Policy Teaching via Data Poisoning in Learning from Human Preferences

We study data poisoning attacks in learning from human preferences. More specifically, we consider the problem of teaching/enforcing a target policy $\pi^\dagger$ by synthesizing preference data. We seek to understand the susceptibility of different preference-based learning paradigms to poisoned preference data by analyzing the number of samples required by the attacker to enforce $\pi^\dagger$. We first propose a general data poisoning formulation in learning from human preferences and then study it for two popular paradigms, namely: (a) reinforcement learning from human feedback (RLHF) that operates by learning a reward model using preferences; (b) direct preference optimization (DPO) that directly optimizes policy using preferences. We conduct a theoretical analysis of the effectiveness of data poisoning in a setting where the attacker is allowed to augment a pre-existing dataset and also study its special case where the attacker can synthesize the entire preference dataset from scratch. As our main results, we provide lower/upper bounds on the number of samples required to enforce $\pi^\dagger$. Finally, we discuss the implications of our results in terms of the susceptibility of these learning paradigms under such data poisoning attacks.

Prompt Programming: A Platform for Dialogue-based Computational Problem Solving with Generative AI Models

Computing students increasingly rely on generative AI tools for programming assistance, often without formal instruction or guidance. This highlights a need to teach students how to effectively interact with AI models, particularly through natural language prompts, to generate and critically evaluate code for solving computational tasks. To address this, we developed a novel platform for prompt programming that enables authentic dialogue-based interactions, supports problems involving multiple interdependent functions, and offers on-request execution of generated code. Data analysis from over 900 students in an introductory programming course revealed high engagement, with the majority of prompts occurring within multi-turn dialogues. Problems with multiple interdependent functions encouraged iterative refinement, with progression graphs highlighting several common strategies. Students were highly selective about the code they chose to test, suggesting that on-request execution of generated code promoted critical thinking. Given the growing importance of learning dialogue-based programming with AI, we provide this tool as a publicly accessible resource, accompanied by a corpus of programming problems for educational use.

Pragmatic Reasoning improves LLM Code Generation

Large Language Models (LLMs) have demonstrated impressive potential in translating natural language (NL) instructions into program code. However, user instructions often contain inherent ambiguities, making it challenging for LLMs to generate code that accurately reflects the user's true intent. To address this challenge, researchers have proposed to produce multiple candidates of the program code and then rerank them to identify the best solution. In this paper, we propose CodeRSA, a novel code candidate reranking mechanism built upon the Rational Speech Act (RSA) framework, designed to guide LLMs toward more comprehensive pragmatic reasoning about user intent. We evaluate CodeRSA using one of the latest LLMs on a popular code generation dataset. Our experiment results show that CodeRSA consistently outperforms common baselines, surpasses the state-of-the-art approach in most cases, and demonstrates robust overall performance. These findings underscore the effectiveness of integrating pragmatic reasoning into code candidate reranking, offering a promising direction for enhancing code generation quality in LLMs.

Text-Diffusion Red-Teaming of Large Language Models: Unveiling Harmful Behaviors with Proximity Constraints

Recent work has proposed automated red-teaming methods for testing the vulnerabilities of a given target large language model (LLM). These methods use red-teaming LLMs to uncover inputs that induce harmful behavior in a target LLM. In this paper, we study red-teaming strategies that enable a targeted security assessment. We propose an optimization framework for red-teaming with proximity constraints, where the discovered prompts must be similar to reference prompts from a given dataset. This dataset serves as a template for the discovered prompts, anchoring the search for test-cases to specific topics, writing styles, or types of harmful behavior. We show that established auto-regressive model architectures do not perform well in this setting. We therefore introduce a black-box red-teaming method inspired by text-diffusion models: Diffusion for Auditing and Red-Teaming (DART). DART modifies the reference prompt by perturbing it in the embedding space, directly controlling the amount of change introduced. We systematically evaluate our method by comparing its effectiveness with established methods based on model fine-tuning and zero- and few-shot prompting. Our results show that DART is significantly more effective at discovering harmful inputs in close proximity to the reference prompt.

BugSpotter: Automated Generation of Code Debugging Exercises

Debugging is an essential skill when learning to program, yet its instruction and emphasis often vary widely across introductory courses. In the era of code-generating large language models (LLMs), the ability for students to reason about code and identify errors is increasingly important. However, students frequently resort to trial-and-error methods to resolve bugs without fully understanding the underlying issues. Developing the ability to identify and hypothesize the cause of bugs is crucial but can be time-consuming to teach effectively through traditional means. This paper introduces BugSpotter, an innovative tool that leverages an LLM to generate buggy code from a problem description and verify the synthesized bugs via a test suite. Students interact with BugSpotter by designing failing test cases, where the buggy code's output differs from the expected result as defined by the problem specification. This not only provides opportunities for students to enhance their debugging skills, but also to practice reading and understanding problem specifications. We deployed BugSpotter in a large classroom setting and compared the debugging exercises it generated to exercises hand-crafted by an instructor for the same problems. We found that the LLM-generated exercises produced by BugSpotter varied in difficulty and were well-matched to the problem specifications. Importantly, the LLM-generated exercises were comparable to those manually created by instructors with respect to student performance, suggesting that BugSpotter could be an effective and efficient aid for learning debugging.

