Text style transfer aims to alter the style (e.g., sentiment) of a sentence while preserving its content. A common approach is to map a given sentence to content representation that is free of style, and the content representation is fed to a decoder
with a target style. Previous methods in filtering style completely remove tokens with style at the token level, which incurs the loss of content information. In this paper, we propose to enhance content preservation by implicitly removing the style information of each token with reverse attention, and thereby retain the content. Furthermore, we fuse content information when building the target style representation, making it dynamic with respect to the content. Our method creates not only style-independent content representation, but also content-dependent style representation in transferring style. Empirical results show that our method outperforms the state-of-the-art baselines by a large margin in terms of content preservation. In addition, it is also competitive in terms of style transfer accuracy and fluency.
Personalized conversation models (PCMs) generate responses according to speaker preferences. Existing personalized conversation tasks typically require models to extract speaker preferences from user descriptions or their conversation histories, whic
h are scarce for newcomers and inactive users. In this paper, we propose a few-shot personalized conversation task with an auxiliary social network. The task requires models to generate personalized responses for a speaker given a few conversations from the speaker and a social network. Existing methods are mainly designed to incorporate descriptions or conversation histories. Those methods can hardly model speakers with so few conversations or connections between speakers. To better cater for newcomers with few resources, we propose a personalized conversation model (PCM) that learns to adapt to new speakers as well as enabling new speakers to learn from resource-rich speakers. Particularly, based on a meta-learning based PCM, we propose a task aggregator (TA) to collect other speakers information from the social network. The TA provides prior knowledge of the new speaker in its meta-learning. Experimental results show our methods outperform all baselines in appropriateness, diversity, and consistency with speakers.
Dialogue generation models face the challenge of producing generic and repetitive responses. Unlike previous augmentation methods that mostly focus on token manipulation and ignore the essential variety within a single sample using hard labels, we pr
opose to promote the generation diversity of the neural dialogue models via soft embedding augmentation along with soft labels in this paper. Particularly, we select some key input tokens and fuse their embeddings together with embeddings from their semantic-neighbor tokens. The new embeddings serve as the input of the model to replace the original one. Besides, soft labels are used in loss calculation, resulting in multi-target supervision for a given input. Our experimental results on two datasets illustrate that our proposed method is capable of generating more diverse responses than raw models while remains a similar n-gram accuracy that ensures the quality of generated responses.
Neural conversation models are known to generate appropriate but non-informative responses in general. A scenario where informativeness can be significantly enhanced is Conversing by Reading (CbR), where conversations take place with respect to a giv
en external document. In previous work, the external document is utilized by (1) creating a context-aware document memory that integrates information from the document and the conversational context, and then (2) generating responses referring to the memory. In this paper, we propose to create the document memory with some anticipated responses in mind. This is achieved using a teacher-student framework. The teacher is given the external document, the context, and the ground-truth response, and learns how to build a response-aware document memory from three sources of information. The student learns to construct a response-anticipated document memory from the first two sources, and the teachers insight on memory creation. Empirical results show that our model outperforms the previous state-of-the-art for the CbR task.
