Daily Papers

Large-scale image generation has benefited from advances in data scale, quality, rebalancing, and recaptioning, yet conventional pipelines typically optimize task-specific datasets in isolation. A central challenge is not only how to curate each task-specific corpus, but also how to organize heterogeneous supervision according to the dependencies among generative capabilities. We present a capability-driven data infrastructure that couples capability-specific supervision construction with capability-aligned curriculum scheduling. Its three specialized yet interoperable data engines build complementary relational supervision for text-image grounding, inter-image transformation, and image-knowledge association, while caption experts align T2I and editing supervision across tasks and granularities. A multi-stage curriculum jointly evolves task composition, visual-concept distribution, data quality, and image resolution along the dependency order of capability acquisition, with capability-aware evaluation closing the loop through targeted retrieval, expert construction, and gap-aware resampling. At scale, the framework curates a 440M-image T2I corpus, 120M editing pairs, and over 27M image-entity pairs. With this infrastructure, we train multimodal diffusion models at two scales from scratch, with 3B and 6B sizes respectively. We conduct quantitative evaluation on CPI-Bench, along with qualitative evaluations across diverse text-to-image and editing scenarios. Experimental results present broad visual coverage, versatile rendering, and effective transfer across generative capabilities.

Comprehensive understanding of time series remains a significant challenge for Large Language Models (LLMs). Current research is hindered by fragmented task definitions and benchmarks with inherent ambiguities, precluding rigorous evaluation and the development of unified Time Series Reasoning Models(TSRMs). To bridge this gap, we formalize Time Series Reasoning (TSR) via a four-level taxonomy of increasing cognitive complexity. We introduce HiTSR, a hierarchical time series reasoning dataset comprising 83k samples with diverse task combinations and verified Chain-of-Thought (CoT) trajectories. Leveraging HiTSR, we propose LLaTiSA, a strong TSRM that integrates visualized patterns with precision-calibrated numerical tables to enhance the temporal perception of Vision-Language Models (VLMs). Through a multi-stage curriculum fine-tuning strategy, LLaTiSA achieves superior performance and exhibits robust out-of-distribution generalization across diverse TSR tasks and real-world scenarios. Our code is available at https://github.com/RainingNovember/LLaTiSA.

Understanding and reasoning over non-speech sounds and music are crucial for both humans and AI agents to interact effectively with their environments. In this paper, we introduce Audio Flamingo 2 (AF2), an Audio-Language Model (ALM) with advanced audio understanding and reasoning capabilities. AF2 leverages (i) a custom CLAP model, (ii) synthetic Audio QA data for fine-grained audio reasoning, and (iii) a multi-stage curriculum learning strategy. AF2 achieves state-of-the-art performance with only a 3B parameter small language model, surpassing large open-source and proprietary models across over 20 benchmarks. Next, for the first time, we extend audio understanding to long audio segments (30 secs to 5 mins) and propose LongAudio, a large and novel dataset for training ALMs on long audio captioning and question-answering tasks. Fine-tuning AF2 on LongAudio leads to exceptional performance on our proposed LongAudioBench, an expert annotated benchmark for evaluating ALMs on long audio understanding capabilities. We conduct extensive ablation studies to confirm the efficacy of our approach. Project Website: https://research.nvidia.com/labs/adlr/AF2/.

Recent advances in large language models (LLMs) have enabled progress in agentic coding, where models autonomously reason, plan, and act within interactive software development workflows. However, bridging the gap between static text-based training and dynamic real-world agentic execution remains a core challenge. In this technical report, we present KAT-Coder, a large-scale agentic code model trained through a multi-stage curriculum encompassing Mid-Term Training, Supervised Fine-Tuning (SFT), Reinforcement Fine-Tuning (RFT), and Reinforcement-to-Deployment Adaptation. The Mid-Term stage enhances reasoning, planning, and reflection capabilities through a corpus of real software engineering data and synthetic agentic interactions. The SFT stage constructs a million-sample dataset balancing twenty programming languages, ten development contexts, and ten task archetypes. The RFT stage introduces a novel multi-ground-truth reward formulation for stable and sample-efficient policy optimization. Finally, the Reinforcement-to-Deployment phase adapts the model to production-grade IDE environments using Error-Masked SFT and Tree-Structured Trajectory Training. In summary, these stages enable KAT-Coder to achieve robust tool-use reliability, instruction alignment, and long-context reasoning, forming a deployable foundation for real-world intelligent coding agents. Our KAT series 32B model, KAT-Dev, has been open-sourced on https://huggingface.co/Kwaipilot/KAT-Dev.

Despite the impressive text-to-image (T2I) synthesis capabilities of diffusion models, they often struggle to understand compositional relationships between objects and attributes, especially in complex settings. Existing solutions have tackled these challenges by optimizing the cross-attention mechanism or learning from the caption pairs with minimal semantic changes. However, can we generate high-quality complex contrastive images that diffusion models can directly discriminate based on visual representations? In this work, we leverage large-language models (LLMs) to compose realistic, complex scenarios and harness Visual-Question Answering (VQA) systems alongside diffusion models to automatically curate a contrastive dataset, ConPair, consisting of 15k pairs of high-quality contrastive images. These pairs feature minimal visual discrepancies and cover a wide range of attribute categories, especially complex and natural scenarios. To learn effectively from these error cases, i.e., hard negative images, we propose EvoGen, a new multi-stage curriculum for contrastive learning of diffusion models. Through extensive experiments across a wide range of compositional scenarios, we showcase the effectiveness of our proposed framework on compositional T2I benchmarks.

