United Arab Emirates

Framing analysis is predominantly qualitative and quantitative, examining a small dataset with manual coding. Easy access to digital data in the last two decades prompts scholars in both computation and social sciences to utilize various computational methods to explore frames in large-scale datasets. The growing scholarship, however, lacks a comprehensive understanding and resources of computational framing analysis methods. Aiming to address the gap, this article surveys existing computational framing analysis approaches and puts them together. The research is expected to help scholars and journalists gain a deeper understanding of how frames are being explored computationally, better equip them to analyze frames in large-scale datasets, and, finally, work on advancing methodological approaches.

EMNLP 2022

A Survey of Computational Framing Analysis Approaches

computational methods

computational framing analysis

machine learning

natural language processing

computational social science

poster

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EMNLP 2022 will take place in Abu Dhabi from December 7th to December 11th, 2022. And it will be held in hybrid mode, both online and offline.

Embodied Vision and Language Task Completion requires an embodied agent to interpret natural language instructions and egocentric visual observations to navigate through and interact with environments. In this work, we examine ALFRED, a challenging benchmark for embodied task completion, with the goal of gaining insight into how effectively models utilize language. We find evidence that sequence-to-sequence and transformer-based models trained on this benchmark are not sufficiently sensitive to changes in input language instructions. Next, we construct a new test split -- ALFRED-L to test whether ALFRED models can generalize to task structures not seen during training that intuitively require the same types of language understanding required in ALFRED. Evaluation of existing models on ALFRED-L suggests that (a) models are overly reliant on the sequence in which objects are visited in typical ALFRED trajectories and fail to adapt to modifications of this sequence and (b) models trained with additional augmented trajectories are able to adapt relatively better to such changes in input language instructions.

ALFRED-L: Investigating the Role of Language for Action Learning in Interactive Visual Environments

Our goal is a teachable reasoning system for question-answering (QA), where a user can interact with faithful answer explanations, and correct its errors so that the system improves over time. Our approach is to augment a QA model with a dynamic memory of user feedback, containing user-supplied corrections to
erroneous model beliefs that users identify during interaction. Retrievals from memory are used as additional context for QA, to help avoid previous mistakes in similar new situations - a novel application of memory-based continuous learning. With simulated feedback, we find that our system (called TeachMe) continually improves with time, and without model retraining, requiring feedback on only 25% of training examples to reach within 1% of the upper-bound (feedback on all examples). Similarly, in experiments with real users, we observe a similar trend, with performance improving by over 15% on a hidden test set after teaching. This suggests new opportunities for using frozen language models in an interactive setting where users can inspect, debug, and correct the model's beliefs, leading to improved system's performance over time.

Towards Teachable Reasoning Systems: Using a Dynamic Memory of User Feedback for Continual System Improvement

Videos often capture objects, their visible properties, their motion, and the interactions between different objects. Objects also have physical properties such as mass, which the imaging pipeline is unable to directly capture. However, these properties can be estimated by utilizing cues from relative object motion and the dynamics introduced by collisions. In this paper, we introduce CRIPP-VQA, a new video question answering dataset for reasoning about the implicit physical properties of objects in a scene. CRIPP-VQA contains videos of objects in motion, annotated with questions that involve counterfactual reasoning about the effect of actions, questions about planning in order to reach a goal, and descriptive questions about visible properties of objects. The CRIPP-VQA test set enables evaluation under several out-of-distribution settings -- videos with objects with masses, coefficients of friction, and initial velocities that are not observed in the training distribution. Our experiments reveal a surprising and significant performance gap in terms of answering questions about implicit properties (the focus of this paper) and explicit properties of objects (the focus of prior work).

CRIPP-VQA: Counterfactual Reasoning about Implicit Physical Properties via Video Question Answering

This paper aims for a potential architectural improvement for multilingual learning and asks: Can different tasks from different languages be modeled in a monolithic framework, i.e. without any task/language-specific module? The benefit of achieving this could open new doors for future multilingual research, including allowing systems trained on low resources to be further assisted by other languages as well as other tasks. We approach this goal by developing a learning framework named Polyglot Prompting to exploit prompting methods for learning a unified semantic space for different languages and tasks with multilingual prompt engineering. We performed a comprehensive evaluation of 6 tasks, namely topic classification, sentiment classification, named entity recognition, question answering, natural language inference, and summarization, covering 24 datasets and 49 languages. The experimental results demonstrated the efficacy of multilingual multitask prompt-based learning and led to inspiring observations. We also present an interpretable multilingual evaluation methodology and show how the proposed framework, multilingual multitask prompt training, works. We release all datasets prompted in the best setting and code.

