Cloze-style reading comprehension has been a popular task for measuring the progress of natural language understanding in recent years. In this paper, we design a novel multi-perspective framework, which can be seen as the joint training of heterogeneous experts and aggregate context information from different perspectives. Each perspective is modeled by a simple aggregation module. The outputs of multiple aggregation modules are fed into a one-timestep pointer network to get the final answer. At the same time, to tackle the problem of insufficient labeled data, we propose an efficient sampling mechanism to automatically generate more training examples by matching the distribution of candidates between labeled and unlabeled data. We conduct our experiments on a recently released cloze-test dataset CLOTH (, 2017), which consists of nearly 100k questions designed by professional teachers. Results show that our method achieves new state-of-the-art performance over previous strong baselines.
for reading comprehension are widely studied due to the fact that labeled data is scarce. One major approach is pretraining a model for text representation and reusing the weights during supervised learning. Autoencoders @cite_3 , machine translation @cite_6 and language model @cite_20 can be used for representation learning. Another approach aims to directly construct training examples from unlabeled text corpora. Weighted loss function @cite_19 and reinforcement learning @cite_21 can be used to alleviate the discrepancy between human-labeled data and automatically-constructed data.
@cite_21 @cite_6 @cite_3 @cite_19 @cite_20
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This work presents a general unsupervised learning method to improve the accuracy of sequence to sequence (seq2seq) models. In our method, the weights of the encoder and decoder of a seq2seq model are initialized with the pretrained weights of two language models and then fine-tuned with labeled data. We apply this method to challenging benchmarks in machine translation and abstractive summarization and find that it significantly improves the subsequent supervised models. Our main result is that pretraining improves the generalization of seq2seq models. We achieve state-of-the art results on the WMT English @math German task, surpassing a range of methods using both phrase-based machine translation and neural machine translation. Our method achieves a significant improvement of 1.3 BLEU from the previous best models on both WMT'14 and WMT'15 English @math German. We also conduct human evaluations on abstractive summarization and find that our method outperforms a purely supervised learning baseline in a statistically significant manner. This work presents a general unsupervised learning method to improve the accuracy of sequence to sequence (seq2seq) models. In our method, the weights of the encoder and decoder of a seq2seq model are initialized with the pretrained weights of two language models and then fine-tuned with labeled data. We apply this method to challenging benchmarks in machine translation and abstractive summarization and find that it significantly improves the subsequent supervised models. Our main result is that the pretraining accelerates training and improves generalization of seq2seq models, achieving state-of-the-art results on the WMT English->German task, surpassing a range of methods using both phrase-based machine translation and neural machine translation. Our method achieves an improvement of 1.3 BLEU from the previous best models on both WMT'14 and WMT'15 English->German. On summarization, our method beats the supervised learning baseline. Representation learning is the foundation of machine reading comprehension. In state-of-the-art models, deep learning methods broadly use word and character level representations. However, character is not naturally the minimal linguistic unit. In addition, with a simple concatenation of character and word embedding, previous models actually give suboptimal solution. In this paper, we propose to use subword rather than character for word embedding enhancement. We also empirically explore different augmentation strategies on subword-augmented embedding to enhance the cloze-style reading comprehension model reader. In detail, we present a reader that uses subword-level representation to augment word embedding with a short list to handle rare words effectively. A thorough examination is conducted to evaluate the comprehensive performance and generalization ability of the proposed reader. Experimental results show that the proposed approach helps the reader significantly outperform the state-of-the-art baselines on various public datasets. We consider the problem of using a large unlabeled sample to boost performance of a learning algorit,hrn when only a small set of labeled examples is available. In particular, we consider a problem setting motivated by the task of learning to classify web pages, in which the description of each example can be partitioned into two distinct views. For example, the description of a web page can be partitioned into the words occurring on that page, and the words occurring in hyperlinks t,hat point to that page. We assume that either view of the example would be sufficient for learning if we had enough labeled data, but our goal is to use both views together to allow inexpensive unlabeled data to augment, a much smaller set of labeled examples. Specifically, the presence of two distinct views of each example suggests strategies in which two learning algorithms are trained separately on each view, and then each algorithm’s predictions on new unlabeled examples are used to enlarge the training set of the other. Our goal in this paper is to provide a PAC-style analysis for this setting, and, more broadly, a PAC-style framework for the general problem of learning from both labeled and unlabeled data. We also provide empirical results on real web-page data indicating that this use of unlabeled examples can lead to significant improvement of hypotheses in practice. *This research was supported in part by the DARPA HPKB program under contract F30602-97-1-0215 and by NSF National Young investigator grant CCR-9357793. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. TO copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and or a fee. COLT 98 Madison WI USA Copyright ACM 1998 l-58113-057--0 98 7... 5.00 92 Tom Mitchell School of Computer Science Carnegie Mellon University Pittsburgh, PA 15213-3891 mitchell+@cs.cmu.edu