Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Alnuhait, Deema"'
Language models (LMs) hallucinate. We inquire: Can we detect and mitigate hallucinations before they happen? This work answers this research question in the positive, by showing that the internal representations of LMs provide rich signals that can b
Externí odkaz:
http://arxiv.org/abs/2410.02899
Autor:
Alghamdi, Emad A., Masoud, Reem I., Alnuhait, Deema, Alomairi, Afnan Y., Ashraf, Ahmed, Zaytoon, Mohamed
The swift progress and widespread acceptance of artificial intelligence (AI) systems highlight a pressing requirement to comprehend both the capabilities and potential risks associated with AI. Given the linguistic complexity, cultural richness, and
Externí odkaz:
http://arxiv.org/abs/2403.09017
Autor:
Alyafeai, Zaid, Almubarak, Khalid, Ashraf, Ahmed, Alnuhait, Deema, Alshahrani, Saied, Abdulrahman, Gubran A. Q., Ahmed, Gamil, Gawah, Qais, Saleh, Zead, Ghaleb, Mustafa, Ali, Yousef, Al-Shaibani, Maged S.
Instruction tuning has emerged as a prominent methodology for teaching Large Language Models (LLMs) to follow instructions. However, current instruction datasets predominantly cater to English or are derived from English-dominated LLMs, resulting in
Externí odkaz:
http://arxiv.org/abs/2402.03177
Traditional end-to-end task-oriented dialogue systems have been built with a modularized design. However, such design often causes misalignment between the agent response and external knowledge, due to inadequate representation of information. Furthe
Externí odkaz:
http://arxiv.org/abs/2305.13710
While current dialogue systems like ChatGPT have made significant advancements in text-based interactions, they often overlook the potential of other modalities in enhancing the overall user experience. We present FaceChat, a web-based dialogue frame
Externí odkaz:
http://arxiv.org/abs/2303.07316
Autor:
Alkhalifah, Atheer, Alsalman, Bashayer, Alnuhait, Deema, Meldah, Ohoud, Aloud, Sara, Al-Khalifa, Hend S., Al-Otaibi, Hind M.
Publikováno v:
2015 IEEE 15th International Conference on Advanced Learning Technologies; 2015, p166-167, 2p
