Researcher profile

Matthew Farrugia-Roberts

Matthew Farrugia-Roberts contributes to research discovery and scholarly infrastructure.

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Published work

2 published item(s)

preprint2026arXiv

Temporal Task Diversity: Inductive Biases Under Non-Stationarity in Synthetic Sequence Modelling

Modern deep learning science often assumes that neural networks learn from a fixed data distribution. However, many practically important learning problems involve data distributions that change throughout training. How does such non-stationarity impact the inductive biases of deep learning towards models with different structural, generalisation, and safety properties? A fruitful testbed for studying inductive bias is in-context linear regression sequence modelling, where small transformers display strikingly different generalisation patterns depending on the diversity of the (fixed) training task distribution. In this paper, we explore the effect of diversifying the task distribution across training time, finding that such temporal diversity leads to an increased bias towards generalisation over memorisation.

preprint2022arXiv

Teaching Simple Constructive Proofs with Haskell Programs

In recent years we have explored using Haskell alongside a traditional mathematical formalism in our large-enrolment university course on topics including logic and formal languages, aiming to offer our students a programming perspective on these mathematical topics. We have found it possible to offer almost all formative and summative assessment through an interactive learning platform, using Haskell as a lingua franca for digital exercises across our broad syllabus. One of the hardest exercises to convert into this format are traditional written proofs conveying constructive arguments. In this paper we reflect on the digitisation of this kind of exercise. We share many examples of Haskell exercises designed to target similar skills to written proof exercises across topics in propositional logic and formal languages, discussing various aspects of the design of such exercises. We also catalogue a sample of student responses to such exercises. This discussion contributes to our broader exploration of programming problems as a flexible digital medium for learning and assessment.