Mathematical reasoning is a cornerstone of artificial general intelligence and a primary benchmark for evaluating the capabilities of Large Language Models (LLMs). While state-of-the-art models show promise, they often falter when faced with complex problems that demand deep conceptual understanding and intricate, multi-step deliberation. To address this challenge, we introduce JT-Math-8B, a series of open-source models comprising base, instruct, and thinking versions, built upon a systematic, multi-stage optimization framework. Our pre-training corpus is a high-quality, 210B-token dataset curated through a dedicated data pipeline that uses model-based validation to ensure quality and diversity. The Instruct Model is optimized for direct, concise answers through Supervised Fine-Tuning (SFT) and a GRPO-based reinforcement learning (RL) method. The Thinking Model is trained for complex problem-solving using a Long Chain-of-Thought (Long CoT) approach, combining SFT with a novel, multi-stage RL curriculum that progressively increases task difficulty and context length up to 32K tokens. JT-Math-8B achieves state-of-the-art results among open-source models of similar size, surpassing prominent models like OpenAI's O1-mini and GPT-4o , and demonstrating superior performance on competition-level mathematics.

Reinforcement learning has proven its effectiveness in enhancing the reasoning capabilities of large language models. Recent research efforts have progressively extended this paradigm to multimodal reasoning tasks. Due to the inherent complexity and diversity of multimodal tasks, especially in semantic content and problem formulations, existing models often exhibit unstable performance across various domains and difficulty levels. To address these limitations, we propose VL-Cogito, an advanced multimodal reasoning model trained via a novel multi-stage Progressive Curriculum Reinforcement Learning (PCuRL) framework. PCuRL systematically guides the model through tasks of gradually increasing difficulty, substantially improving its reasoning abilities across diverse multimodal contexts. The framework introduces two key innovations: (1) an online difficulty soft weighting mechanism, dynamically adjusting training difficulty across successive RL training stages; and (2) a dynamic length reward mechanism, which encourages the model to adaptively regulate its reasoning path length according to task complexity, thus balancing reasoning efficiency with correctness. Experimental evaluations demonstrate that VL-Cogito consistently matches or surpasses existing reasoning-oriented models across mainstream multimodal benchmarks spanning mathematics, science, logic, and general understanding, validating the effectiveness of our approach.

Instruction-based video editing has witnessed rapid progress, yet current methods often struggle with precise visual control, as natural language is inherently limited in describing complex visual nuances. Although reference-guided editing offers a robust solution, its potential is currently bottlenecked by the scarcity of high-quality paired training data. To bridge this gap, we introduce a scalable data generation pipeline that transforms existing video editing pairs into high-fidelity training quadruplets, leveraging image generative models to create synthesized reference scaffolds. Using this pipeline, we construct RefVIE, a large-scale dataset tailored for instruction-reference-following tasks, and establish RefVIE-Bench for comprehensive evaluation. Furthermore, we propose a unified editing architecture, Kiwi-Edit, that synergizes learnable queries and latent visual features for reference semantic guidance. Our model achieves significant gains in instruction following and reference fidelity via a progressive multi-stage training curriculum. Extensive experiments demonstrate that our data and architecture establish a new state-of-the-art in controllable video editing. All datasets, models, and code is released at https://github.com/showlab/Kiwi-Edit.

The development of the Bielik v3 PL series, encompassing both the 7B and 11B parameter variants, represents a significant milestone in the field of language-specific large language model (LLM) optimization. While general-purpose models often demonstrate impressive multilingual capabilities, they frequently suffer from a fundamental architectural inefficiency: the use of universal tokenizers. These tokenizers, typically designed to cover a broad spectrum of languages, often fail to capture the morphological nuances of specific languages like Polish, leading to higher fertility ratios, increased inference costs, and restricted effective context windows. This report details the transition from the universal Mistral-based tokenization to a dedicated Polish-optimized vocabulary for the Bielik v3 models, exploring the FOCUS-based embedding initialization, the multi-stage pretraining curriculum, and the subsequent post-training alignment involving Supervised Fine-Tuning, Direct Preference Optimization, and Reinforcement Learning through Group Relative Policy Optimization with verifiable rewards.

This paper presents Seewo's systems for both tracks of the Multilingual Conversational Speech Language Model Challenge (MLC-SLM), addressing automatic speech recognition (ASR) and speaker diarization with ASR (SD-ASR). We introduce a multi-stage training pipeline that explicitly enhances reasoning and self-correction in speech language models for ASR. Our approach combines curriculum learning for progressive capability acquisition, Chain-of-Thought data augmentation to foster intermediate reflection, and Reinforcement Learning with Verifiable Rewards (RLVR) to further refine self-correction through reward-driven optimization. This approach achieves substantial improvements over the official challenge baselines. On the evaluation set, our best system attains a WER/CER of 11.57% for Track 1 and a tcpWER/tcpCER of 17.67% for Track 2. Comprehensive ablation studies demonstrate the effectiveness of each component under challenge constraints.