Polyglot Prompt: Multilingual Multitask Prompt Training

As polarization continues to rise among both the public and the news media, increasing attention has been devoted to detecting media bias. Most recent work in the NLP community, however, identify bias at the level of individual articles. However, each article itself comprises multiple sentences, which vary in their ideological bias. In this paper, we aim to identify sentences within an article that can illuminate and explain the overall bias of the entire article. We show that understanding the discourse role of a sentence in telling a news story, as well as its relation with nearby sentences, can reveal the ideological leanings of an author even when the sentence itself appears merely neutral. In particular, we consider using a functional news discourse structure and PDTB discourse relations to inform bias sentence identification, and distill the auxiliary knowledge from the two types of discourse structure into our bias sentence identification system. Experimental results on benchmark datasets show that incorporating both the global functional discourse structure and local rhetorical discourse relations can effectively increase the recall of bias sentence identification by 8.27% - 8.62%, as well as increase the precision by 2.82% - 3.48%.

Sentence-level Media Bias Analysis Informed by Discourse Structures

Though linguistic knowledge emerges during large-scale language model pretraining, recent work attempt to explicitly incorporate human-defined linguistic priors into task-specific fine-tuning. Infusing language models with syntactic or semantic knowledge from parsers has shown improvements on many language understanding tasks. To further investigate the effectiveness of structural linguistic priors, we conduct empirical study of replacing parsed graphs or trees with trivial ones (rarely carrying linguistic knowledge e.g., balanced tree) for tasks in the GLUE benchmark. Encoding with trivial graphs achieves competitive or even better performance in fully-supervised and few-shot settings. It reveals that the gains might not be significantly attributed to explicit linguistic priors but rather to more feature interactions brought by fusion layers. Hence we call for attention to using trivial graphs as necessary baselines to design advanced knowledge fusion methods in the future.

An Empirical Revisiting of Linguistic Knowledge Fusion in Language Understanding Tasks

Prompt-based learning (a.k.a. prompting) achieves high performance by bridging the gap between the objectives of language modeling and downstream tasks. Domain generalization ability can be improved by prompting since classification across different domains can be unified into the prediction of the same set of label words. The remaining challenge for domain generalization by prompting comes from discrepancies between the data distribution of different domains. To improve domain generalization with prompting, we learn distributional invariance across source domains via two alignment regularization loss functions. The first is vocabulary distribution alignment, which uses a Kullback-Leibler divergence regularization on source-domain vocabulary distributions. The second is feature distribution alignment, which uses a novel adversarial training strategy to learn domain invariant representation across source domains. Experiments on sentiment analysis and natural language inference show the effectiveness of our method and achieve state-of-the-art results on six datasets.

Prompt-based Distribution Alignment for Domain Generalization in Text Classification

Domain-adaptive pre-training (or DA-training for short), also known as post-training, aims
to train a pre-trained general-purpose language model (LM) using an unlabeled corpus of a
particular domain to adapt the LM so that end-tasks in the domain can give improved performances. However, existing DA-training methods are in some sense blind as they do not explicitly identify what knowledge in the LM should be preserved and what should be changed by the domain corpus. This paper shows that the existing methods are suboptimal and proposes a novel method to perform a more informed adaptation of the knowledge in the LM by (1) soft-masking the attention heads based on their importance to best preserve the general knowledge in the LM and (2) contrasting the representations of the general and the full (both general and domain knowledge) to learn an integrated representation with both general and domain-specific knowledge. Experimental results will demonstrate the effectiveness of the proposed approach.

Adapting a Language Model While Preserving its General Knowledge

A graph is a suitable data structure to represent the structural information of text. Recently, multi-hop question answering (MHQA) tasks, which require inter-paragraph/sentence linkages, have come to exploit such properties of a graph. Previous approaches to MHQA relied on leveraging the graph information along with the pre-trained language model (PLM) encoders. However, this trend exhibits the following drawbacks: (i) sample inefficiency while training in a low-resource setting; (ii) lack of reusability due to changes in the model structure or input. Our work proposes the Graph-Induced Transformer (GIT) that applies graph-derived attention patterns directly into a PLM, without the need to employ external graph modules. GIT can leverage the useful inductive bias of graphs while retaining the unperturbed Transformer structure and parameters. Our experiments on HotpotQA successfully demonstrate both the sample efficient characteristic of GIT and its capacity to replace the graph modules while preserving model performance.

Graph-Induced Transformers for Efficient Multi-Hop Question Answering

Teaching neural models to generate narrative coherent texts is a critical problem. Recent pre-trained language models have achieved promising results, but there is still a gap between human written texts and machine-generated outputs. In this work, we propose a novel multi-task training strategy for long text generation grounded on the cognitive theory of writing, which empowers the model to learn essential subskills needed for writing including planning and reviewing besides end-to-end generation. 
We extensively evaluate our model on three open-ended generation tasks including story generation, news article writing and argument generation. Experiments show that our model achieves better results on both few-shot and fully-supervised settings than strong baselines, and human evaluations confirm that our model can generate more coherent outputs.

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A Survey of Computational Framing Analysis Approaches

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A Survey of Computational Framing Analysis Approaches

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ALFRED-L: Investigating the Role of Language for Action Learning in Interactive Visual Environments

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