Automated Generation of Code Debugging Exercises

Debugging is an essential skill when learning to program, yet its instruction and emphasis often vary widely across introductory courses. In the era of code-generating large language models (LLMs), the ability for students to reason about code and identify errors is increasingly important. However, students frequently resort to trial-and-error methods to resolve bugs without fully understanding the underlying issues. Developing the ability to identify and hypothesize the cause of bugs is crucial but can be time-consuming to teach effectively through traditional means. This paper introduces BugSpotter, an innovative tool that leverages an LLM to generate buggy code from a problem description and verify the synthesized bugs via a test suite. Students interact with BugSpotter by designing failing test cases, where the buggy code's output differs from the expected result as defined by the problem specification. This not only provides opportunities for students to enhance their debugging skills, but also to practice reading and understanding problem specifications. We deployed BugSpotter in a large classroom setting and compared the debugging exercises it generated to exercises hand-crafted by an instructor for the same problems. We found that the LLM-generated exercises produced by BugSpotter varied in difficulty and were well-matched to the problem specifications. Importantly, the LLM-generated exercises were comparable to those manually created by instructors with respect to student performance, suggesting that BugSpotter could be an effective and efficient aid for learning debugging.

Program Synthesis Benchmark for Visual Programming in XLogoOnline Environment

Large language and multimodal models have shown remarkable successes on various benchmarks focused on specific skills such as general-purpose programming, natural language understanding, math word problem-solving, and visual question answering. However, it is unclear how well these models perform on tasks that require a combination of these skills. In this paper, we curate a novel program synthesis benchmark based on the XLogoOnline visual programming environment. The benchmark comprises 85 real-world tasks from the Mini-level of the XLogoOnline environment, each requiring a combination of different skills such as spatial planning, basic programming, and logical reasoning. Our evaluation shows that current state-of-the-art models like GPT-4V and Llama3-70B struggle to solve these tasks, achieving only 20% and 2.35% success rates. Next, we develop a fine-tuning pipeline to boost the performance of models by leveraging a large-scale synthetic training dataset with over 80000 tasks. Moreover, we showcase how emulator-driven feedback can be used to design a curriculum over training data distribution. We showcase that a fine-tuned Llama3-8B drastically outperforms GPT-4V and Llama3-70B models, and provide an in-depth analysis of the models' expertise across different skill dimensions. We will publicly release the benchmark for future research on program synthesis in visual programming.

Benchmarking Generative Models on Computational Thinking Tests in Elementary Visual Programming

Generative models have demonstrated human-level proficiency in various benchmarks across domains like programming, natural sciences, and general knowledge. Despite these promising results on competitive benchmarks, they still struggle with seemingly simple problem-solving tasks typically carried out by elementary-level students. How do state-of-the-art models perform on standardized tests designed to assess computational thinking and problem-solving skills at schools? In this paper, we curate a novel benchmark involving computational thinking tests grounded in elementary visual programming domains. Our initial results show that state-of-the-art models like GPT-4o and Llama3 barely match the performance of an average school student. To further boost the performance of these models, we fine-tune them using a novel synthetic data generation methodology. The key idea is to develop a comprehensive dataset using symbolic methods that capture different skill levels, ranging from recognition of visual elements to multi-choice quizzes to synthesis-style tasks. We showcase how various aspects of symbolic information in synthetic data help improve fine-tuned models' performance. We will release the full implementation and datasets to facilitate further research on enhancing computational thinking in generative models.

Hints-In-Browser: Benchmarking Language Models for Programming Feedback Generation

Generative AI and large language models hold great promise in enhancing programming education by generating individualized feedback and hints for learners. Recent works have primarily focused on improving the quality of generated feedback to achieve human tutors' quality. While quality is an important performance criterion, it is not the only criterion to optimize for real-world educational deployments. In this paper, we benchmark language models for programming feedback generation across several performance criteria, including quality, cost, time, and data privacy. The key idea is to leverage recent advances in the new paradigm of in-browser inference that allow running these models directly in the browser, thereby providing direct benefits across cost and data privacy. To boost the feedback quality of small models compatible with in-browser inference engines, we develop a fine-tuning pipeline based on GPT-4 generated synthetic data. We showcase the efficacy of fine-tuned Llama3-8B and Phi3-3.8B 4-bit quantized models using WebLLM's in-browser inference engine on three different Python programming datasets. We will release the full implementation along with a web app and datasets to facilitate further research on in-browser language models.

Proximal Curriculum with Task Correlations for Deep Reinforcement Learning

Curriculum design for reinforcement learning (RL) can speed up an agent's learning process and help it learn to perform well on complex tasks. However, existing techniques typically require domain-specific hyperparameter tuning, involve expensive optimization procedures for task selection, or are suitable only for specific learning objectives. In this work, we consider curriculum design in contextual multi-task settings where the agent's final performance is measured w.r.t. a target distribution over complex tasks. We base our curriculum design on the Zone of Proximal Development concept, which has proven to be effective in accelerating the learning process of RL agents for uniform distribution over all tasks. We propose a novel curriculum, ProCuRL-Target, that effectively balances the need for selecting tasks that are not too difficult for the agent while progressing the agent's learning toward the target distribution via leveraging task correlations. We theoretically justify the task selection strategy of ProCuRL-Target by analyzing a simple learning setting with REINFORCE learner model. Our experimental results across various domains with challenging target task distributions affirm the effectiveness of our curriculum strategy over state-of-the-art baselines in accelerating the training process of deep RL agents.