Daily Papers

Adaptive learning technology solutions often use a learner model to trace learning and make pedagogical decisions. The present research introduces a formalized methodology for specifying learner models, Logistic Knowledge Tracing (LKT), that consolidates many extant learner modeling methods. The strength of LKT is the specification of a symbolic notation system for alternative logistic regression models that is powerful enough to specify many extant models in the literature and many new models. To demonstrate the generality of LKT, we fit 12 models, some variants of well-known models and some newly devised, to 6 learning technology datasets. The results indicated that no single learner model was best in all cases, further justifying a broad approach that considers multiple learner model features and the learning context. The models presented here avoid student-level fixed parameters to increase generalizability. We also introduce features to stand in for these intercepts. We argue that to be maximally applicable, a learner model needs to adapt to student differences, rather than needing to be pre-parameterized with the level of each student's ability.

The Prototypical Network (ProtoNet) has emerged as a popular choice in Few-shot Learning (FSL) scenarios due to its remarkable performance and straightforward implementation. Building upon such success, we first propose a simple (yet novel) method to fine-tune a ProtoNet on the (labeled) support set of the test episode of a C-way-K-shot test episode (without using the query set which is only used for evaluation). We then propose an algorithmic framework that combines ProtoNet with optimization-based FSL algorithms (MAML and Meta-Curvature) to work with such a fine-tuning method. Since optimization-based algorithms endow the target learner model with the ability to fast adaption to only a few samples, we utilize ProtoNet as the target model to enhance its fine-tuning performance with the help of a specifically designed episodic fine-tuning strategy. The experimental results confirm that our proposed models, MAML-Proto and MC-Proto, combined with our unique fine-tuning method, outperform regular ProtoNet by a large margin in few-shot audio classification tasks on the ESC-50 and Speech Commands v2 datasets. We note that although we have only applied our model to the audio domain, it is a general method and can be easily extended to other domains.

The advent of Intelligent Tutoring Systems (ITSs) has marked a paradigm shift in education, enabling highly personalized learning pathways. However, true personalization requires adapting to learners' complex knowledge states (multi-source) and diverse goals (multi-sink); existing ITSs often lack the necessary structural-reasoning capability and knowledge dynamism to generate genuinely effective learning paths, and they lack scientifically rigorous validation paradigms. In this paper we propose GraphMASAL (A Graph-based Multi-Agent System for Adaptive Learning), which integrates (i) a dynamic knowledge graph for persistent, stateful learner modeling; (ii) a LangGraph-orchestrated trio of agents (Diagnostician, Planner, Tutor); (iii) a knowledge-graph-grounded two-stage neural IR component (dual-encoder dense retrieval with cross-encoder listwise re-ranking and calibrated score fusion); and (iv) a multi-source multi-sink (MSMS) planning engine with a cognitively grounded cost and an approximation guarantee via greedy set cover. Under blinded automated evaluations with matched inputs and inference settings across diverse student profiles, GraphMASAL consistently outperforms LLM prompting and structured ablations in planning--achieving stronger structural/sequence alignment of learning paths, higher coverage of weak concepts, and lower learning cost--while also surpassing prompt-based baselines in cognitive diagnosis. Agreement with expert/LLM-proxy ratings further supports the validity of our evaluation protocol. These findings indicate that grounding LLM agents in a dynamic knowledge graph, coupled with optimization under educational constraints, yields reliable, interpretable, and pedagogically plausible learning plans, advancing personalized and goal-oriented education.

While many unsupervised learning models focus on one family of tasks, either generative or discriminative, we explore the possibility of a unified representation learner: a model which uses a single pre-training stage to address both families of tasks simultaneously. We identify diffusion models as a prime candidate. Diffusion models have risen to prominence as a state-of-the-art method for image generation, denoising, inpainting, super-resolution, manipulation, etc. Such models involve training a U-Net to iteratively predict and remove noise, and the resulting model can synthesize high fidelity, diverse, novel images. The U-Net architecture, as a convolution-based architecture, generates a diverse set of feature representations in the form of intermediate feature maps. We present our findings that these embeddings are useful beyond the noise prediction task, as they contain discriminative information and can also be leveraged for classification. We explore optimal methods for extracting and using these embeddings for classification tasks, demonstrating promising results on the ImageNet classification task. We find that with careful feature selection and pooling, diffusion models outperform comparable generative-discriminative methods such as BigBiGAN for classification tasks. We investigate diffusion models in the transfer learning regime, examining their performance on several fine-grained visual classification datasets. We compare these embeddings to those generated by competing architectures and pre-trainings for classification tasks.

Time-series forecasting in real-world applications such as finance and energy often faces challenges due to limited training data and complex, noisy temporal dynamics. Existing deep forecasting models typically supervise predictions using full-length temporal windows, which include substantial high-frequency noise and obscure long-term trends. Moreover, auxiliary variables containing rich domain-specific information are often underutilized, especially in few-shot settings. To address these challenges, we propose LoFT-LLM, a frequency-aware forecasting pipeline that integrates low-frequency learning with semantic calibration via a large language model (LLM). Firstly, a Patch Low-Frequency forecasting Module (PLFM) extracts stable low-frequency trends from localized spectral patches. Secondly, a residual learner then models high-frequency variations. Finally, a fine-tuned LLM refines the predictions by incorporating auxiliary context and domain knowledge through structured natural language prompts. Extensive experiments on financial and energy datasets demonstrate that LoFT-LLM significantly outperforms strong baselines under both full-data and few-shot regimes, delivering superior accuracy, robustness, and interpretability.

While many unsupervised learning models focus on one family of tasks, either generative or discriminative, we explore the possibility of a unified representation learner: a model which addresses both families of tasks simultaneously. We identify diffusion models, a state-of-the-art method for generative tasks, as a prime candidate. Such models involve training a U-Net to iteratively predict and remove noise, and the resulting model can synthesize high-fidelity, diverse, novel images. We find that the intermediate feature maps of the U-Net are diverse, discriminative feature representations. We propose a novel attention mechanism for pooling feature maps and further leverage this mechanism as DifFormer, a transformer feature fusion of features from different diffusion U-Net blocks and noise steps. We also develop DifFeed, a novel feedback mechanism tailored to diffusion. We find that diffusion models are better than GANs, and, with our fusion and feedback mechanisms, can compete with state-of-the-art unsupervised image representation learning methods for discriminative tasks - image classification with full and semi-supervision, transfer for fine-grained classification, object detection and segmentation, and semantic segmentation. Our project website (https://mgwillia.github.io/diffssl/) and code (https://github.com/soumik-kanad/diffssl) are available publicly.

In this work, we introduce Context-Aware MultiModal Learner (CaMML), for tuning large multimodal models (LMMs). CaMML, a lightweight module, is crafted to seamlessly integrate multimodal contextual samples into large models, thereby empowering the model to derive knowledge from analogous, domain-specific, up-to-date information and make grounded inferences. Importantly, CaMML is highly scalable and can efficiently handle lengthy multimodal context examples owing to its hierarchical design. Based on CaMML, we have developed two multimodal models, CaMML-7B and CaMML-13B, that have shown exceptional performance across an array of benchmark datasets for multimodal tasks. Remarkably, CaMML-13B achieves the state-of-the-art performance on over ten widely recognized multimodal benchmark datasets, surpassing LLaVA-1.5 (13B) with a noticeable margin, without integration of any external resources. Moreover, we have conducted extensive ablative studies to inspect the inner workings of CaMML and performed qualitative analyses to showcase its effectiveness in handling real-world challenging cases. Code and models are available at: https://github.com/amazon-science/camml.

We propose the Neuro-Symbolic Concept Learner (NS-CL), a model that learns visual concepts, words, and semantic parsing of sentences without explicit supervision on any of them; instead, our model learns by simply looking at images and reading paired questions and answers. Our model builds an object-based scene representation and translates sentences into executable, symbolic programs. To bridge the learning of two modules, we use a neuro-symbolic reasoning module that executes these programs on the latent scene representation. Analogical to human concept learning, the perception module learns visual concepts based on the language description of the object being referred to. Meanwhile, the learned visual concepts facilitate learning new words and parsing new sentences. We use curriculum learning to guide the searching over the large compositional space of images and language. Extensive experiments demonstrate the accuracy and efficiency of our model on learning visual concepts, word representations, and semantic parsing of sentences. Further, our method allows easy generalization to new object attributes, compositions, language concepts, scenes and questions, and even new program domains. It also empowers applications including visual question answering and bidirectional image-text retrieval.

Leveraging human preferences for steering the behavior of Large Language Models (LLMs) has demonstrated notable success in recent years. Nonetheless, data selection and labeling are still a bottleneck for these systems, particularly at large scale. Hence, selecting the most informative points for acquiring human feedback may considerably reduce the cost of preference labeling and unleash the further development of LLMs. Bayesian Active Learning provides a principled framework for addressing this challenge and has demonstrated remarkable success in diverse settings. However, previous attempts to employ it for Preference Modeling did not meet such expectations. In this work, we identify that naive epistemic uncertainty estimation leads to the acquisition of redundant samples. We address this by proposing the Bayesian Active Learner for Preference Modeling (BAL-PM), a novel stochastic acquisition policy that not only targets points of high epistemic uncertainty according to the preference model but also seeks to maximize the entropy of the acquired prompt distribution in the feature space spanned by the employed LLM. Notably, our experiments demonstrate that BAL-PM requires 33% to 68% fewer preference labels in two popular human preference datasets and exceeds previous stochastic Bayesian acquisition policies.

This paper argues that continual learning methods can benefit by splitting the capacity of the learner across multiple models. We use statistical learning theory and experimental analysis to show how multiple tasks can interact with each other in a non-trivial fashion when a single model is trained on them. The generalization error on a particular task can improve when it is trained with synergistic tasks, but can also deteriorate when trained with competing tasks. This theory motivates our method named Model Zoo which, inspired from the boosting literature, grows an ensemble of small models, each of which is trained during one episode of continual learning. We demonstrate that Model Zoo obtains large gains in accuracy on a variety of continual learning benchmark problems. Code is available at https://github.com/grasp-lyrl/modelzoo_continual.

Mobile agents powered by vision-language models have demonstrated impressive capabilities in automating mobile tasks, with recent leading models achieving a marked performance leap, e.g., nearly 70% success on AndroidWorld. However, these systems keep their training data closed and remain opaque about their task and trajectory synthesis recipes. We present OpenMobile, an open-source framework that synthesizes high-quality task instructions and agent trajectories, with two key components: (1) The first is a scalable task synthesis pipeline that constructs a global environment memory from exploration, then leverages it to generate diverse and grounded instructions. and (2) a policy-switching strategy for trajectory rollout. By alternating between learner and expert models, it captures essential error-recovery data often missing in standard imitation learning. Agents trained on our data achieve competitive results across three dynamic mobile agent benchmarks: notably, our fine-tuned Qwen2.5-VL and Qwen3-VL reach 51.7% and 64.7% on AndroidWorld, far surpassing existing open-data approaches. Furthermore, we conduct transparent analyses on the overlap between our synthetic instructions and benchmark test sets, and verify that performance gains stem from broad functionality coverage rather than benchmark overfitting. We release data and code at https://njucckevin.github.io/openmobile/ to bridge the data gap and facilitate broader mobile agent research.

The rapid progress of large foundation models has been driven predominantly by pretraining on large-scale text corpora. However, many forms of knowledge are conveyed through visual representations, where figures, typeset equations, and page layouts carry rich information that cannot be faithfully or completely captured by text alone. Yet current pretraining approaches discard these visual cues by converting visually rich sources, such as documents and web pages, into plain text for learning language intelligence. This paper challenges the default assumption that language models must be trained on text-only representations and shows that Visual Pretraining is a scalable learner for foundation model intelligence. To this end, we conduct a systematic study of unsupervised visual pretraining paradigms that directly leverage visual documents without text extraction. Across multiple backbones and benchmarks, visual pretraining on the same underlying corpora consistently outperforms text-only pretraining, offering an efficient pathway to scalable language intelligence.

Knowledge tracing (KT) models, e.g., the deep knowledge tracing (DKT) model, track an individual learner's acquisition of skills over time by examining the learner's performance on questions related to those skills. A practical limitation in most existing KT models is that all questions nested under a particular skill are treated as equivalent observations of a learner's ability, which is an inaccurate assumption in real-world educational scenarios. To overcome this limitation we introduce qDKT, a variant of DKT that models every learner's success probability on individual questions over time. First, qDKT incorporates graph Laplacian regularization to smooth predictions under each skill, which is particularly useful when the number of questions in the dataset is big. Second, qDKT uses an initialization scheme inspired by the fastText algorithm, which has found success in a variety of language modeling tasks. Our experiments on several real-world datasets show that qDKT achieves state-of-art performance on predicting learner outcomes. Because of this, qDKT can serve as a simple, yet tough-to-beat, baseline for new question-centric KT models.

Diffusion Probabilistic Models (DPMs) have recently demonstrated impressive results on various generative tasks.Despite its promises, the learned representations of pre-trained DPMs, however, have not been fully understood. In this paper, we conduct an in-depth investigation of the representation power of DPMs, and propose a novel knowledge transfer method that leverages the knowledge acquired by generative DPMs for recognition tasks. Our study begins by examining the feature space of DPMs, revealing that DPMs are inherently denoising autoencoders that balance the representation learning with regularizing model capacity. To this end, we introduce a novel knowledge transfer paradigm named RepFusion. Our paradigm extracts representations at different time steps from off-the-shelf DPMs and dynamically employs them as supervision for student networks, in which the optimal time is determined through reinforcement learning. We evaluate our approach on several image classification, semantic segmentation, and landmark detection benchmarks, and demonstrate that it outperforms state-of-the-art methods. Our results uncover the potential of DPMs as a powerful tool for representation learning and provide insights into the usefulness of generative models beyond sample generation. The code is available at https://github.com/Adamdad/Repfusion.

