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Ranking facts for explaining answers to elementary science questions

Published online by Cambridge University Press:  24 January 2022

Jennifer D’Souza*
Affiliation:
TIB Leibniz Information Centre for Science and Technology, Hannover, Germany
Isaiah Onando Mulang
Affiliation:
University of Bonn, Bonn, Germany
Sören Auer
Affiliation:
TIB Leibniz Information Centre for Science and Technology, Hannover, Germany
*
*Corresponding author. E-mail: jennifer.dsouza@tib.eu
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Abstract

In multiple-choice exams, students select one answer from among typically four choices and can explain why they made that particular choice. Students are good at understanding natural language questions and based on their domain knowledge can easily infer the question’s answer by “connecting the dots” across various pertinent facts. Considering automated reasoning for elementary science question answering, we address the novel task of generating explanations for answers from human-authored facts. For this, we examine the practically scalable framework of feature-rich support vector machines leveraging domain-targeted, hand-crafted features. Explanations are created from a human-annotated set of nearly 5000 candidate facts in the WorldTree corpus. Our aim is to obtain better matches for valid facts of an explanation for the correct answer of a question over the available fact candidates. To this end, our features offer a comprehensive linguistic and semantic unification paradigm. The machine learning problem is the preference ordering of facts, for which we test pointwise regression versus pairwise learning-to-rank. Our contributions, originating from comprehensive evaluations against nine existing systems, are (1) a case study in which two preference ordering approaches are systematically compared, and where the pointwise approach is shown to outperform the pairwise approach, thus adding to the existing survey of observations on this topic; (2) since our system outperforms a highly-effective TF-IDF-based IR technique by 3.5 and 4.9 points on the development and test sets, respectively, it demonstrates some of the further task improvement possibilities (e.g., in terms of an efficient learning algorithm, semantic features) on this task; (3) it is a practically competent approach that can outperform some variants of BERT-based reranking models; and (4) the human-engineered features make it an interpretable machine learning model for the task.

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Type
Article
Copyright
© The Author(s), 2022. Published by Cambridge University Press
Figure 0

Table 1. Example Instance in the WorldTree Corpus (Jansen et al. 2018). A Question and Correct Answer pair (QA pair) with its Explanation comprising 21 logically ordered facts (f1, f2, …, f21). In the WorldTree, explanation lengths vary between 1 and 21 facts. This selected example Explanation with 21 facts is the longest in the corpus. Characteristic of the data design, facts in explanations lexically overlap (shown as underlined words) with the question or answer or other facts

Figure 1

Table 2. Example depicting lexical hop between Question and Correct Answer pair not just with , but also with

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Figure 1. Facts in explanations per question-answer pair in the training and development datasets.

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Table 3. Corpus statistics for QA pairs w.r.t. their explanation facts from the WorldTree (2018) training and development corpora combined

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Table 4. Percentage occurrences of facts from 21 table types (of 65 total) that participated in at least 1% of the training and development explanations. The numbers in parenthesis are the table sizes in terms of facts

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Table 5. Nine randomly chosen tables as examples with less than 1% percentage fact occurrences (of 44 in all) in the training and development explanations. The numbers in parenthesis are the table sizes in terms of facts

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Figure 2. Ranked proportions of a subset of facts from the training and development set explanations. These facts are only those in the top 6 most frequently selected fact table types (shown as Figures 2(a)–(f), respectively). Each pie chart depicts the respective % proportion of occurrences of facts for ranks 1 to 10 explicitly, with one additional unlabeled category for the ranks after 10.

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Figure 3. Overall representation of our approach. For representing (q, ca, f) triples, the feature categories used include Lex (lexical features), TF-IDF (information retrieval features), and BERT-based features among others. The data instances are then represented as a features matrix, separately as training data, development data, and testing data. Two variations of the SVM algorithm ($SVM^{Rank}$ and $SVM^{Reg}$) are then used to learn Explanation Regeneration models.

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Table 6. Mean Average Precision (mAP) percentage scores for Elementary Science Q&CA Explanation Regeneration by our systems (last two rows) compared with nine reference systems on testing (Test) and development (Dev) data sets, respectively

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Figure 4. Fact ordering evaluations of our system for top-ranked explanation facts in terms of Precision Rate @ k (a) and Recall Rate @ k (b) on the test data.

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Table 7. Ablation results of SVMrank and SVMreg on the dev and test sets, respectively, in terms of percentage mAP with feature groups (from six feature types considered) added one at a time to the bag of lexical features. TF-IDF and BERT features have highest impact

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Figure 5. Percentage mAP of the SVMreg system on Development data (in light gray) and Test data (in dark gray), respectively, on different length explanation sentences.