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Subword tokenization algorithms used by Large Language Models are significantly more efficient and can independently build the necessary vocabulary of words and subwords without human intervention. However, those subwords do not always align with real morphemes, potentially impacting the models' performance, though it remains uncertain when this might occur. In previous research, we proposed a method to assess the morphological quality of vocabularies, focusing on the overlap between these vocabularies and the morphemes of a given language. Our evaluation method was built on three quality measures, relevance, cohesion, and morphological accuracy, and a procedure for their assessment. By applying this method to vocabularies created by three subword tokenization algorithms, BPE, Wordpiece, and Unigram, we concluded that these vocabularies generally exhibit very low morphological quality. In this article, we apply this evaluation to the tokenizer of BETO, a BERT language model trained on large Spanish corpora. This evaluation, along with our previous results, helped us conclude that its vocabulary has a low morphological quality, and we also found that training the tokenizer in a larger corpus does not improve the morphological quality of the generated vocabulary. Additionally, this evaluation helps clarify the algorithm used by the tokenizer, that is, Wordpiece, given the inconsistencies between the authors' claims and the model's configuration., Comment: in Spanish language

The advancement of the Natural Language Processing field has enabled the development of language models with a great capacity for generating text. In recent years, Neuroscience has been using these models to better understand cognitive processes. In previous studies, we found that models like Ngrams and LSTM networks can partially model Predictability when used as a co-variable to explain readers' eye movements. In the present work, we further this line of research by using GPT-2 based models. The results show that this architecture achieves better outcomes than its predecessors., Comment: in Spanish language

This study aims to share a teaching experience teaching sound design for audiovisual productions and compares different projects tackled by students. It is not intended to be a comparative analysis of different types of teaching but rather an analysis of different problems observed in different profiles of students of the subject who study it in different grades. The world of audio can be very interesting for a large part of the students, both those with creative and technical inclinations. Musical creation and production, synchronization with images, dubbing, etc. They are disciplines that are generally interesting but can have a very high barrier to entry due to their great technical complexity. Sometimes it can take weeks or even months for the uninitiated to begin to use audio editing programs with the necessary ease, which are not always particularly intuitive for students. Learning through the use of PBL methodologies generates, in our experience, results much superior to those that can be observed through the use of other teaching methods such as master classes. Students acquire technical skills while developing creative projects in which they get personally involved. Despite everything mentioned above, most interactions between teachers and students focus on aspects of technical correction. From different parameters in reverbs (such as pre-delay, decay, modulation...) to how to correctly adjust compressors, noise gates, etc.; The number of tools with which to work with audio is incredibly extensive, as well as many of its features that can present serious differences depending on their manufacturers., Comment: 11 pages, in Spanish language. 1 figure. Preprint from La nueva era del podcast (2023)

The GPT (Generative Pre-trained Transformer) language models are an artificial intelligence and natural language processing technology that enables automatic text generation. There is a growing interest in applying GPT language models to university teaching in various dimensions. From the perspective of innovation in student and teacher activities, they can provide support in understanding and generating content, problem-solving, as well as personalization and test correction, among others. From the dimension of internationalization, the misuse of these models represents a global problem that requires taking a series of common measures in universities from different geographical areas. In several countries, there has been a review of assessment tools to ensure that work is done by students and not by AI. To this end, we have conducted a detailed experiment in a representative subject of Computer Science such as Software Engineering, which has focused on evaluating the use of ChatGPT as an assistant in theory activities, exercises, and laboratory practices, assessing its potential use as a support tool for both students and teachers., Comment: 15 pages, in spanish language, 4 tables, 5 figures