TASK DEFINITION: In this task, you are given the abstract of a research paper. Your task is to generate a summary of this abstract. Your summary should not be very short, but it's better if it's not more than 30 words.
PROBLEM: Generative adversarial networks (GANs) are one of the most popular approaches when it comes to training generative models, among which variants of Wasserstein GANs are considered superior to the standard GAN formulation in terms of learning stability and sample quality. However, Wasserstein GANs require the critic to be 1-Lipschitz, which is often enforced implicitly by penalizing the norm of its gradient, or by globally restricting its Lipschitz constant via weight normalization techniques. Training with a regularization term penalizing the violation of the Lipschitz constraint explicitly, instead of through the norm of the gradient, was found to be practically infeasible in most situations. Inspired by Virtual Adversarial Training, we propose a method called Adversarial Lipschitz Regularization, and show that using an explicit Lipschitz penalty is indeed viable and leads to competitive performance when applied to Wasserstein GANs, highlighting an important connection between Lipschitz regularization and adversarial training.

SOLUTION: alternative to gradient penalty

PROBLEM: Teaching plays a very important role in our society, by spreading human knowledge and educating our next generations. A good teacher will select appropriate teaching materials, impact suitable methodologies, and set up targeted examinations, according to the learning behaviors of the students. In the field of artificial intelligence, however, one has not fully explored the role of teaching, and pays most attention to machine \emph{learning}. In this paper, we argue that equal attention, if not more, should be paid to teaching, and furthermore, an optimization framework (instead of heuristics) should be used to obtain good teaching strategies. We call this approach ``learning to teach''. In the approach, two intelligent agents interact with each other: a student model (which corresponds to the learner in traditional machine learning algorithms), and a teacher model (which determines the appropriate data, loss function, and hypothesis space to facilitate the training of the student model). The teacher model leverages the feedback from the student model to optimize its own teaching strategies by means of reinforcement learning, so as to achieve teacher-student co-evolution. To demonstrate the practical value of our proposed approach, we take the training of deep neural networks (DNN) as an example, and show that by using the learning to teach techniques, we are able to use much less training data and fewer iterations to achieve almost the same accuracy for different kinds of DNN models (e.g., multi-layer perceptron, convolutional neural networks and recurrent neural networks) under various machine learning tasks (e.g., image classification and text understanding).

SOLUTION: We propose and verify the effectiveness of learning to teach, a new framework to automatically guide machine learning process.

PROBLEM: Strong inductive biases allow children to learn in fast and adaptable ways. Children use the mutual exclusivity (ME) bias to help disambiguate how words map to referents, assuming that if an object has one label then it does not need another. In this paper, we investigate whether or not standard neural architectures have a ME bias, demonstrating that they lack this learning assumption. Moreover, we show that their inductive biases are poorly matched to lifelong learning formulations of classification and translation. We demonstrate that there is a compelling case for designing neural networks that reason by mutual exclusivity, which remains an open challenge.

SOLUTION:
Children use the mutual exclusivity (ME) bias to learn new words, while standard neural nets show the opposite bias, hindering learning in naturalistic scenarios such as lifelong learning.