Large language models (LLMs) have been significantly improved by instruction fine-tuning, but still lack transparency and the ability to utilize up-to-date knowledge and information. In this work, we propose search-augmented instruction learning (SAIL), which grounds the language generation and instruction following abilities on complex search results generated by in-house and external search engines. With an instruction tuning corpus, we collect search results for each training case from different search APIs and domains, and construct a new search-grounded training set containing (instruction, grounding information, response) triplets. We then fine-tune the LLaMA-7B model on the constructed training set. Since the collected results contain unrelated and disputing languages, the model needs to learn to ground on trustworthy search results, filter out distracting passages, and generate the target response. The search result-denoising process entails explicit trustworthy information selection and multi-hop reasoning, since the retrieved passages might be informative but not contain the instruction-following answer. Experiments show that the fine-tuned SAIL-7B model has a strong instruction-following ability, and it performs significantly better on transparency-sensitive tasks, including open-ended question answering and fact checking.

Neuropsychological exams are commonly used to diagnose various kinds of cognitive impairment. They typically involve a trained examiner who conducts a series of cognitive tests with a subject. In recent years, there has been growing interest in developing machine learning methods to extract speech and language biomarkers from exam recordings to provide automated input for cognitive assessment. Inspired by recent findings suggesting that the examiner’s language can influence cognitive impairment classifications, in this paper, we study the influence of the examiner on automatic dementia identification decisions in real-world neuropsychological exams. To mitigate the influence of the examiner, we propose a systematic three-stage pipeline for detecting dementia from exam recordings. In the first stage, we perform audio-based speaker diarization (i.e., estimating who spoke when?) by incorporating speaker discriminative features. In the second stage, we employ text-based language models to identify the role of the speaker (i.e., examiner or subject). Finally, in the third stage, we employ text- and audio-based models to detect cognitive impairment from hypothesized subject segments. Our studies suggest that incorporating audio-based diarization followed by text-based role identification helps mitigate the influences from the examiner’s segments. Further, we found that the text and audio modalities complement each other, and the performance improves when we use both modalities. We also perform several carefully designed experimental studies to assess the performance of each stage.