Diffusion models are primarily trained for image synthesis, yet their denoising trajectories encode rich, spatially aligned visual priors. In this paper, we demonstrate that these priors can be utilized for text-conditioned semantic and open-vocabulary segmentation, and this approach can be generalized to various downstream tasks to make a general-purpose diffusion segmentation framework. Concretely, we introduce DiGSeg (Diffusion Models as a Generalist Segmentation Learner), which repurposes a pretrained diffusion model into a unified segmentation framework. Our approach encodes the input image and ground-truth mask into the latent space and concatenates them as conditioning signals for the diffusion U-Net. A parallel CLIP-aligned text pathway injects language features across multiple scales, enabling the model to align textual queries with evolving visual representations. This design transforms an off-the-shelf diffusion backbone into a universal interface that produces structured segmentation masks conditioned on both appearance and arbitrary text prompts. Extensive experiments demonstrate state-of-the-art performance on standard semantic segmentation benchmarks, as well as strong open-vocabulary generalization and cross-domain transfer to medical, remote sensing, and agricultural scenarios-without domain-specific architectural customization. These results indicate that modern diffusion backbones can serve as generalist segmentation learners rather than pure generators, narrowing the gap between visual generation and visual understanding.

The continual learning setting aims to learn new tasks over time without forgetting the previous ones. The literature reports several significant efforts to tackle this problem with limited or no access to previous task data. Among such efforts, typical solutions offer sophisticated techniques involving memory replay, knowledge distillation, model regularization, and dynamic network expansion. The resulting methods have a retraining cost at each learning task, dedicated memory requirements, and setting-specific design choices. In this work, we show that a frozen CLIP (Contrastive Language-Image Pretraining) model offers astounding continual learning performance without any fine-tuning (zero-shot evaluation). We evaluate CLIP under a variety of settings including class-incremental, domain-incremental and task-agnostic incremental learning on five popular benchmarks (ImageNet-100 & 1K, CORe50, CIFAR-100, and TinyImageNet). Without any bells and whistles, the CLIP model outperforms the state-of-the-art continual learning approaches in the majority of the settings. We show the effect on the CLIP model's performance by varying text inputs with simple prompt templates. To the best of our knowledge, this is the first work to report the CLIP zero-shot performance in a continual setting. We advocate the use of this strong yet embarrassingly simple baseline for future comparisons in the continual learning tasks.

Robust locomotion control depends on accurate state estimations. However, the sensors of most legged robots can only provide partial and noisy observations, making the estimation particularly challenging, especially for external states like terrain frictions and elevation maps. Inspired by the classical Internal Model Control principle, we consider these external states as disturbances and introduce Hybrid Internal Model (HIM) to estimate them according to the response of the robot. The response, which we refer to as the hybrid internal embedding, contains the robot's explicit velocity and implicit stability representation, corresponding to two primary goals for locomotion tasks: explicitly tracking velocity and implicitly maintaining stability. We use contrastive learning to optimize the embedding to be close to the robot's successor state, in which the response is naturally embedded. HIM has several appealing benefits: It only needs the robot's proprioceptions, i.e., those from joint encoders and IMU as observations. It innovatively maintains consistent observations between simulation reference and reality that avoids information loss in mimicking learning. It exploits batch-level information that is more robust to noises and keeps better sample efficiency. It only requires 1 hour of training on an RTX 4090 to enable a quadruped robot to traverse any terrain under any disturbances. A wealth of real-world experiments demonstrates its agility, even in high-difficulty tasks and cases never occurred during the training process, revealing remarkable open-world generalizability.

To bridge the gap between performance-oriented benchmarks and the evaluation of cognitively inspired models, we introduce BLiSS 1.0, a Benchmark of Learner Interlingual Syntactic Structure. Our benchmark operationalizes a new paradigm of selective tolerance, testing whether a model finds a naturalistic learner error more plausible than a matched, artificial error within the same sentence. Constructed from over 2.8 million naturalistic learner sentences, BLiSS provides 136,867 controlled triplets (corrected, learner, artificial) for this purpose. Experiments on a diverse suite of models demonstrate that selective tolerance is a distinct capability from standard grammaticality, with performance clustering strongly by training paradigm. This validates BLiSS as a robust tool for measuring how different training objectives impact a model's alignment with the systematic patterns of human language acquisition.

Large reasoning models (LRMs) have recently shown promise in solving complex math problems when optimized with Reinforcement Learning (RL). But conventional approaches rely on outcome-only rewards that provide sparse feedback, resulting in inefficient optimization process. In this work, we investigate the function of process reward models (PRMs) to accelerate the RL training for LRMs. We propose a novel intrinsic signal-driven generative process evaluation mechanism operating at the thought level to address major bottlenecks in RL-based training. Specifically, instead of requiring PRMs to know how to solve problems, our method uses intrinsic signals in solutions to judge stepwise correctness and aggregate contiguous correct/incorrect steps into coherent 'thought' units. This structured, thought-level rewards enable more reliable credit assignment by reducing ambiguity in step segmentation and alleviating reward hacking. We further introduce a capability-adaptive reward mechanism that dynamically balances exploration and exploitation based on the LRM's current proficiency, guiding learning without stifling creative trial-and-error. These innovations are integrated into a new off-policy RL algorithm, TP-GRPO, which extends grouped proximal optimization with process-based rewards and improves training efficiency. Experiments on 1.5B and 7B parameter LRMs demonstrate that our method achieves higher problem-solving accuracy with significantly fewer training samples than outcome-only reward baselines. The results validate that well-structured process rewards can substantially accelerate LRM optimization in math reasoning tasks. Code is available at https://github.com/cs-holder/tp_grpo.

ELECTRA, the generator-discriminator pre-training framework, has achieved impressive semantic construction capability among various downstream tasks. Despite the convincing performance, ELECTRA still faces the challenges of monotonous training and deficient interaction. Generator with only masked language modeling (MLM) leads to biased learning and label imbalance for discriminator, decreasing learning efficiency; no explicit feedback loop from discriminator to generator results in the chasm between these two components, underutilizing the course learning. In this study, a multi-perspective course learning (MCL) method is proposed to fetch a many degrees and visual angles for sample-efficient pre-training, and to fully leverage the relationship between generator and discriminator. Concretely, three self-supervision courses are designed to alleviate inherent flaws of MLM and balance the label in a multi-perspective way. Besides, two self-correction courses are proposed to bridge the chasm between the two encoders by creating a "correction notebook" for secondary-supervision. Moreover, a course soups trial is conducted to solve the "tug-of-war" dynamics problem of MCL, evolving a stronger pre-trained model. Experimental results show that our method significantly improves ELECTRA's average performance by 2.8% and 3.2% absolute points respectively on GLUE and SQuAD 2.0 benchmarks, and overshadows recent advanced ELECTRA-style models under the same settings. The pre-trained MCL model is available at https://huggingface.co/McmanusChen/MCL-base.

The goal of continual learning is to improve the performance of recognition models in learning sequentially arrived data. Although most existing works are established on the premise of learning from scratch, growing efforts have been devoted to incorporating the benefits of pre-training. However, how to adaptively exploit the pre-trained knowledge for each incremental task while maintaining its generalizability remains an open question. In this work, we present an extensive analysis for continual learning on a pre-trained model (CLPM), and attribute the key challenge to a progressive overfitting problem. Observing that selectively reducing the learning rate can almost resolve this issue in the representation layer, we propose a simple but extremely effective approach named Slow Learner with Classifier Alignment (SLCA), which further improves the classification layer by modeling the class-wise distributions and aligning the classification layers in a post-hoc fashion. Across a variety of scenarios, our proposal provides substantial improvements for CLPM (e.g., up to 49.76%, 50.05%, 44.69% and 40.16% on Split CIFAR-100, Split ImageNet-R, Split CUB-200 and Split Cars-196, respectively), and thus outperforms state-of-the-art approaches by a large margin. Based on such a strong baseline, critical factors and promising directions are analyzed in-depth to facilitate subsequent research. Code has been made available at: https://github.com/GengDavid/SLCA.

Augmenting large language models (LLMs) with external tools has emerged as a promising approach to extend their utility, empowering them to solve practical tasks. Existing work typically empowers LLMs as tool users with a manually designed workflow, where the LLM plans a series of tools in a step-by-step manner, and sequentially executes each tool to obtain intermediate results until deriving the final answer. However, they suffer from two challenges in realistic scenarios: (1) The handcrafted control flow is often ad-hoc and constraints the LLM to local planning; (2) The LLM is instructed to use only manually demonstrated tools or well-trained Python functions, which limits its generalization to new tools. In this work, we first propose Automatic Tool Chain (ATC), a framework that enables the LLM to act as a multi-tool user, which directly utilizes a chain of tools through programming. To scale up the scope of the tools, we next propose a black-box probing method. This further empowers the LLM as a tool learner that can actively discover and document tool usages, teaching themselves to properly master new tools. For a comprehensive evaluation, we build a challenging benchmark named ToolFlow, which diverges from previous benchmarks by its long-term planning scenarios and complex toolset. Experiments on both existing datasets and ToolFlow illustrate the superiority of our framework. Analysis on different settings also validates the effectiveness and the utility of our black-box probing algorithm.

The rapid advancements in artificial intelligence (AI) are catalyzing transformative changes in atomic modeling, simulation, and design. AI-driven potential energy models have demonstrated the capability to conduct large-scale, long-duration simulations with the accuracy of ab initio electronic structure methods. However, the model generation process remains a bottleneck for large-scale applications. We propose a shift towards a model-centric ecosystem, wherein a large atomic model (LAM), pre-trained across multiple disciplines, can be efficiently fine-tuned and distilled for various downstream tasks, thereby establishing a new framework for molecular modeling. In this study, we introduce the DPA-2 architecture as a prototype for LAMs. Pre-trained on a diverse array of chemical and materials systems using a multi-task approach, DPA-2 demonstrates superior generalization capabilities across multiple downstream tasks compared to the traditional single-task pre-training and fine-tuning methodologies. Our approach sets the stage for the development and broad application of LAMs in molecular and materials simulation research.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

Large Language Models (LLMs) are frequently updated due to data or architecture changes to improve their performance. When updating models, developers often focus on increasing overall performance metrics with less emphasis on being compatible with previous model versions. However, users often build a mental model of the functionality and capabilities of a particular machine learning model they are interacting with. They have to adapt their mental model with every update -- a draining task that can lead to user dissatisfaction. In practice, fine-tuned downstream task adapters rely on pretrained LLM base models. When these base models are updated, these user-facing downstream task models experience instance regression or negative flips -- previously correct instances are now predicted incorrectly. This happens even when the downstream task training procedures remain identical. Our work aims to provide seamless model updates to a user in two ways. First, we provide evaluation metrics for a notion of compatibility to prior model versions, specifically for generative tasks but also applicable for discriminative tasks. We observe regression and inconsistencies between different model versions on a diverse set of tasks and model updates. Second, we propose a training strategy to minimize the number of inconsistencies in model updates, involving training of a compatibility model that can enhance task fine-tuned language models. We reduce negative flips -- instances where a prior model version was correct, but a new model incorrect -- by up to 40% from Llama 1 to Llama 2.

Can Large Language Models understand how students learn? As LLMs are deployed for adaptive testing and personalized tutoring, this question becomes urgent -- yet we cannot answer it with existing resources. Current educational datasets provide only question identifiers and binary correctness labels, rendering them opaque to LLMs that reason in natural language. We address this gap with FoundationalASSIST, the first English educational dataset providing the complete information needed for research on LLMs in education: full question text, actual student responses (not just right/wrong), records of which wrong answers students chose, and alignment to Common Core K-12 standards. These 1.7 million interactions from 5,000 students enable research directions that were previously impossible to pursue, from fine-tuning student models to analyzing misconception patterns. To demonstrate the dataset's utility, we evaluate four frontier models (GPT-OSS-120B, Llama-3.3-70B, Qwen3-Next-80B variants) on two complementary task families: Knowledge Tracing, testing whether LLMs can predict student performance on questions, and the exact answer a student will give; and Pedagogical Grounding, testing whether LLMs understand the properties that make assessment items effective. Our evaluation reveals significant gaps in current LLM capabilities. Every model barely achieves a trivial baseline on knowledge tracing. All models fall below random chance on item discrimination, indicating that LLMs do not understand what makes one problem more diagnostic than another. Models do show competence at judging relative difficulty (up to 68.6%), but this partial success only highlights the gaps elsewhere. These results establish that substantial advances are needed before LLMs can reliably support personalized learning at scale. We release FoundationalASSIST to support progress on these foundational challenges.

