJD). Our experiments show the optimality of the 0.234 acceptance rate for RWM is surprisingly robust even in lower dimensions across various non-spherically symmetric proposal distributions, multimodal target distributions that may not have an i.i.d. product density, and curved Rosenbrock target distributions with nonlinear correlation structure. Parallel tempering experiments also show that the idealized 0.234 spacing of inverse temperatures may be approximately optimal for low dimensions and non i.i.d. product target densities, and that constructing an inverse temperature ladder with spacings given by a swap acceptance of 0.234 is a viable strategy.

What if we take a broader view of what it means to run an education experiment? In this paper, we explore opportunities that arise when we think beyond the commonly-held notion that the purpose of an experiment is to either accept or reject a pre-defined hypothesis and instead, reconsider experimentation as a means to explore the complex design space of creating and improving instructional content. This is an approach we call experiment-inspired design. Then, to operationalize these ideas in a real-world experimentation venue, we investigate the implications of running a sequence of interventions teaching first-year students meta-skills: transferable skills applicable to multiple areas of their lives, such as planning, and managing stress. Finally, using two examples as case studies for meta-skills interventions (stress-reappraisal and mental contrasting with implementation intentions), we reflect on our experiences with experiment-inspired design and share six preliminary lessons on how to use experimentation for design.