Motor cortex controls skilled arm movement by sending temporal patterns of activity to lower motor centers 1. Local cortical dynamics are thought to shape these patterns throughout movement execution 2-4. External inputs have been implicated in setting the initial state of motor cortex 5,6 , but they may also have a pattern-generating role. Here, we dissect the contribution of local dynamics and inputs to cortical pattern generation during a prehension task in mice. Perturbing cortex to an aberrant state prevented movement initiation, but after the perturbation was released, cortex either bypassed the normal initial state and immediately generated the pattern that controls reaching, or it failed to generate this pattern. The difference in these two outcomes was likely due to external inputs. We directly investigated the role of inputs by inactivating thalamus; this perturbed cortical activity and disrupted limb kinematics at any stage of the movement. Activation of thalamocortical axon terminals at different frequencies disrupted cortical activity and arm movement in a graded manner. Simultaneous recordings revealed that both thalamic activity and the current state of cortex predicted changes in cortical activity. Thus, the pattern generator for dexterous arm movement is distributed across multiple, strongly-interacting brain regions. Users may view, print, copy, and download text and data-mine the content in such documents, for the purposes of academic research, subject always to the full Conditions of use:
We demonstrate that a neural network pretrained on text and fine-tuned on code solves mathematics course problems, explains solutions, and generates questions at a human level. We automatically synthesize programs using few-shot learning and OpenAI’s Codex transformer and execute them to solve course problems at 81% automatic accuracy. We curate a dataset of questions from Massachusetts Institute of Technology (MIT)’s largest mathematics courses (Single Variable and Multivariable Calculus, Differential Equations, Introduction to Probability and Statistics, Linear Algebra, and Mathematics for Computer Science) and Columbia University’s Computational Linear Algebra. We solve questions from a MATH dataset (on Prealgebra, Algebra, Counting and Probability, Intermediate Algebra, Number Theory, and Precalculus), the latest benchmark of advanced mathematics problems designed to assess mathematical reasoning. We randomly sample questions and generate solutions with multiple modalities, including numbers, equations, and plots. The latest GPT-3 language model pretrained on text automatically solves only 18.8% of these university questions using zero-shot learning and 30.8% using few-shot learning and the most recent chain of thought prompting. In contrast, program synthesis with few-shot learning using Codex fine-tuned on code generates programs that automatically solve 81% of these questions. Our approach improves the previous state-of-the-art automatic solution accuracy on the benchmark topics from 8.8 to 81.1%. We perform a survey to evaluate the quality and difficulty of generated questions. This work automatically solves university-level mathematics course questions at a human level and explains and generates university-level mathematics course questions at scale, a milestone for higher education.
Why do biased predictions arise? What interventions can prevent them? We evaluate 8.2 million algorithmic predictions of math performance from ≈ 400 AI engineers, each of whom developed an algorithm under a randomly assigned experimental condition. Our treatment arms modified programmers' incentives, training data, awareness, and/or technical knowledge of AI ethics. We then assess out-ofsample predictions from their algorithms using randomized audit manipulations of algorithm inputs and ground-truth math performance for 20K subjects. We find that biased predictions are mostly caused by biased training data. However, one-third of the benefit of better training data comes through a novel economic mechanism: Engineers exert greater effort and are more responsive to incentives when given better training data. We also assess how performance varies with programmers' demographic characteristics, and their performance on a psychological test of implicit bias (IAT) concerning gender and careers. We find no evidence that female, minority and low-IAT engineers exhibit lower bias or discrimination in their code. However, we do find that prediction errors are correlated within demographic groups, which creates performance improvements through cross-demographic averaging. Finally, we quantify the benefits and tradeoffs of practical managerial or policy interventions such as technical advice, simple reminders, and improved incentives for decreasing algorithmic bias. Our full results are available at https://ssrn.com/abstract=3615404.
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