We study subliminal learning, a surprising phenomenon where language models transmit behavioral traits via semantically unrelated data. In our main experiments, a "teacher" model with some trait T (such as liking owls or being misaligned) generates a dataset consisting solely of number sequences. Remarkably, a "student" model trained on this dataset learns T. This occurs even when the data is filtered to remove references to T. We observe the same effect when training on code or reasoning traces generated by the same teacher model. However, we do not observe the effect when the teacher and student have different base models. To help explain our findings, we prove a theoretical result showing that subliminal learning occurs in all neural networks under certain conditions, and demonstrate subliminal learning in a simple MLP classifier. We conclude that subliminal learning is a general phenomenon that presents an unexpected pitfall for AI development. Distillation could propagate unintended traits, even when developers try to prevent this via data filtering.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

We give the first efficient algorithm for learning halfspaces in the testable learning model recently defined by Rubinfeld and Vasilyan (2023). In this model, a learner certifies that the accuracy of its output hypothesis is near optimal whenever the training set passes an associated test, and training sets drawn from some target distribution -- e.g., the Gaussian -- must pass the test. This model is more challenging than distribution-specific agnostic or Massart noise models where the learner is allowed to fail arbitrarily if the distributional assumption does not hold. We consider the setting where the target distribution is Gaussian (or more generally any strongly log-concave distribution) in d dimensions and the noise model is either Massart or adversarial (agnostic). For Massart noise, our tester-learner runs in polynomial time and outputs a hypothesis with (information-theoretically optimal) error opt + epsilon for any strongly log-concave target distribution. For adversarial noise, our tester-learner obtains error O(opt) + epsilon in polynomial time when the target distribution is Gaussian; for strongly log-concave distributions, we obtain O(opt) + epsilon in quasipolynomial time. Prior work on testable learning ignores the labels in the training set and checks that the empirical moments of the covariates are close to the moments of the base distribution. Here we develop new tests of independent interest that make critical use of the labels and combine them with the moment-matching approach of Gollakota et al. (2023). This enables us to simulate a variant of the algorithm of Diakonikolas et al. (2020) for learning noisy halfspaces using nonconvex SGD but in the testable learning setting.

Knowledge distillation (KD) is a common approach to compress a teacher model to reduce its inference cost and memory footprint, by training a smaller student model. However, in the context of autoregressive language models (LMs), we empirically find that larger teacher LMs might dramatically result in a poorer student. In response to this problem, we conduct a series of analyses and reveal that different tokens have different teaching modes, neglecting which will lead to performance degradation. Motivated by this, we propose a simple yet effective adaptive teaching approach (ATKD) to improve the KD. The core of ATKD is to reduce rote learning and make teaching more diverse and flexible. Extensive experiments on 8 LM tasks show that, with the help of ATKD, various baseline KD methods can achieve consistent and significant performance gains (up to +3.04% average score) across all model types and sizes. More encouragingly, ATKD can improve the student model generalization effectively.

Foundation models have revolutionized general-purpose problem-solving, offering rapid task adaptation through pretraining, meta-training, and finetuning. Recent crucial advances in these paradigms reveal the importance of challenging task prioritized sampling to enhance adaptation robustness under distribution shifts. However, ranking task difficulties over iteration as a preliminary step typically requires exhaustive task evaluation, which is practically unaffordable in computation and data-annotation. This study provides a novel perspective to illuminate the possibility of leveraging the dual importance of adaptation robustness and learning efficiency, particularly in scenarios where task evaluation is risky or costly, such as iterative agent-environment interactions for robotic policy evaluation or computationally intensive inference steps for finetuning foundation models. Firstly, we introduce Model Predictive Task Sampling (MPTS), a framework that bridges the task space and adaptation risk landscape, providing a theoretical foundation for robust active task sampling. MPTS employs a generative model to characterize the episodic optimization process and predicts task-specific adaptation risk via posterior inference. The resulting risk learner amortizes the costly evaluation of task adaptation performance and provably approximates task difficulty rankings. MPTS seamlessly integrates into zero-shot, few-shot, and supervised finetuning settings. Empirically, we conduct extensive experiments in pattern recognition using foundation models and sequential decision-making. Our results demonstrate that MPTS significantly enhances adaptation robustness for tail or out-of-distribution (OOD) tasks and improves learning efficiency compared to state-of-the-art (SOTA) methods. The code is available at the project site https://github.com/thu-rllab/MPTS.

Image captioning bridges the gap between vision and language by automatically generating natural language descriptions for images. Traditional image captioning methods often overlook the preferences and characteristics of users. Personalized image captioning solves this problem by incorporating user prior knowledge into the model, such as writing styles and preferred vocabularies. Most existing methods emphasize the user context fusion process by memory networks or transformers. However, these methods ignore the distinct domains of each dataset. Therefore, they need to update the entire caption model parameters when meeting new samples, which is time-consuming and calculation-intensive. To address this challenge, we propose a novel personalized image captioning framework that leverages user context to consider personality factors. Additionally, our framework utilizes the prefix-tuning paradigm to extract knowledge from a frozen large language model, reducing the gap between different language domains. Specifically, we employ CLIP to extract the visual features of an image and align the semantic space using a query-guided mapping network. By incorporating the transformer layer, we merge the visual features with the user's contextual prior knowledge to generate informative prefixes. Moreover, we employ GPT-2 as the frozen large language model. With a small number of parameters to be trained, our model performs efficiently and effectively. Our model outperforms existing baseline models on Instagram and YFCC100M datasets across five evaluation metrics, demonstrating its superiority, including twofold improvements in metrics such as BLEU-4 and CIDEr.

Fine-tuning BERT-based models is resource-intensive in memory, computation, and time. While many prior works aim to improve inference efficiency via compression techniques, e.g., pruning, these works do not explicitly address the computational challenges of training to downstream tasks. We introduce Learner modules and priming, novel methods for fine-tuning that exploit the overparameterization of pre-trained language models to gain benefits in convergence speed and resource utilization. Learner modules navigate the double bind of 1) training efficiently by fine-tuning a subset of parameters, and 2) training effectively by ensuring quick convergence and high metric scores. Our results on DistilBERT demonstrate that learners perform on par with or surpass the baselines. Learners train 7x fewer parameters than state-of-the-art methods on GLUE. On CoLA, learners fine-tune 20% faster, and have significantly lower resource utilization.

When language models (LMs) are trained to forget (or "unlearn'') a skill, how precisely does their behavior change? We study the behavior of transformer LMs in which tasks have been forgotten via fine-tuning on randomized labels. Such LMs learn to generate near-random predictions for individual examples in the "training'' set used for forgetting. Across tasks, however, LMs exhibit extreme variability in whether LM predictions change on examples outside the training set. In some tasks (like entailment classification), forgetting generalizes robustly, and causes models to produce uninformative predictions on new task instances; in other tasks (like physical commonsense reasoning and scientific question answering) forgetting affects only the training examples, and models continue to perform the "forgotten'' task accurately even for examples very similar to those that appeared in the training set. Dataset difficulty is not predictive of whether a behavior can be forgotten; instead, generalization in forgetting is (weakly) predicted by the confidence of LMs' initial task predictions and the variability of LM representations of training data, with low confidence and low variability both associated with greater generalization. Perhaps most surprisingly, random-label forgetting appears to be somewhat insensitive to the contents of the training set: for example, models trained on science questions with random labels continue to answer other science questions accurately, but begin to produce random labels on entailment classification tasks. Finally, we show that even generalizable forgetting is shallow: linear probes trained on LMs' representations can still perform tasks reliably after forgetting. Our results highlight the difficulty and unpredictability of performing targeted skill removal from models via fine-tuning.

Recently, semantic segmentation models trained with image-level text supervision have shown promising results in challenging open-world scenarios. However, these models still face difficulties in learning fine-grained semantic alignment at the pixel level and predicting accurate object masks. To address this issue, we propose MixReorg, a novel and straightforward pre-training paradigm for semantic segmentation that enhances a model's ability to reorganize patches mixed across images, exploring both local visual relevance and global semantic coherence. Our approach involves generating fine-grained patch-text pairs data by mixing image patches while preserving the correspondence between patches and text. The model is then trained to minimize the segmentation loss of the mixed images and the two contrastive losses of the original and restored features. With MixReorg as a mask learner, conventional text-supervised semantic segmentation models can achieve highly generalizable pixel-semantic alignment ability, which is crucial for open-world segmentation. After training with large-scale image-text data, MixReorg models can be applied directly to segment visual objects of arbitrary categories, without the need for further fine-tuning. Our proposed framework demonstrates strong performance on popular zero-shot semantic segmentation benchmarks, outperforming GroupViT by significant margins of 5.0%, 6.2%, 2.5%, and 3.4% mIoU on PASCAL VOC2012, PASCAL Context, MS COCO, and ADE20K, respectively.

Current medical artificial intelligence systems are often limited to narrow applications, hindering their widespread adoption in clinical practice. To address this limitation, we propose MedVersa, a generalist learner that enables flexible learning and tasking for medical image interpretation. By leveraging a large language model as a learnable orchestrator, MedVersa can learn from both visual and linguistic supervision, support multimodal inputs, and perform real-time task specification. This versatility allows MedVersa to adapt to various clinical scenarios and perform multifaceted medical image analysis. We introduce MedInterp, the largest multimodal dataset to date for medical image interpretation, consisting of over 13 million annotated instances spanning 11 tasks across 3 modalities, to support the development of MedVersa. Our experiments demonstrate that MedVersa achieves state-of-the-art performance in 9 tasks, sometimes outperforming specialist counterparts by over 10%. MedVersa is the first to showcase the viability of multimodal generative medical AI in implementing multimodal outputs, inputs, and dynamic task specification, highlighting its potential as a multifunctional system for comprehensive medical image analysis. This generalist approach to medical image interpretation paves the way for more adaptable and efficient AI-assisted clinical decision-making.

We propose Embodied Navigation Trajectory Learner (ENTL), a method for extracting long sequence representations for embodied navigation. Our approach unifies world modeling, localization and imitation learning into a single sequence prediction task. We train our model using vector-quantized predictions of future states conditioned on current states and actions. ENTL's generic architecture enables sharing of the spatio-temporal sequence encoder for multiple challenging embodied tasks. We achieve competitive performance on navigation tasks using significantly less data than strong baselines while performing auxiliary tasks such as localization and future frame prediction (a proxy for world modeling). A key property of our approach is that the model is pre-trained without any explicit reward signal, which makes the resulting model generalizable to multiple tasks and environments.

Language model fine-tuning is essential for modern natural language processing, but is computationally expensive and time-consuming. Further, the effectiveness of fine-tuning is limited by the inclusion of training examples that negatively affect performance. Here we present a general fine-tuning method that we call information gain filtration for improving the overall training efficiency and final performance of language model fine-tuning. We define the information gain of an example as the improvement on a test metric after training on that example. A secondary learner is then trained to approximate this quantity. During fine-tuning, this learner selects informative examples and skips uninformative ones. We show that our method has consistent improvement across datasets, fine-tuning tasks, and language model architectures. For example, we achieve a median perplexity of 54.0 on a books dataset compared to 57.3 for standard fine-tuning. We present statistical evidence that offers insight into the improvements of our method over standard fine-tuning. The generality of our method leads us to propose a new paradigm for language model fine-tuning -- we encourage researchers to release pretrained secondary learners on common corpora to promote efficient and effective fine-tuning, thereby improving the performance and reducing the overall energy footprint of language model fine-tuning.

Large pre-trained language models (LMs) have demonstrated remarkable ability as few-shot learners. However, their success hinges largely on scaling model parameters to a degree that makes it challenging to train and serve. In this paper, we propose a new approach, named as EFL, that can turn small LMs into better few-shot learners. The key idea of this approach is to reformulate potential NLP task into an entailment one, and then fine-tune the model with as little as 8 examples. We further demonstrate our proposed method can be: (i) naturally combined with an unsupervised contrastive learning-based data augmentation method; (ii) easily extended to multilingual few-shot learning. A systematic evaluation on 18 standard NLP tasks demonstrates that this approach improves the various existing SOTA few-shot learning methods by 12\%, and yields competitive few-shot performance with 500 times larger models, such as GPT-3.

Medicine, by its nature, is a multifaceted domain that requires the synthesis of information across various modalities. Medical generative vision-language models (VLMs) make a first step in this direction and promise many exciting clinical applications. However, existing models typically have to be fine-tuned on sizeable down-stream datasets, which poses a significant limitation as in many medical applications data is scarce, necessitating models that are capable of learning from few examples in real-time. Here we propose Med-Flamingo, a multimodal few-shot learner adapted to the medical domain. Based on OpenFlamingo-9B, we continue pre-training on paired and interleaved medical image-text data from publications and textbooks. Med-Flamingo unlocks few-shot generative medical visual question answering (VQA) abilities, which we evaluate on several datasets including a novel challenging open-ended VQA dataset of visual USMLE-style problems. Furthermore, we conduct the first human evaluation for generative medical VQA where physicians review the problems and blinded generations in an interactive app. Med-Flamingo improves performance in generative medical VQA by up to 20\% in clinician's rating and firstly enables multimodal medical few-shot adaptations, such as rationale generation. We release our model, code, and evaluation app under https://github.com/snap-stanford/med-flamingo.

