@inproceedings{pucci-ranaldi-2024-language,
    title = "Does the Language Matter? Curriculum Learning over Neo-{L}atin Languages",
    author = "Pucci, Giulia  and
      Ranaldi, Leonardo",
    editor = "Calzolari, Nicoletta  and
      Kan, Min-Yen  and
      Hoste, Veronique  and
      Lenci, Alessandro  and
      Sakti, Sakriani  and
      Xue, Nianwen",
    booktitle = "Proceedings of the 2024 Joint International Conference on Computational Linguistics, Language Resources and Evaluation (LREC-COLING 2024)",
    month = may,
    year = "2024",
    address = "Torino, Italia",
    publisher = "ELRA and ICCL",
    url = "https://aclanthology.org/2024.lrec-main.464",
    pages = "5212--5220",
    abstract = "Curriculum Learning (CL) is emerging as a relevant technique to reduce the cost of pre-training Large Language Models. The idea, tested for the English language, is to train LLMs by organizing training examples from the simplest to the most complex. Complexity measures may depend on the specific language. Hence, this paper aims to investigate whether CL and the complexity measure can be easily exported to other languages. For this reason, we present a set of linguistically motivated measures to determine the complexity of examples, which has been used in English: these measures are based on text length, rarity, and comprehensibility. We then test the approach to two Romance languages: Italian and French. Our results show that the technique can be easily exported to languages other than English without adaptation.",
}

Curriculum Learning (CL) is emerging as a relevant technique to reduce the cost of pre-training Large Language Models. The idea, tested for the English language, is to train LLMs by organizing training examples from the simplest to the most complex. Complexity measures may depend on the specific language. Hence, this paper aims to investigate whether CL and the complexity measure can be easily exported to other languages. For this reason, we present a set of linguistically motivated measures to determine the complexity of examples, which has been used in English: these measures are based on text length, rarity, and comprehensibility. We then test the approach to two Romance languages: Italian and French. Our results show that the technique can be easily exported to languages other than English without adaptation.
Pucci, Giulia Ranaldi, Leonardo
Does the Language Matter? Curriculum Learning over Neo-Latin Languages