Measuring and mitigating language model biases in abusive language detection

Warning: This paper contains abusive samples that may cause discomfort to readers.Abusive language on social media reinforces prejudice against an individual or a specific group of people, which greatly hampers freedom of expression. With the rise of large-scale pre-trained language models, classification based on pre-trained language models has gradually become a paradigm for automatic abusive language detection. However, the effect of stereotypes inherent in language models on the detection of abusive language remains unknown, although this may further reinforce biases against the minorities. To this end, in this paper, we use multiple metrics to measure the presence of bias in language models and analyze the impact of these inherent biases in automatic abusive language detection. On the basis of this quantitative analysis, we propose two different debiasing strategies, token debiasing and sentence debiasing, which are jointly applied to reduce the bias of language models in abusive language detection without degrading the classification performance. Specifically, for the token debiasing strategy, we reduce the discrimination of the language model against protected attribute terms of a certain group by random probability estimation. For the sentence debiasing strategy, we replace protected attribute terms and augment the original text by counterfactual augmentation to obtain debiased samples, and use the consistency regularization between the original data and the augmented samples to eliminate the bias at the sentence level of the language model. The experimental results confirm that our method can not only reduce the bias of the language model in the abusive language detection task, but also effectively improve the performance of abusive language detection.     

MATLAB语言在高职理工科教学中的应用探讨

介绍了MATLAB语言的特点和功能,分析了高职院校理工科教学中存在的问题,指出在高职理工科中引入MATLAB的重要性。阐述了适当引入MATLAB语言可实现理工科中的数值计算、模拟仿真等,有助于提高教学效率,培养学生综合能力。     

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目前在我国高校中,基本采用日语作为英语专业学生的第二外语科目。但由于授课时间短,语言习惯与学生所学专业不同等,使得日语二外教学看似简单,实则充满难度。本文着重探讨这些问题产生的原因及解决的办法,力求通过课堂时间的教学,努力调动学生学习的积极性,并提高课堂教学效果。