Contrastive Language-Image Pre-training (CLIP) has significantly improved performance in various vision-language tasks by expanding the dataset with image-text pairs obtained from websites. This paper further explores CLIP from the perspectives of data and model architecture. To address the prevalence of noisy data and enhance the quality of large-scale image-text data crawled from the internet, we introduce a diverse description generation framework that can leverage Large Language Models (LLMs) to synthesize and refine content from web-based texts, synthetic captions, and detection tags. Furthermore, we propose RWKV-CLIP, the first RWKV-driven vision-language representation learning model that combines the effective parallel training of transformers with the efficient inference of RNNs. Comprehensive experiments across various model scales and pre-training datasets demonstrate that RWKV-CLIP is a robust and efficient vision-language representation learner, it achieves state-of-the-art performance in several downstream tasks, including linear probe, zero-shot classification, and zero-shot image-text retrieval. To facilitate future research, the code and pre-trained models are released at https://github.com/deepglint/RWKV-CLIP

Self-Supervised Learning (SSL) has demonstrated strong performance in speech processing, particularly in automatic speech recognition. In this paper, we explore an SSL pretraining framework that leverages masked language modeling with targets derived from a speech recognition model. We also present chunkwise attention with dynamic chunk size sampling during pretraining to enable both full-context and streaming fine-tuning. Our experiments examine scaling with respect to model size and the amount of data. Using our method, we train the GigaAM family of models, including a state-of-the-art model for Russian speech recognition that outperforms Whisper-large-v3 by 50%. We have released our foundation and ASR models, along with the inference code, under the MIT license as open-source resources to the research community. Available at https://github.com/salute-developers/gigaam.

Entailment has been recognized as an important metric for evaluating natural language understanding (NLU) models, and recent studies have found that entailment pretraining benefits weakly supervised fine-tuning. In this work, we design a prompting strategy that formulates a number of different NLU tasks as contextual entailment. This approach improves the zero-shot adaptation of pretrained entailment models. Secondly, we notice that self-training entailment-based models with unlabeled data can significantly improve the adaptation performance on downstream tasks. To achieve more stable improvement, we propose the Simple Pseudo-Label Editing (SimPLE) algorithm for better pseudo-labeling quality in self-training. We also found that both pretrained entailment-based models and the self-trained models are robust against adversarial evaluation data. Experiments on binary and multi-class classification tasks show that SimPLE leads to more robust self-training results, indicating that the self-trained entailment models are more efficient and trustworthy than large language models on language understanding tasks.

Many errors in student essays can be explained by influence from the native language (L1). L1 interference refers to errors influenced by a speaker's first language, such as using stadion instead of stadium, reflecting lexical transliteration from Russian. In this work, we address the task of detecting such errors in English essays written by Russian-speaking learners. We introduce RILEC, a large-scale dataset of over 18,000 sentences, combining expert-annotated data from REALEC with synthetic examples generated through rule-based and neural augmentation. We propose a framework for generating L1-motivated errors using generative language models optimized with PPO, prompt-based control, and rule-based patterns. Models fine-tuned on RILEC achieve strong performance, particularly on word-level interference types such as transliteration and tense semantics. We find that the proposed augmentation pipeline leads to a significant performance improvement, making it a potentially valuable tool for learners and teachers to more effectively identify and address such errors.

Language acquisition is vital to revealing the nature of human language intelligence and has recently emerged as a promising perspective for improving the interpretability of large language models (LLMs). However, it is ethically and practically infeasible to conduct experiments that require controlling human learners' language inputs. This poses challenges for the verifiability and scalability of language acquisition modeling, particularly in Chinese second language acquisition (SLA). While LLMs provide a controllable and reproducible alternative, a systematic benchmark to support phase-wise modeling and assessment is still lacking. In this paper, we present HSKBenchmark, the first benchmark for staged modeling and writing assessment of LLMs in Chinese SLA. It covers HSK levels 3 to 6 and includes authentic textbooks with 6.76 million tokens, 16K synthetic instruction samples, 30 test topics, and a linguistically grounded evaluation system. To simulate human learning trajectories, we introduce a curriculum-tuning framework that trains models from beginner to advanced levels. An evaluation system is created to examine level-based grammar coverage, writing errors, lexical and syntactic complexity, and holistic scoring. We also build HSKAgent, fine-tuned on 10K learner compositions. Extensive experimental results demonstrate that HSKBenchmark not only models Chinese SLA effectively, but also serves as a reliable benchmark for dynamic writing assessment in LLMs. Our fine-tuned LLMs have writing performance on par with advanced human learners and exhibit human-like acquisition characteristics. The HSKBenchmark, HSKAgent, and checkpoints serve as foundational tools and resources, with the potential to pave the way for future research on language acquisition modeling and LLMs interpretability. Code and data are publicly available at: https://github.com/CharlesYang030/HSKB.

Continual learning (CL) aims to efficiently learn and accumulate knowledge from a data stream with different distributions. By formulating CL as a sequence prediction task, meta-continual learning (MCL) enables to meta-learn an efficient continual learner based on the recent advanced sequence models, e.g., Transformers. Although attention-free models (e.g., Linear Transformers) can ideally match CL's essential objective and efficiency requirements, they usually perform not well in MCL. Considering that the attention-free Mamba achieves excellent performances matching Transformers' on general sequence modeling tasks, in this paper, we aim to answer a question -- Can attention-free Mamba perform well on MCL? By formulating Mamba with a selective state space model (SSM) for MCL tasks, we propose to meta-learn Mamba as a continual learner, referred to as MambaCL. By incorporating a selectivity regularization, we can effectively train MambaCL. Through comprehensive experiments across various CL tasks, we also explore how Mamba and other models perform in different MCL scenarios. Our experiments and analyses highlight the promising performance and generalization capabilities of Mamba in MCL.

Using prompts to utilize language models to perform various downstream tasks, also known as prompt-based learning or prompt-learning, has lately gained significant success in comparison to the pre-train and fine-tune paradigm. Nonetheless, virtually all prompt-based methods are token-level, meaning they all utilize GPT's left-to-right language model or BERT's masked language model to perform cloze-style tasks. In this paper, we attempt to accomplish several NLP tasks in the zero-shot scenario using a BERT original pre-training task abandoned by RoBERTa and other models--Next Sentence Prediction (NSP). Unlike token-level techniques, our sentence-level prompt-based method NSP-BERT does not need to fix the length of the prompt or the position to be predicted, allowing it to handle tasks such as entity linking with ease. Based on the characteristics of NSP-BERT, we offer several quick building templates for various downstream tasks. We suggest a two-stage prompt method for word sense disambiguation tasks in particular. Our strategies for mapping the labels significantly enhance the model's performance on sentence pair tasks. On the FewCLUE benchmark, our NSP-BERT outperforms other zero-shot methods on most of these tasks and comes close to the few-shot methods.

Supervised machine learning provides the learner with a set of input-output examples of the target task. Humans, however, can also learn to perform new tasks from instructions in natural language. Can machines learn to understand instructions as well? We present the Turking Test, which examines a model's ability to follow natural language instructions of varying complexity. These range from simple tasks, like retrieving the nth word of a sentence, to ones that require creativity, such as generating examples for SNLI and SQuAD in place of human intelligence workers ("turkers"). Despite our lenient evaluation methodology, we observe that a large pretrained language model performs poorly across all tasks. Analyzing the model's error patterns reveals that the model tends to ignore explicit instructions and often generates outputs that cannot be construed as an attempt to solve the task. While it is not yet clear whether instruction understanding can be captured by traditional language models, the sheer expressivity of instruction understanding makes it an appealing alternative to the rising few-shot inference paradigm.

A central notion in practical and theoretical machine learning is that of a weak learner, classifiers that achieve better-than-random performance (on any given distribution over data), even by a small margin. Such weak learners form the practical basis for canonical machine learning methods such as boosting. In this work, we illustrate that prompt-based large language models can operate effectively as said weak learners. Specifically, we illustrate the use of a large language model (LLM) as a weak learner in a boosting algorithm applied to tabular data. We show that by providing (properly sampled according to the distribution of interest) text descriptions of tabular data samples, LLMs can produce a summary of the samples that serves as a template for classification and achieves the aim of acting as a weak learner on this task. We incorporate these models into a boosting approach, which in some settings can leverage the knowledge within the LLM to outperform traditional tree-based boosting. The model outperforms both few-shot learning and occasionally even more involved fine-tuning procedures, particularly for tasks involving small numbers of data points. The results illustrate the potential for prompt-based LLMs to function not just as few-shot learners themselves, but as components of larger machine learning pipelines.

Recent paradigms in Random Projection Layer (RPL)-based continual representation learning have demonstrated superior performance when building upon a pre-trained model (PTM). These methods insert a randomly initialized RPL after a PTM to enhance feature representation in the initial stage. Subsequently, a linear classification head is used for analytic updates in the continual learning stage. However, under severe domain gaps between pre-trained representations and target domains, a randomly initialized RPL exhibits limited expressivity under large domain shifts. While largely scaling up the RPL dimension can improve expressivity, it also induces an ill-conditioned feature matrix, thereby destabilizing the recursive analytic updates of the linear head. To this end, we propose the Stochastic Continual Learner with MemoryGuard Supervisory Mechanism (SCL-MGSM). Unlike random initialization, MGSM constructs the projection layer via a principled, data-guided mechanism that progressively selects target-aligned random bases to adapt the PTM representation to downstream tasks. This facilitates the construction of a compact yet expressive RPL while improving the numerical stability of analytic updates. Extensive experiments on multiple exemplar-free Class Incremental Learning (CIL) benchmarks demonstrate that SCL-MGSM achieves superior performance compared to state-of-the-art methods.

The goal of continual learning is to find a model that solves multiple learning tasks which are presented sequentially to the learner. A key challenge in this setting is that the learner may forget how to solve a previous task when learning a new task, a phenomenon known as catastrophic forgetting. To address this challenge, many practical methods have been proposed, including memory-based, regularization-based, and expansion-based methods. However, a rigorous theoretical understanding of these methods remains elusive. This paper aims to bridge this gap between theory and practice by proposing a new continual learning framework called Ideal Continual Learner (ICL), which is guaranteed to avoid catastrophic forgetting by construction. We show that ICL unifies multiple well-established continual learning methods and gives new theoretical insights into the strengths and weaknesses of these methods. We also derive generalization bounds for ICL which allow us to theoretically quantify how rehearsal affects generalization. Finally, we connect ICL to several classic subjects and research topics of modern interest, which allows us to make historical remarks and inspire future directions.

Learning an accurate model of the environment is essential for model-based control tasks. Existing methods in robotic visuomotor control usually learn from data with heavily labelled actions, object entities or locations, which can be demanding in many cases. To cope with this limitation, we propose a method, dubbed DMotion, that trains a forward model from video data only, via disentangling the motion of controllable agent to model the transition dynamics. An object extractor and an interaction learner are trained in an end-to-end manner without supervision. The agent's motions are explicitly represented using spatial transformation matrices containing physical meanings. In the experiments, DMotion achieves superior performance on learning an accurate forward model in a Grid World environment, as well as a more realistic robot control environment in simulation. With the accurate learned forward models, we further demonstrate their usage in model predictive control as an effective approach for robotic manipulations.

Neural codec language models have achieved state-of-the-art performance in text-to-speech (TTS) synthesis, leveraging scalable architectures like autoregressive transformers and large-scale speech datasets. By framing voice cloning as a prompt continuation task, these models excel at cloning voices from short audio samples. However, this approach is limited in its ability to handle numerous or lengthy speech excerpts, since the concatenation of source and target speech must fall within the maximum context length which is determined during training. In this work, we introduce Lina-Speech, a model that replaces traditional self-attention mechanisms with emerging recurrent architectures like Gated Linear Attention (GLA). Building on the success of initial-state tuning on RWKV, we extend this technique to voice cloning, enabling the use of multiple speech samples and full utilization of the context window in synthesis. This approach is fast, easy to deploy, and achieves performance comparable to fine-tuned baselines when the dataset size ranges from 3 to 15 minutes. Notably, Lina-Speech matches or outperforms state-of-the-art baseline models, including some with a parameter count up to four times higher or trained in an end-to-end style. We release our code and checkpoints. Audio samples are available at https://theodorblackbird.github.io/blog/demo_lina/.

User simulation is important for developing and evaluating human-centered AI, yet current student simulation in educational applications has significant limitations. Existing approaches focus on single learning experiences and do not account for students' gradual knowledge construction and evolving skill sets. Moreover, large language models are optimized to produce direct and accurate responses, making it challenging to represent the incomplete understanding and developmental constraints that characterize real learners. In this paper, we introduce a novel framework for memory-based student simulation that incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation. The framework also integrates metacognitive processes and personality traits to enrich the individual learner profiling, through dynamical consolidation of both cognitive development and personal learning characteristics. In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards. Experimental results show that our approach can effectively reflect the gradual nature of knowledge development and the characteristic difficulties students face, providing a more accurate representation of learning processes.

Language models (LMs) trained on vast quantities of unlabelled data have greatly advanced the field of natural language processing (NLP). In this study, we re-visit the widely accepted notion in NLP that continued pre-training LMs on task-related texts improves the performance of fine-tuning (FT) in downstream tasks. Through experiments on eight single-sentence tasks and eight sentence-pair tasks in both semi-supervised and fully-supervised settings, we find that conventional continued pre-training does not consistently provide benefits and can even be detrimental for sentence-pair tasks or when prompt-based FT is used. To tackle these issues, we propose Prompt-based Continued Pre-training (PCP), which combines the idea of instruction tuning with conventional continued pre-training. Our approach aims to improve the performance of prompt-based FT by presenting both task-related texts and prompt templates to LMs through unsupervised pre-training objectives before fine-tuning for the target task. Our empirical evaluations on 21 benchmarks demonstrate that the PCP consistently improves the performance of state-of-the-art prompt-based FT approaches (up to 20.1% absolute) in both semi-supervised and fully-supervised settings, even with only hundreds of unlabelled examples. Additionally, prompt-based FT with the PCP outperforms state-of-the-art semi-supervised approaches with greater simplicity, eliminating the need for an iterative process and extra data augmentation. Our further analysis explores the performance lower bound of the PCP and reveals that the advantages of PCP persist across different sizes of models and datasets.

