György Kovács

Also published as: György Kovacs


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FilipN@LT-EDI-ACL2022-Detecting signs of Depression from Social Media: Examining the use of summarization methods as data augmentation for text classification
Filip Nilsson | György Kovács
Proceedings of the Second Workshop on Language Technology for Equality, Diversity and Inclusion

Depression is a common mental disorder that severely affects the quality of life, and can lead to suicide. When diagnosed in time, mild, moderate, and even severe depression can be treated. This is why it is vital to detect signs of depression in time. One possibility for this is the use of text classification models on social media posts. Transformers have achieved state-of-the-art performance on a variety of similar text classification tasks. One drawback, however, is that when the dataset is imbalanced, the performance of these models may be negatively affected. Because of this, in this paper, we examine the effect of balancing a depression detection dataset using data augmentation. In particular, we use abstractive summarization techniques for data augmentation. We examine the effect of this method on the LT-EDI-ACL2022 task. Our results show that when increasing the multiplicity of the minority classes to the right degree, this data augmentation method can in fact improve classification scores on the task.


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Pedagogical Principles in the Online Teaching of Text Mining: A Retrospection
Rajkumar Saini | György Kovács | Mohamadreza Faridghasemnia | Hamam Mokayed | Oluwatosin Adewumi | Pedro Alonso | Sumit Rakesh | Marcus Liwicki
Proceedings of the Fifth Workshop on Teaching NLP

The ongoing COVID-19 pandemic has brought online education to the forefront of pedagogical discussions. To make this increased interest sustainable in a post-pandemic era, online courses must be built on strong pedagogical foundations. With a long history of pedagogic research, there are many principles, frameworks, and models available to help teachers in doing so. These models cover different teaching perspectives, such as constructive alignment, feedback, and the learning environment. In this paper, we discuss how we designed and implemented our online Natural Language Processing (NLP) course following constructive alignment and adhering to the pedagogical principles of LTU. By examining our course and analyzing student evaluation forms, we show that we have met our goal and successfully delivered the course. Furthermore, we discuss the additional benefits resulting from the current mode of delivery, including the increased reusability of course content and increased potential for collaboration between universities. Lastly, we also discuss where we can and will further improve the current course design.


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TheNorth at SemEval-2020 Task 12: Hate Speech Detection Using RoBERTa
Pedro Alonso | Rajkumar Saini | György Kovacs
Proceedings of the Fourteenth Workshop on Semantic Evaluation

Hate speech detection on social media platforms is crucial as it helps to avoid severe situations, and severe harm to marginalized people and groups. The application of Natural Language Processing(NLP) and Deep Learning has garnered encouraging results in the task of hate speech detection. The expression of hate, however is varied and ever evolving. Thus, it is important for better detection systems to adapt to this variance. Because of this, researchers keep on collecting data and regularly come up with hate speech detection competitions. In this paper, we discuss our entry to one such competition, namely the English version of sub-task A for the OffensEval competition. Our contribution can be perceived through our results, which were first a F1-score of 0.9089, and with further refinements described here climb up to0.9166. It serves to give more support to our hypothesis that one of the variants of BERT (Devlin et al., 2018), namely RoBERTa can successfully differentiate between offensive and not-offensive tweets, given some preprocessing steps (also outlined here).