A fundamental question in modern machine learning is why large, over-parameterized models, such as deep neural networks and transformers, tend to generalize well, even when their number of parameters far exceeds the number of training samples. We investigate this phenomenon through the lens of information theory, grounded in universal learning theory. Specifically, we study a Bayesian mixture learner with log-loss and (almost) uniform prior over an expansive hypothesis class. Our key result shows that the learner's regret is not determined by the overall size of the hypothesis class, but rather by the cumulative probability of all models that are close, in Kullback-Leibler divergence distance, to the true data-generating process. We refer to this cumulative probability as the weight of the hypothesis. This leads to a natural notion of model simplicity: simple models are those with large weight and thus require fewer samples to generalize, while complex models have small weight and need more data. This perspective provides a rigorous and intuitive explanation for why over-parameterized models often avoid overfitting: the presence of simple hypotheses allows the posterior to concentrate on them when supported by the data. We further bridge theory and practice by recalling that stochastic gradient descent with Langevin dynamics samples from the correct posterior distribution, enabling our theoretical learner to be approximated using standard machine learning methods combined with ensemble learning. Our analysis yields non-uniform regret bounds and aligns with key practical concepts such as flat minima and model distillation. The results apply broadly across online, batch, and supervised learning settings, offering a unified and principled understanding of the generalization behavior of modern AI systems.

Given the computational cost and technical expertise required to train machine learning models, users may delegate the task of learning to a service provider. We show how a malicious learner can plant an undetectable backdoor into a classifier. On the surface, such a backdoored classifier behaves normally, but in reality, the learner maintains a mechanism for changing the classification of any input, with only a slight perturbation. Importantly, without the appropriate "backdoor key", the mechanism is hidden and cannot be detected by any computationally-bounded observer. We demonstrate two frameworks for planting undetectable backdoors, with incomparable guarantees. First, we show how to plant a backdoor in any model, using digital signature schemes. The construction guarantees that given black-box access to the original model and the backdoored version, it is computationally infeasible to find even a single input where they differ. This property implies that the backdoored model has generalization error comparable with the original model. Second, we demonstrate how to insert undetectable backdoors in models trained using the Random Fourier Features (RFF) learning paradigm or in Random ReLU networks. In this construction, undetectability holds against powerful white-box distinguishers: given a complete description of the network and the training data, no efficient distinguisher can guess whether the model is "clean" or contains a backdoor. Our construction of undetectable backdoors also sheds light on the related issue of robustness to adversarial examples. In particular, our construction can produce a classifier that is indistinguishable from an "adversarially robust" classifier, but where every input has an adversarial example! In summary, the existence of undetectable backdoors represent a significant theoretical roadblock to certifying adversarial robustness.

To improve the performance of large language models (LLMs), researchers have explored providing LLMs with textual task-solving experience via prompts. However, they rely on manual efforts to acquire and apply such experience for each task, which is not feasible for the growing demand for LLMs and the variety of user questions. To address this issue, we design a lifelong autonomous experiential learning framework based on LLMs to explore whether LLMs can imitate human ability for learning and utilizing experience. It autonomously learns and accumulates experience through experience transfer and induction, categorizing the types of input questions to select which accumulated experience to employ for them. Experimental results on six widely used NLP datasets show that our framework performs reliably in each intermediate step and effectively improves the performance of GPT-3.5 and GPT-4. This validates the feasibility of using LLMs to mimic human experiential learning and application capabilities. Additionally, we provide a detailed analysis of the behavior of our framework at each step.

We identify a new dimension for enhancing rollout diversity in Group Relative Policy Optimization (GRPO) for LLMs. While GRPO relies on diverse rollouts, prevailing strategies primarily increase diversity by injecting more token-level randomness, which may introduce step-wise noise and lead to incoherent trajectories. We uncover that smaller models within the same model family inherently exhibit higher policy-level diversity, indicated by their superior pass@k relative to larger counterparts as sample counts increase. Unlike token-level noise, this diversity is temporally correlated, preserves logical consistency, and provides structured exploration signals for gradient estimation. We thus propose S2L-PO (Small-to-Large Policy Optimization), a framework that leverages fixed small models as natural explorers to train larger models. To balance exploration and exploitation, we design a progressive annealing strategy that transitions from offline small-model rollouts to the large learner's own sampling. This shift elegantly avoids mid-training performance drops caused by the small model's capacity limits, achieving faster convergence and unlocking a higher performance ceiling. S2L-PO improves accuracy on diverse mathematical reasoning benchmarks (e.g., +8.8% on AIME 24 using a 1.7B explorer to guide the 8B model) while reducing rollout compute.

Traditional multimodal learners find unified representations for tasks like visual question answering, but rely heavily on paired datasets. However, an overlooked yet potentially powerful question is: can one leverage auxiliary unpaired multimodal data to directly enhance representation learning in a target modality? We introduce UML: Unpaired Multimodal Learner, a modality-agnostic training paradigm in which a single model alternately processes inputs from different modalities while sharing parameters across them. This design exploits the assumption that different modalities are projections of a shared underlying reality, allowing the model to benefit from cross-modal structure without requiring explicit pairs. Theoretically, under linear data-generating assumptions, we show that unpaired auxiliary data can yield representations strictly more informative about the data-generating process than unimodal training. Empirically, we show that using unpaired data from auxiliary modalities -- such as text, audio, or images -- consistently improves downstream performance across diverse unimodal targets such as image and audio. Our project page: https://unpaired-multimodal.github.io/

Generalization remains the central challenge for interactive 3D scene generation. Existing learning-based approaches ground spatial understanding in limited scene dataset, restricting generalization to new layouts. We instead reprogram a pre-trained 3D instance generator to act as a scene level learner, replacing dataset-bounded supervision with model-centric spatial supervision. This reprogramming unlocks the generator transferable spatial knowledge, enabling generalization to unseen layouts and novel object compositions. Remarkably, spatial reasoning still emerges even when the training scenes are randomly composed objects. This demonstrates that the generator's transferable scene prior provides a rich learning signal for inferring proximity, support, and symmetry from purely geometric cues. Replacing widely used canonical space, we instantiate this insight with a view-centric formulation of the scene space, yielding a fully feed-forward, generalizable scene generator that learns spatial relations directly from the instance model. Quantitative and qualitative results show that a 3D instance generator is an implicit spatial learner and reasoner, pointing toward foundation models for interactive 3D scene understanding and generation. Project page: https://luling06.github.io/I-Scene-project/

We study the task of extending the large language model (LLM) into a vision-language instruction-following model. This task is crucial but challenging since the LLM is trained on text modality only, making it hard to effectively digest the visual modality. To address this, existing methods typically train a visual adapter to align the representation between a pre-trained vision transformer (ViT) and the LLM by a generative image captioning loss. However, we find that the generative objective can only produce weak alignment for vision and language, making the aligned vision-language model very hungry for the instruction fine-tuning data. In this paper, we propose CG-VLM that applies both Contrastive and Generative alignment objectives to effectively align the representation of ViT and LLM. Different from image level and sentence level alignment in common contrastive learning settings, CG-VLM aligns the image-patch level features and text-token level embeddings, which, however, is very hard to achieve as no explicit grounding patch-token relation provided in standard image captioning datasets. To address this issue, we propose to maximize the averaged similarity between pooled image-patch features and text-token embeddings. Extensive experiments demonstrate that the proposed CG-VLM produces strong vision-language alignment and is an efficient instruction learner. For example, using only 10% instruction tuning data, we reach 95% performance of state-of-the-art method LLaVA [29] on the zero-shot ScienceQA-Image benchmark.

State-based sequence models like RWKV-7 offer a compelling alternative to Transformer architectures, achieving linear complexity while demonstrating greater expressive power in short-context scenarios and enabling state tracking beyond the \(TC^0\) complexity class. However, RWKV-7 lacks mechanisms for token-parameter interactions and native scalability, limiting its adaptability and growth without retraining. In this paper, we propose Meta-State, a novel extension to RWKV-7 that replaces attention mechanisms with a fully state-driven approach, integrating token-parameter interactions through a Self-State Encoder (SSE) mechanism. The SSE repurposes a portion of the RWKV-7 Weighted Key-Value (WKV) state as transformation weights to encode token-parameter interactions in a linear, state-driven manner without introducing new trainable matrices or softmax operations, while preserving the autoregressive property of token processing. Meta-State supports progressive model scaling by expanding the WKV state and parameter tokens, reusing existing parameters without retraining. Our approach bridges the gap between state-based modeling, token-parameter interactions, and scalable architectures, offering a flexible framework for efficient and adaptable sequence modeling with linear complexity and constant memory usage.

This paper introduces diffusion protein language model (DPLM), a versatile protein language model that demonstrates strong generative and predictive capabilities for protein sequences. We first pre-train scalable DPLMs from evolutionary-scale protein sequences within a generative self-supervised discrete diffusion probabilistic framework, which generalizes language modeling for proteins in a principled way. After pre-training, DPLM exhibits the ability to generate structurally plausible, novel, and diverse protein sequences for unconditional generation. We further demonstrate the proposed diffusion generative pre-training makes DPLM possess a better understanding of proteins, making it a superior representation learner, which can be fine-tuned for various predictive tasks, comparing favorably to ESM2 (Lin et al., 2022). Moreover, DPLM can be tailored for various needs, which showcases its prowess of conditional generation in several ways: (1) conditioning on partial peptide sequences, e.g., generating scaffolds for functional motifs with high success rate; (2) incorporating other modalities as conditioner, e.g., structure-conditioned generation for inverse folding; and (3) steering sequence generation towards desired properties, e.g., satisfying specified secondary structures, through a plug-and-play classifier guidance. Code is released at https://github.com/bytedance/dplm.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

When trained at sufficient scale, auto-regressive language models exhibit the notable ability to learn a new language task after being prompted with just a few examples. Here, we present a simple, yet effective, approach for transferring this few-shot learning ability to a multimodal setting (vision and language). Using aligned image and caption data, we train a vision encoder to represent each image as a sequence of continuous embeddings, such that a pre-trained, frozen language model prompted with this prefix generates the appropriate caption. The resulting system is a multimodal few-shot learner, with the surprising ability to learn a variety of new tasks when conditioned on examples, represented as a sequence of multiple interleaved image and text embeddings. We demonstrate that it can rapidly learn words for new objects and novel visual categories, do visual question-answering with only a handful of examples, and make use of outside knowledge, by measuring a single model on a variety of established and new benchmarks.

Modern image classifiers widely adopt global average pooling (GAP) followed by a linear classification head. This linearity ensures that the image-level logits equal the average of logits obtained by applying the classification head pointwise to the feature grid prior to GAP. Consequently, standard classifiers may inherently retain spatial class evidence that remains recoverable even when the image-level prediction is incorrect. This structure naturally suggests a multiple-instance learning (MIL) interpretation, where an image is viewed as a bag of spatial instances. Within this formulation, we demonstrate that standard classifiers trained with a single label per image can still learn the intended classification task in multi-object scenes. We further exploit this property to decompose image-level logits into a prediction grid, providing a post-hoc diagnostic to extract spatial class evidence that GAP otherwise obscures. Our systematic evaluation reveals that off-the-shelf models consistently recover the ground-truth class within foreground regions. The MIL interpretation further suggests that common classifier failures reflect known limitations of mean aggregation.

Recent advancements in time series forecasting have explored augmenting models with text or vision modalities to improve accuracy. While text provides contextual understanding, it often lacks fine-grained temporal details. Conversely, vision captures intricate temporal patterns but lacks semantic context, limiting the complementary potential of these modalities. To address this, we propose \method, a novel multimodal framework that leverages pre-trained Vision-Language Models (VLMs) to bridge temporal, visual, and textual modalities for enhanced forecasting. Our framework comprises three key components: (1) a Retrieval-Augmented Learner, which extracts enriched temporal features through memory bank interactions; (2) a Vision-Augmented Learner, which encodes time series as informative images; and (3) a Text-Augmented Learner, which generates contextual textual descriptions. These components collaborate with frozen pre-trained VLMs to produce multimodal embeddings, which are then fused with temporal features for final prediction. Extensive experiments demonstrate that Time-VLM achieves superior performance, particularly in few-shot and zero-shot scenarios, thereby establishing a new direction for multimodal time series forecasting. Code is available at https://github.com/CityMind-Lab/ICML25-TimeVLM.

Recent work in language modeling has raised the possibility of self-improvement, where a language models evaluates and refines its own generations to achieve higher performance without external feedback. It is impossible for this self-improvement to create information that is not already in the model, so why should we expect that this will lead to improved capabilities? We offer a new perspective on the capabilities of self-improvement through a lens we refer to as sharpening. Motivated by the observation that language models are often better at verifying response quality than they are at generating correct responses, we formalize self-improvement as using the model itself as a verifier during post-training in order to ``sharpen'' the model to one placing large mass on high-quality sequences, thereby amortizing the expensive inference-time computation of generating good sequences. We begin by introducing a new statistical framework for sharpening in which the learner aims to sharpen a pre-trained base policy via sample access, and establish fundamental limits. Then we analyze two natural families of self-improvement algorithms based on SFT and RLHF. We find that (i) the SFT-based approach is minimax optimal whenever the initial model has sufficient coverage, but (ii) the RLHF-based approach can improve over SFT-based self-improvement by leveraging online exploration, bypassing the need for coverage. Finally, we empirically validate the sharpening mechanism via inference-time and amortization experiments. We view these findings as a starting point toward a foundational understanding that can guide the design and evaluation of self-improvement algorithms.

Retrieval-augmented generation (RAG) for language models significantly improves language understanding systems. The basic retrieval-then-read pipeline of response generation has evolved into a more extended process due to the integration of various components, sometimes even forming loop structures. Despite its advancements in improving response accuracy, challenges like poor retrieval quality for complex questions that require the search of multifaceted semantic information, inefficiencies in knowledge re-retrieval during long-term serving, and lack of personalized responses persist. Motivated by transcending these limitations, we introduce ERAGent, a cutting-edge framework that embodies an advancement in the RAG area. Our contribution is the introduction of the synergistically operated module: Enhanced Question Rewriter and Knowledge Filter, for better retrieval quality. Retrieval Trigger is incorporated to curtail extraneous external knowledge retrieval without sacrificing response quality. ERAGent also personalizes responses by incorporating a learned user profile. The efficiency and personalization characteristics of ERAGent are supported by the Experiential Learner module which makes the AI assistant being capable of expanding its knowledge and modeling user profile incrementally. Rigorous evaluations across six datasets and three question-answering tasks prove ERAGent's superior accuracy, efficiency, and personalization, emphasizing its potential to advance the RAG field and its applicability in practical systems.

Model-based reinforcement-learning agents of the DreamerV3 family forget catastrophically when trained on task sequences, even when an unbounded replay buffer preserves every earlier experience. We ask a question the continual-RL literature has assumed an answer to but never measured: which component forgets? Under never-clear replay, pre-registered component-level probes (n=3 seeds throughout) show that the world model retains essentially everything measurable about old tasks -- reward discrimination (retention ratio ~1.0), value estimates, and termination structure -- while the actor's behavior collapses. Forgetting in this regime is a channel problem, not a memory problem. We demonstrate this by intervention: with the world model frozen and identical imagined rollouts, reinforcement learning in imagination fails to recover a lost skill (0/3 seeds), while supervised self-imitation on the world model's own graded dreams recovers it on 3/3 seeds with zero environment interaction. Interleaved during training, this graded dream rehearsal yields a task-label-free, parameter-constant continual learner: 3/3 four-task chains retained where plain replay passes 0/3, 3/3 eight-task chains, and consistent gains over matched real-episode cloning (paired difference +0.13, bootstrap 95% CI [0.07, 0.24], complete seed separation). The dream-grading step is load-bearing: we characterize two scoring failure modes, provide an offline selection gauge that caught both before they contaminated results, and give a realized-first grading rule that closes them. All experiments were pre-registered with committed protocols; every refuted hypothesis is reported.

When one agent interacts with a multi-agent environment, it is challenging to deal with various opponents unseen before. Modeling the behaviors, goals, or beliefs of opponents could help the agent adjust its policy to adapt to different opponents. In addition, it is also important to consider opponents who are learning simultaneously or capable of reasoning. However, existing work usually tackles only one of the aforementioned types of opponents. In this paper, we propose model-based opponent modeling (MBOM), which employs the environment model to adapt to all kinds of opponents. MBOM simulates the recursive reasoning process in the environment model and imagines a set of improving opponent policies. To effectively and accurately represent the opponent policy, MBOM further mixes the imagined opponent policies according to the similarity with the real behaviors of opponents. Empirically, we show that MBOM achieves more effective adaptation than existing methods in a variety of tasks, respectively with different types of opponents, i.e., fixed policy, na\"ive learner, and reasoning learner.

We study the sample complexity of learning an ε-optimal policy in the Stochastic Shortest Path (SSP) problem. We first derive sample complexity bounds when the learner has access to a generative model. We show that there exists a worst-case SSP instance with S states, A actions, minimum cost c_{min}, and maximum expected cost of the optimal policy over all states B_{star}, where any algorithm requires at least Ω(SAB_{star}^3/(c_{min}ε^2)) samples to return an ε-optimal policy with high probability. Surprisingly, this implies that whenever c_{min} = 0 an SSP problem may not be learnable, thus revealing that learning in SSPs is strictly harder than in the finite-horizon and discounted settings. We complement this lower bound with an algorithm that matches it, up to logarithmic factors, in the general case, and an algorithm that matches it up to logarithmic factors even when c_{min} = 0, but only under the condition that the optimal policy has a bounded hitting time to the goal state.

Continual learning aims to acquire tasks sequentially without catastrophic forgetting, yet standard strategies face a core tradeoff: regularization-based methods (e.g., EWC) can overconstrain updates when task optima are weakly overlapping, while replay-based methods can retain performance but drift due to imperfect replay. We study a hybrid perspective: trust region continual learning that combines generative replay with a Fisher-metric trust region constraint. We show that, under local approximations, the resulting update admits a MAML-style interpretation with a single implicit inner step: replay supplies an old-task gradient signal (query-like), while the Fisher-weighted penalty provides an efficient offline curvature shaping (support-like). This yields an emergent meta-learning property in continual learning: the model becomes an initialization that rapidly re-converges to prior task optima after each task transition, without explicitly optimizing a bilevel objective. Empirically, on task-incremental diffusion image generation and continual diffusion-policy control, trust region continual learning achieves the best final performance and retention, and consistently recovers early-task performance faster than EWC, replay, and continual meta-learning baselines.

Semantic information refers to the meaning conveyed through words, phrases, and contextual relationships within a given linguistic structure. Humans can leverage semantic information, such as familiar linguistic patterns and contextual cues, to reconstruct incomplete or masked speech signals in noisy environments. However, existing speech enhancement (SE) approaches often overlook the rich semantic information embedded in speech, which is crucial for improving intelligibility, speaker consistency, and overall quality of enhanced speech signals. To enrich the SE model with semantic information, we employ language models as an efficient semantic learner and propose a comprehensive framework tailored for language model-based speech enhancement, called GenSE. Specifically, we approach SE as a conditional language modeling task rather than a continuous signal regression problem defined in existing works. This is achieved by tokenizing speech signals into semantic tokens using a pre-trained self-supervised model and into acoustic tokens using a custom-designed single-quantizer neural codec model. To improve the stability of language model predictions, we propose a hierarchical modeling method that decouples the generation of clean semantic tokens and clean acoustic tokens into two distinct stages. Moreover, we introduce a token chain prompting mechanism during the acoustic token generation stage to ensure timbre consistency throughout the speech enhancement process. Experimental results on benchmark datasets demonstrate that our proposed approach outperforms state-of-the-art SE systems in terms of speech quality and generalization capability.

Denoising diffusion probabilistic models that were initially proposed for realistic image generation have recently shown success in various perception tasks (e.g., object detection and image segmentation) and are increasingly gaining attention in computer vision. However, extending such models to multi-frame human pose estimation is non-trivial due to the presence of the additional temporal dimension in videos. More importantly, learning representations that focus on keypoint regions is crucial for accurate localization of human joints. Nevertheless, the adaptation of the diffusion-based methods remains unclear on how to achieve such objective. In this paper, we present DiffPose, a novel diffusion architecture that formulates video-based human pose estimation as a conditional heatmap generation problem. First, to better leverage temporal information, we propose SpatioTemporal Representation Learner which aggregates visual evidences across frames and uses the resulting features in each denoising step as a condition. In addition, we present a mechanism called Lookup-based MultiScale Feature Interaction that determines the correlations between local joints and global contexts across multiple scales. This mechanism generates delicate representations that focus on keypoint regions. Altogether, by extending diffusion models, we show two unique characteristics from DiffPose on pose estimation task: (i) the ability to combine multiple sets of pose estimates to improve prediction accuracy, particularly for challenging joints, and (ii) the ability to adjust the number of iterative steps for feature refinement without retraining the model. DiffPose sets new state-of-the-art results on three benchmarks: PoseTrack2017, PoseTrack2018, and PoseTrack21.

Group Relative Policy Optimization (GRPO) has recently emerged as a practical recipe for aligning large language models with verifiable objectives. However, under sparse terminal rewards, GRPO often stalls because rollouts within a group frequently receive identical rewards, causing relative advantages to collapse and updates to vanish. We propose self-hint aligned GRPO with privileged supervision (SAGE), an on-policy reinforcement learning framework that injects privileged hints during training to reshape the rollout distribution under the same terminal verifier reward. For each prompt x, the model samples a compact hint h (e.g., a plan or decomposition) and then generates a solution τ conditioned on (x,h). Crucially, the task reward R(x,τ) is unchanged; hints only increase within-group outcome diversity under finite sampling, preventing GRPO advantages from collapsing under sparse rewards. At test time, we set h=varnothing and deploy the no-hint policy without any privileged information. Moreover, sampling diverse self-hints serves as an adaptive curriculum that tracks the learner's bottlenecks more effectively than fixed hints from an initial policy or a stronger external model. Experiments over 6 benchmarks with 3 LLMs show that SAGE consistently outperforms GRPO, on average +2.0 on Llama-3.2-3B-Instruct, +1.2 on Qwen2.5-7B-Instruct and +1.3 on Qwen3-4B-Instruct. The code is available at https://github.com/BaohaoLiao/SAGE.

Engagement and motivation are crucial for second-language acquisition, yet maintaining learner interest in educational conversations remains a challenge. While prior research has explored what makes educational texts interesting, still little is known about the linguistic features that drive engagement in conversations. To address this gap, we introduce IntrEx, the first large dataset annotated for interestingness and expected interestingness in teacher-student interactions. Built upon the Teacher-Student Chatroom Corpus (TSCC), IntrEx extends prior work by incorporating sequence-level annotations, allowing for the study of engagement beyond isolated turns to capture how interest evolves over extended dialogues. We employ a rigorous annotation process with over 100 second-language learners, using a comparison-based rating approach inspired by reinforcement learning from human feedback (RLHF) to improve agreement. We investigate whether large language models (LLMs) can predict human interestingness judgments. We find that LLMs (7B/8B parameters) fine-tuned on interestingness ratings outperform larger proprietary models like GPT-4o, demonstrating the potential for specialised datasets to model engagement in educational settings. Finally, we analyze how linguistic and cognitive factors, such as concreteness, comprehensibility (readability), and uptake, influence engagement in educational dialogues.

Simulators can generate virtually unlimited driving data, yet imitation learning policies in simulation still struggle to achieve robust closed-loop performance. Motivated by this gap, we empirically study how misalignment between privileged expert demonstrations and sensor-based student observations can limit the effectiveness of imitation learning. More precisely, experts have significantly higher visibility (e.g., ignoring occlusions) and far lower uncertainty (e.g., knowing other vehicles' actions), making them difficult to imitate reliably. Furthermore, navigational intent (i.e., the route to follow) is under-specified in student models at test time via only a single target point. We demonstrate that these asymmetries can measurably limit driving performance in CARLA and offer practical interventions to address them. After careful modifications to narrow the gaps between expert and student, our TransFuser v6 (TFv6) student policy achieves a new state of the art on all major publicly available CARLA closed-loop benchmarks, reaching 95 DS on Bench2Drive and more than doubling prior performances on Longest6~v2 and Town13. Additionally, by integrating perception supervision from our dataset into a shared sim-to-real pipeline, we show consistent gains on the NAVSIM and Waymo Vision-Based End-to-End driving benchmarks. Our code, data, and models are publicly available at https://github.com/autonomousvision/lead.

Tabular in-context learning (ICL) has recently achieved state-of-the-art (SOTA) performance on several tabular prediction tasks. Previously restricted to classification problems on small tables, recent advances such as TabPFN and TabICL have extended its use to larger datasets. While being architecturally efficient and well-adapted to tabular data structures, current table-native ICL architectures, being trained exclusively on synthetic data, do not fully leverage the rich semantics and world knowledge contained in real-world tabular data. On another end of this spectrum, tabular ICL models based on pretrained large language models such as TabuLa-8B integrate deep semantic understanding and world knowledge but are only able to make use of a small amount of context due to inherent architectural limitations. With the aim to combine the best of both these worlds, we introduce ConTextTab, integrating semantic understanding and alignment into a table-native ICL framework. By employing specialized embeddings for different data modalities and by training on large-scale real-world tabular data, our model is competitive with SOTA across a broad set of benchmarks while setting a new standard on the semantically rich CARTE benchmark.

We analyzed effectiveness of three generative pre-trained transformer (GPT) models in answering multiple-choice question (MCQ) assessments, often involving short snippets of code, from introductory and intermediate programming courses at the postsecondary level. This emerging technology stirs countless discussions of its potential uses (e.g., exercise generation, code explanation) as well as misuses in programming education (e.g., cheating). However, the capabilities of GPT models and their limitations to reason about and/or analyze code in educational settings have been under-explored. We evaluated several OpenAI's GPT models on formative and summative MCQ assessments from three Python courses (530 questions). We found that MCQs containing code snippets are not answered as successfully as those that only contain natural language. While questions requiring to fill-in a blank in the code or completing a natural language statement about the snippet are handled rather successfully, MCQs that require analysis and/or reasoning about the code (e.g., what is true/false about the snippet, or what is its output) appear to be the most challenging. These findings can be leveraged by educators to adapt their instructional practices and assessments in programming courses, so that GPT becomes a valuable assistant for a learner as opposed to a source of confusion and/or potential hindrance in the learning process.

Large language models (LLMs), renowned for their powerful conversational abilities, are widely recognized as exceptional tools in the field of education, particularly in the context of automated intelligent instruction systems for language learning. In this paper, we propose a scoring system based on LLMs, motivated by their positive impact on text-related scoring tasks. Specifically, the speech encoder first maps the learner's speech into contextual features. The adapter layer then transforms these features to align with the text embedding in latent space. The assessment task-specific prefix and prompt text are embedded and concatenated with the features generated by the modality adapter layer, enabling the LLMs to predict accuracy and fluency scores. Our experiments demonstrate that the proposed scoring systems achieve competitive results compared to the baselines on the Speechocean762 datasets. Moreover, we also conducted an ablation study to better understand the contributions of the prompt text and training strategy in the proposed scoring system.

Large Vision-Language Models (LVLMs) such as MiniGPT-4 and LLaVA have demonstrated the capability of understanding images and achieved remarkable performance in various visual tasks. Despite their strong abilities in recognizing common objects due to extensive training datasets, they lack specific domain knowledge and have a weaker understanding of localized details within objects, which hinders their effectiveness in the Industrial Anomaly Detection (IAD) task. On the other hand, most existing IAD methods only provide anomaly scores and necessitate the manual setting of thresholds to distinguish between normal and abnormal samples, which restricts their practical implementation. In this paper, we explore the utilization of LVLM to address the IAD problem and propose AnomalyGPT, a novel IAD approach based on LVLM. We generate training data by simulating anomalous images and producing corresponding textual descriptions for each image. We also employ an image decoder to provide fine-grained semantic and design a prompt learner to fine-tune the LVLM using prompt embeddings. Our AnomalyGPT eliminates the need for manual threshold adjustments, thus directly assesses the presence and locations of anomalies. Additionally, AnomalyGPT supports multi-turn dialogues and exhibits impressive few-shot in-context learning capabilities. With only one normal shot, AnomalyGPT achieves the state-of-the-art performance with an accuracy of 86.1%, an image-level AUC of 94.1%, and a pixel-level AUC of 95.3% on the MVTec-AD dataset. Code is available at https://github.com/CASIA-IVA-Lab/AnomalyGPT.

We consider the task of word-level language modeling and study the possibility of combining hidden-states-based short-term representations with medium-term representations encoded in dynamical weights of a language model. Our work extends recent experiments on language models with dynamically evolving weights by casting the language modeling problem into an online learning-to-learn framework in which a meta-learner is trained by gradient-descent to continuously update a language model weights.

The R-Learner is a powerful, theoretically-grounded framework for estimating heterogeneous treatment effects, prized for its robustness to nuisance model errors. However, its application to network data, where causal heterogeneity is often graph-dependent, presents a critical challenge to its core assumption of a well-specified final-stage model. In this paper, we conduct a large-scale empirical study to systematically dissect the R-Learner framework on graphs. We provide the first rigorous evidence that the primary driver of performance is the inductive bias of the final-stage CATE estimator, an effect that dominates the choice of nuisance models. Our central finding is the quantification of a catastrophic "representation bottleneck": we prove with overwhelming statistical significance (p < 0.001) that R-Learners with a graph-blind final stage fail completely (MSE > 4.0), even when paired with powerful GNN nuisance models. Conversely, our proposed end-to-end Graph R-Learner succeeds and significantly outperforms a strong, non-DML GNN T-Learner baseline. Furthermore, we identify and provide a mechanistic explanation for a subtle, topology-dependent "nuisance bottleneck," linking it to GNN over-squashing via a targeted "Hub-Periphery Trade-off" analysis. Our findings are validated across diverse synthetic and semi-synthetic benchmarks. We release our code as a reproducible benchmark to facilitate future research on this critical "final-stage bottleneck."

With the evolution of 5G wireless communications, the Synchronization Signal Block (SSB) plays a critical role in the synchronization of devices and accessibility of services. However, due to the predictable nature of SSB transmission, including the Primary and Secondary Synchronization Signals (PSS and SSS), jamming attacks are critical threats. By leveraging RF domain knowledge, this work presents a novel deep learning-based technique for detecting jammers in 5G networks. Unlike the existing jamming detection algorithms that mostly rely on network parameters, we introduce a double threshold deep learning jamming detector by focusing on the SSB. The detection method is focused on RF domain features and improves the robustness of the network without requiring integration with the pre-existing network infrastructure. By integrating a preprocessing block that extracts PSS correlation and energy per null resource elements (EPNRE) characteristics, our method distinguishes between normal and jammed received signals with high precision. Additionally, by incorporation of Discrete Wavelet Transform (DWT), the efficacy of training and detection are optimized. A double threshold double Deep Neural Network (DT-DDNN) is also introduced to the architecture complemented by a deep cascade learning model to increase the sensitivity of the model to variations of signal to jamming noise ratio (SJNR). Results show that the proposed method achieves 96.4% detection rate in extra low jamming power, i.e., SJNR between 15 to 30 dB which outperforms the single threshold DNN design with 86.0% detection rate and unprocessed IQ sample DNN design with 83.2% detection rate. Ultimately, performance of DT-DDNN is validated through the analysis of real 5G signals obtained from a practical testbed, demonstrating a strong alignment with the simulation results.

Time series forecasting holds significant importance in many real-world dynamic systems and has been extensively studied. Unlike natural language process (NLP) and computer vision (CV), where a single large model can tackle multiple tasks, models for time series forecasting are often specialized, necessitating distinct designs for different tasks and applications. While pre-trained foundation models have made impressive strides in NLP and CV, their development in time series domains has been constrained by data sparsity. Recent studies have revealed that large language models (LLMs) possess robust pattern recognition and reasoning abilities over complex sequences of tokens. However, the challenge remains in effectively aligning the modalities of time series data and natural language to leverage these capabilities. In this work, we present Time-LLM, a reprogramming framework to repurpose LLMs for general time series forecasting with the backbone language models kept intact. We begin by reprogramming the input time series with text prototypes before feeding it into the frozen LLM to align the two modalities. To augment the LLM's ability to reason with time series data, we propose Prompt-as-Prefix (PaP), which enriches the input context and directs the transformation of reprogrammed input patches. The transformed time series patches from the LLM are finally projected to obtain the forecasts. Our comprehensive evaluations demonstrate that Time-LLM is a powerful time series learner that outperforms state-of-the-art, specialized forecasting models. Moreover, Time-LLM excels in both few-shot and zero-shot learning scenarios.

Although recent end-to-end video generation models demonstrate impressive performance in visually oriented content creation, they remain limited in scenarios that require strict logical rigor and precise knowledge representation, such as instructional and educational media. To address this problem, we propose LAVES, a hierarchical LLM-based multi-agent system for generating high-quality instructional videos from educational problems. The LAVES formulates educational video generation as a multi-objective task that simultaneously demands correct step-by-step reasoning, pedagogically coherent narration, semantically faithful visual demonstrations, and precise audio--visual alignment. To address the limitations of prior approaches--including low procedural fidelity, high production cost, and limited controllability--LAVES decomposes the generation workflow into specialized agents coordinated by a central Orchestrating Agent with explicit quality gates and iterative critique mechanisms. Specifically, the Orchestrating Agent supervises a Solution Agent for rigorous problem solving, an Illustration Agent that produces executable visualization codes, and a Narration Agent for learner-oriented instructional scripts. In addition, all outputs from the working agents are subject to semantic critique, rule-based constraints, and tool-based compilation checks. Rather than directly synthesizing pixels, the system constructs a structured executable video script that is deterministically compiled into synchronized visuals and narration using template-driven assembly rules, enabling fully automated end-to-end production without manual editing. In large-scale deployments, LAVES achieves a throughput exceeding one million videos per day, delivering over a 95% reduction in cost compared to current industry-standard approaches while maintaining a high acceptance rate.

Large Language Models (LLMs) remain substantially less data-efficient than humans. Pre-pretraining (PPT) on synthetic languages has been proposed to close this gap, with prior work emphasizing highly expressive formal languages such as k-Shuffle Dyck. Inspired by the Language Acquisition Device (LAD) hypothesis, which posits that innate constraints preemptively restrict the learner's hypothesis space to natural-language-like structure, we propose LAD-inspired PPT: pre-pretraining on MP-STRUCT, a formal language whose strings encode hierarchical composition, feature-based dependencies, and long-distance displacement via MERGE, AGREE, and MOVE. A brief 500-step PPT with MP-STRUCT matches strong formal-language baselines in token efficiency while additionally imparting a human-like resistance to structurally implausible languages (e.g., REVERSE). Analyzing simplified variants, we find that MP-STRUCT CORE outperforms k-Shuffle Dyck despite not being definable in C-RASP (a formal bound on transformer expressivity), challenging the prior hypothesis that effective PPT languages must be both hierarchically expressive and circuit-theoretically learnable. We show that functional landmarks, which reduce dependency resolution ambiguity, are a key driver, suggesting that effective PPT design depends not only on expressivity but also on the accessibility of dependency resolution.

Existing continual learning (CL) methods mainly rely on fine-tuning or adapting large language models (LLMs). They still suffer from catastrophic forgetting (CF). Little work has been done to exploit in-context learning (ICL) to leverage the extensive knowledge within LLMs for CL without updating any parameters. However, incrementally learning each new task in ICL necessitates adding training examples from each class of the task to the prompt, which hampers scalability as the prompt length increases. This issue not only leads to excessively long prompts that exceed the input token limit of the underlying LLM but also degrades the model's performance due to the overextended context. To address this, we introduce InCA, a novel approach that integrates an external continual learner (ECL) with ICL to enable scalable CL without CF. The ECL is built incrementally to pre-select a small subset of likely classes for each test instance. By restricting the ICL prompt to only these selected classes, InCA prevents prompt lengths from becoming excessively long, while maintaining high performance. Experimental results demonstrate that InCA significantly outperforms existing CL baselines, achieving substantial performance gains.

Large sequence model (SM) such as GPT series and BERT has displayed outstanding performance and generalization capabilities on vision, language, and recently reinforcement learning tasks. A natural follow-up question is how to abstract multi-agent decision making into an SM problem and benefit from the prosperous development of SMs. In this paper, we introduce a novel architecture named Multi-Agent Transformer (MAT) that effectively casts cooperative multi-agent reinforcement learning (MARL) into SM problems wherein the task is to map agents' observation sequence to agents' optimal action sequence. Our goal is to build the bridge between MARL and SMs so that the modeling power of modern sequence models can be unleashed for MARL. Central to our MAT is an encoder-decoder architecture which leverages the multi-agent advantage decomposition theorem to transform the joint policy search problem into a sequential decision making process; this renders only linear time complexity for multi-agent problems and, most importantly, endows MAT with monotonic performance improvement guarantee. Unlike prior arts such as Decision Transformer fit only pre-collected offline data, MAT is trained by online trials and errors from the environment in an on-policy fashion. To validate MAT, we conduct extensive experiments on StarCraftII, Multi-Agent MuJoCo, Dexterous Hands Manipulation, and Google Research Football benchmarks. Results demonstrate that MAT achieves superior performance and data efficiency compared to strong baselines including MAPPO and HAPPO. Furthermore, we demonstrate that MAT is an excellent few-short learner on unseen tasks regardless of changes in the number of agents. See our project page at https://sites.google.com/view/multi-agent-transformer.

We consider the regret minimization task in a dueling bandits problem with context information. In every round of the sequential decision problem, the learner makes a context-dependent selection of two choice alternatives (arms) to be compared with each other and receives feedback in the form of noisy preference information. We assume that the feedback process is determined by a linear stochastic transitivity model with contextualized utilities (CoLST), and the learner's task is to include the best arm (with highest latent context-dependent utility) in the duel. We propose a computationally efficient algorithm, CoLSTIM, which makes its choice based on imitating the feedback process using perturbed context-dependent utility estimates of the underlying CoLST model. If each arm is associated with a d-dimensional feature vector, we show that CoLSTIM achieves a regret of order tilde O( dT) after T learning rounds. Additionally, we also establish the optimality of CoLSTIM by showing a lower bound for the weak regret that refines the existing average regret analysis. Our experiments demonstrate its superiority over state-of-art algorithms for special cases of CoLST models.

Recent advancements in large language models (LLMs) based embedding models have established new state-of-the-art benchmarks for text embedding tasks, particularly in dense vector-based retrieval. However, these models predominantly focus on English, leaving multilingual embedding capabilities largely unexplored. To address this limitation, we present LUSIFER, a novel zero-shot approach that adapts LLM-based embedding models for multilingual tasks without requiring multilingual supervision. LUSIFER's architecture combines a multilingual encoder, serving as a language-universal learner, with an LLM-based embedding model optimized for embedding-specific tasks. These components are seamlessly integrated through a minimal set of trainable parameters that act as a connector, effectively transferring the multilingual encoder's language understanding capabilities to the specialized embedding model. Additionally, to comprehensively evaluate multilingual embedding performance, we introduce a new benchmark encompassing 5 primary embedding tasks, 123 diverse datasets, and coverage across 14 languages. Extensive experimental results demonstrate that LUSIFER significantly enhances the multilingual performance across various embedding tasks, particularly for medium and low-resource languages, without requiring explicit multilingual training data.

Motion instruction is a crucial task that helps athletes refine their technique by analyzing movements and providing corrective guidance. Although recent advances in multimodal models have improved motion understanding, generating precise and sport-specific instruction remains challenging due to the highly domain-specific nature of sports and the need for informative guidance. We propose CoachMe, a reference-based model that analyzes the differences between a learner's motion and a reference under temporal and physical aspects. This approach enables both domain-knowledge learning and the acquisition of a coach-like thinking process that identifies movement errors effectively and provides feedback to explain how to improve. In this paper, we illustrate how CoachMe adapts well to specific sports such as skating and boxing by learning from general movements and then leveraging limited data. Experiments show that CoachMe provides high-quality instructions instead of directions merely in the tone of a coach but without critical information. CoachMe outperforms GPT-4o by 31.6% in G-Eval on figure skating and by 58.3% on boxing. Analysis further confirms that it elaborates on errors and their corresponding improvement methods in the generated instructions. You can find CoachMe here: https://motionxperts.github.io/

Motivated by the large progress made by large language models (LLMs), we introduce the framework of verbalized machine learning (VML). In contrast to conventional machine learning models that are typically optimized over a continuous parameter space, VML constrains the parameter space to be human-interpretable natural language. Such a constraint leads to a new perspective of function approximation, where an LLM with a text prompt can be viewed as a function parameterized by the text prompt. Guided by this perspective, we revisit classical machine learning problems, such as regression and classification, and find that these problems can be solved by an LLM-parameterized learner and optimizer. The major advantages of VML include (1) easy encoding of inductive bias: prior knowledge about the problem and hypothesis class can be encoded in natural language and fed into the LLM-parameterized learner; (2) automatic model class selection: the optimizer can automatically select a concrete model class based on data and verbalized prior knowledge, and it can update the model class during training; and (3) interpretable learner updates: the LLM-parameterized optimizer can provide explanations for why each learner update is performed. We conduct several studies to empirically evaluate the effectiveness of VML, and hope that VML can serve as a stepping stone to stronger interpretability and trustworthiness in ML.

Fully automating machine learning pipelines is one of the key challenges of current artificial intelligence research, since practical machine learning often requires costly and time-consuming human-powered processes such as model design, algorithm development, and hyperparameter tuning. In this paper, we verify that automated architecture search synergizes with the effect of gradient-based meta learning. We adopt the progressive neural architecture search liu:pnas_google:DBLP:journals/corr/abs-1712-00559 to find optimal architectures for meta-learners. The gradient based meta-learner whose architecture was automatically found achieved state-of-the-art results on the 5-shot 5-way Mini-ImageNet classification problem with 74.65% accuracy, which is 11.54% improvement over the result obtained by the first gradient-based meta-learner called MAML finn:maml:DBLP:conf/icml/FinnAL17. To our best knowledge, this work is the first successful neural architecture search implementation in the context of meta learning.

Large pre-trained, zero-shot capable models have shown considerable success both for standard transfer and adaptation tasks, with particular robustness towards distribution shifts. In addition, subsequent fine-tuning can considerably improve performance on a selected downstream task. However, through naive fine-tuning, these zero-shot models lose their generalizability and robustness towards distribution shifts. This is a particular problem for tasks such as Continual Learning (CL), where continuous adaptation has to be performed as new task distributions are introduced sequentially. In this work, we showcase that where fine-tuning falls short to adapt such zero-shot capable models, simple momentum-based weight interpolation can provide consistent improvements for CL tasks in both memory-free and memory-based settings. In particular, we find improvements of over +4% on standard CL benchmarks, while reducing the error to the upper limit of jointly training on all tasks at once in parts by more than half, allowing the continual learner to inch closer to the joint training limits.

We consider the problem of estimating the learning rate in adaptive methods, such as AdaGrad and Adam. We propose Prodigy, an algorithm that provably estimates the distance to the solution D, which is needed to set the learning rate optimally. At its core, Prodigy is a modification of the D-Adaptation method for learning-rate-free learning. It improves upon the convergence rate of D-Adaptation by a factor of O(log(D/d_0)), where d_0 is the initial estimate of D. We test Prodigy on 12 common logistic-regression benchmark datasets, VGG11 and ResNet-50 training on CIFAR10, ViT training on Imagenet, LSTM training on IWSLT14, DLRM training on Criteo dataset, VarNet on Knee MRI dataset, as well as RoBERTa and GPT transformer training on BookWiki. Our experimental results show that our approach consistently outperforms D-Adaptation and reaches test accuracy values close to that of hand-tuned Adam.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Existing few-shot learning (FSL) methods rely on training with a large labeled dataset, which prevents them from leveraging abundant unlabeled data. From an information-theoretic perspective, we propose an effective unsupervised FSL method, learning representations with self-supervision. Following the InfoMax principle, our method learns comprehensive representations by capturing the intrinsic structure of the data. Specifically, we maximize the mutual information (MI) of instances and their representations with a low-bias MI estimator to perform self-supervised pre-training. Rather than supervised pre-training focusing on the discriminable features of the seen classes, our self-supervised model has less bias toward the seen classes, resulting in better generalization for unseen classes. We explain that supervised pre-training and self-supervised pre-training are actually maximizing different MI objectives. Extensive experiments are further conducted to analyze their FSL performance with various training settings. Surprisingly, the results show that self-supervised pre-training can outperform supervised pre-training under the appropriate conditions. Compared with state-of-the-art FSL methods, our approach achieves comparable performance on widely used FSL benchmarks without any labels of the base classes.

Vision-language-action (VLA) models achieve strong generalization through large-scale pre-training, but real-world deployment requires expert-level task proficiency in addition to broad generality. Existing post-training approaches for VLA models are typically offline, single-robot, or task-specific, limiting effective on-policy adaptation and scalable learning from real-world interaction. We introduce a Scalable Online Post-training (SOP) system that enables online, distributed, multi-task post-training of generalist VLA models directly in the physical world. SOP tightly couples execution and learning through a closed-loop architecture in which a fleet of robots continuously streams on-policy experience and human intervention signals to a centralized cloud learner, and asynchronously receives updated policies. This design supports prompt on-policy correction, scales experience collection through parallel deployment, and preserves generality during adaptation. SOP is agnostic to the choice of post-training algorithm; we instantiate it with both interactive imitation learning (HG-DAgger) and reinforcement learning (RECAP). Across a range of real-world manipulation tasks including cloth folding, box assembly, and grocery restocking, we show that SOP substantially improves the performance of large pretrained VLA models while maintaining a single shared policy across tasks. Effective post-training can be achieved within hours of real-world interaction, and performance scales near-linearly with the number of robots in the fleet. These results suggest that tightly coupling online learning with fleet-scale deployment is instrumental to enabling efficient, reliable, and scalable post-training of generalist robot policies in the physical world.

If the same neural network architecture is trained multiple times on the same dataset, will it make similar linguistic generalizations across runs? To study this question, we fine-tuned 100 instances of BERT on the Multi-genre Natural Language Inference (MNLI) dataset and evaluated them on the HANS dataset, which evaluates syntactic generalization in natural language inference. On the MNLI development set, the behavior of all instances was remarkably consistent, with accuracy ranging between 83.6% and 84.8%. In stark contrast, the same models varied widely in their generalization performance. For example, on the simple case of subject-object swap (e.g., determining that "the doctor visited the lawyer" does not entail "the lawyer visited the doctor"), accuracy ranged from 0.00% to 66.2%. Such variation is likely due to the presence of many local minima that are equally attractive to a low-bias learner such as a neural network; decreasing the variability may therefore require models with stronger inductive biases.

The ability to connect language units to their referents in the physical world, referred to as grounding, is crucial to learning and understanding grounded meanings of words. While humans demonstrate fast mapping in new word learning, it remains unclear whether modern vision-language models can truly represent language with their grounded meanings and how grounding may further bootstrap new word learning. To this end, we introduce Grounded Open Vocabulary Acquisition (GOVA) to examine grounding and bootstrapping in open-world language learning. As an initial attempt, we propose object-oriented BERT (OctoBERT), a novel visually-grounded language model by pre-training on image-text pairs highlighting grounding as an objective. Through extensive experiments and analysis, we demonstrate that OctoBERT is a more coherent and fast grounded word learner, and that the grounding ability acquired during pre-training helps the model to learn unseen words more rapidly and robustly. Our code is available at https://github.com/sled-group/world-to-words

Outcome-Based Education (OBE) emphasizes the development of specific competencies through student-centered learning. In this study, we reviewed the importance of OBE and implemented transformer-based models, particularly DistilBERT, to analyze an NLP dataset that includes student feedback. Our objective is to assess and improve educational outcomes. Our approach is better than other machine learning models because it uses the transformer's deep understanding of language context to classify sentiment better, giving better results across a wider range of matrices. Our work directly contributes to OBE's goal of achieving measurable outcomes by facilitating the identification of patterns in student learning experiences. We have also applied LIME (local interpretable model-agnostic explanations) to make sure that model predictions are clear. This gives us understandable information about how key terms affect sentiment. Our findings indicate that the combination of transformer models and LIME explanations results in a strong and straightforward framework for analyzing student feedback. This aligns more closely with the principles of OBE and ensures the improvement of educational practices through data-driven insights.

Pretrained models have become a commodity and offer strong results on a broad range of tasks. In this work, we focus on classification and seek to learn a unique encoder able to take from several complementary pretrained models. We aim at even stronger generalization across a variety of classification tasks. We propose to learn such an encoder via multi-teacher distillation. We first thoroughly analyse standard distillation when driven by multiple strong teachers with complementary strengths. Guided by this analysis, we gradually propose improvements to the basic distillation setup. Among those, we enrich the architecture of the encoder with a ladder of expendable projectors, which increases the impact of intermediate features during distillation, and we introduce teacher dropping, a regularization mechanism that better balances the teachers' influence. Our final distillation strategy leads to student models of the same capacity as any of the teachers, while retaining or improving upon the performance of the best teacher for each task. Project page and code: https://europe.naverlabs.com/unic

Second language acquisition (SLA) modeling is to predict whether second language learners could correctly answer the questions according to what they have learned. It is a fundamental building block of the personalized learning system and has attracted more and more attention recently. However, as far as we know, almost all existing methods cannot work well in low-resource scenarios due to lacking of training data. Fortunately, there are some latent common patterns among different language-learning tasks, which gives us an opportunity to solve the low-resource SLA modeling problem. Inspired by this idea, in this paper, we propose a novel SLA modeling method, which learns the latent common patterns among different language-learning datasets by multi-task learning and are further applied to improving the prediction performance in low-resource scenarios. Extensive experiments show that the proposed method performs much better than the state-of-the-art baselines in the low-resource scenario. Meanwhile, it also obtains improvement slightly in the non-low-resource scenario.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

Recent advances in test-time scaling have led to the emergence of thinking LLMs that exhibit self-reflective behaviors and multi-step reasoning. While RL drives this self-improvement paradigm, a recent study (Gandhi et al., 2025) shows that RL alone does not truly instill these new reasoning abilities - it merely draws out behaviors already present in the base models. This raises a question: How can we train the models that don't exhibit such thinking behavior to develop it in the first place? To this end, we propose ThinkTuning, a GRPO-based interactive training approach where we augment the rollouts of a student model with the guidance from a teacher model. A simple idea from classroom practice inspires our method: a teacher poses a problem, lets the student try an answer, then gives corrective feedback -- enough to point the mind in the right direction and then show the solution. Each piece of feedback reshapes the student's thoughts, leading them to arrive at the correct solution. Similarly, we find that this type of implicit supervision through feedback from a teacher model of the same size improves the reasoning capabilities of the student model. In particular, on average, our method shows a 3.85% improvement over zero-shot baselines across benchmarks, and on MATH-500, AIME and GPQA-Diamond it shows 2.08%, 2.23% and 3.99% improvements over the vanilla-GRPO baseline. Source code is available at https://github.com/3rdAT/ThinkTuning.

User modeling is critical for developing personalized services in industry. A common way for user modeling is to learn user representations that can be distinguished by their interests or preferences. In this work, we focus on developing universal user representation model. The obtained universal representations are expected to contain rich information, and be applicable to various downstream applications without further modifications (e.g., user preference prediction and user profiling). Accordingly, we can be free from the heavy work of training task-specific models for every downstream task as in previous works. In specific, we propose Self-supervised User Modeling Network (SUMN) to encode behavior data into the universal representation. It includes two key components. The first one is a new learning objective, which guides the model to fully identify and preserve valuable user information under a self-supervised learning framework. The other one is a multi-hop aggregation layer, which benefits the model capacity in aggregating diverse behaviors. Extensive experiments on benchmark datasets show that our approach can outperform state-of-the-art unsupervised representation methods, and even compete with supervised ones.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

Adapting one's thought process based on corrective feedback is an essential ability in human learning, particularly in collaborative settings. In contrast, the current large language model training paradigm relies heavily on modeling vast, static corpora. While effective for knowledge acquisition, it overlooks the interactive feedback loops essential for models to adapt dynamically to their context. In this work, we propose a framework that treats this interactive in-context learning ability not as an emergent property, but as a distinct, trainable skill. We introduce a scalable method that transforms single-turn verifiable tasks into multi-turn didactic interactions driven by information asymmetry. We first show that current flagship models struggle to integrate corrective feedback on hard reasoning tasks. We then demonstrate that models trained with our approach dramatically improve the ability to interactively learn from language feedback. More specifically, the multi-turn performance of a smaller model nearly reaches that of a model an order of magnitude larger. We also observe robust out-of-distribution generalization: interactive training on math problems transfers to diverse domains like coding, puzzles and maze navigation. Our qualitative analysis suggests that this improvement is due to an enhanced in-context plasticity. Finally, we show that this paradigm offers a unified path to self-improvement. By training the model to predict the teacher's critiques, effectively modeling the feedback environment, we convert this external signal into an internal capability, allowing the model to self-correct even without a teacher.