Abstractive Speech Summarization (SSum) aims to generate human-like text summaries from spoken content. It encounters difficulties in handling long speech input and capturing the intricate cross-modal mapping between long speech inputs and short text summaries. Research on large language models (LLMs) and multimodal information fusion has provided new insights for addressing these challenges. In this paper, we propose an end-to-end SSum model that utilizes Q-Former as a connector for the audio-text modality and employs LLMs to generate text summaries directly from speech features. We adopt a multi-stage training approach that includes LLM based ASR and Text Summarization (TSum) tasks as auxiliary tasks. ASR tasks are used to align feature spaces and enhance the LLM's ability to handle longer speech. Then, we utilize a curriculum learning strategy to facilitate the model's transition from TSum to SSum. Finally, our model achieves competitive performance on the How-2 dataset.

We present MindGPT-4ov, a multimodal large language model (MLLM) that introduces a general post-training paradigm spanning data production, model training, and efficient deployment. It achieves state-of-the-art performance across multiple benchmarks at low cost, effectively enhancing the foundational capabilities of MLLMs and the generalization ability. Focusing on data construction, supervised fine-tuning strategies, and multimodal reinforcement learning methods, this work proposes three key innovations: (1) An information density-based data generation scheme, integrated with a dual-dimensional tree-structured label system, enabling automated generation of high-quality cross-domain data. (2) A collaborative curriculum supervised fine-tuning approach that balances the injection of domain-specific knowledge with the preservation of general capabilities. (3) A hybrid reinforcement learning paradigm that enhances reasoning ability while simultaneously addressing multi-objective optimization such as diversity exploration, maintenance of multimodal perception, and response conciseness. Moreover, we implement a series of infrastructure optimizations, such as 5D parallel training, operator optimization, and inference quantization to enhance training and inference efficiency while reducing the cost of domain adaptation. Experimental results demonstrate that the MindGPT-4ov model outperforms state-of-the-art models on benchmarks such as MMBench, MMStar, MathVision, and MathVista. In addition, MindGPT-4ov also demonstrates superior user experience in vertical domain tasks, enabling a seamless transition from academic research to industrial deployment. MindGPT-4ov provides a general post-training paradigm applicable to a wide range of MLLMs. The model weights, datasets, and code for the Qwen3-VL-based variants will be recently open-sourced to support the community's development of MLLMs.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

We present Flex4DHuman, a multi-view video diffusion model that transforms a monocular or sparse multi-view video of a dynamic subject into synchronized dense multi-view videos using only relative camera-pose conditioning. Unlike prior human-centric methods that rely on skeletons, depth maps, normals, or rendered target-view geometry, Flex4DHuman requires no explicit geometry priors and instead conditions generation through relative camera-pose positional encoding. The generated videos can be directly ingested by downstream reconstruction pipelines to create dynamic 4D Gaussian splats. Built on the Wan 2.1 1.3B text-to-video model, Flex4DHuman preserves the backbone architecture and encodes camera and view information through a five-axis positional encoding that extends spatio-temporal RoPE with view indices and continuous SE(3) relative camera geometry. A three-stage curriculum progressively trains the model for pose following, flexible reference-to-target view generation, and temporal rollout. To support temporal rollout, we train with clean historical target-view tokens. We also add multi-view captions to enable test-time text control. Combined with an off-the-shelf 4D Gaussian Splatting stage, our framework lifts monocular static-camera videos into dynamic 4D Gaussian splats. Experiments on DNA-Rendering and ActorsHQ show that Flex4DHuman surpasses prior state-of-the-art methods, while the same formulation generalizes to animal categories after mixed human-animal training. These capabilities make Flex4DHuman a practical step toward scalable 4D content creation from casual monocular videos for simulation, gaming, AR/VR, and video re-shooting.

Current 3D spatial reasoning methods face a fundamental trade-off: neuro-symbolic 3D (NS3D) concept learners achieve interpretable reasoning through compositional programs but are constrained to closed-set concept vocabularies and simple programs; end-to-end 3D multi-modal LLMs (3D MLLMs) could handle complex natural language and open-vocabulary concepts but suffer from black-box reasoning without explicit spatial verification. We introduce APEIRIA, a neuro-symbolic 3D MLLM to bridge two paradigms by distilling symbolic reasoning patterns into MLLMs with natural language chain-of-thought. Our three-stage curriculum progressively builds reasoning capabilities: a) 3D perception alignment grounds object visual-geometric features to the LLM, b) CoT-SFT teaches query decomposition and stepwise verification from symbolic program traces, and c) CoT-RL extends reasoning patterns to open-set concepts and deeply nested instructions. By transferring reasoning patterns rather than concept-specific knowledge, APEIRIA preserves key NS3D virtues: transparent reasoning and modular interchangeability of planning and perception components. Evaluations on grounding, question answering, and captioning show that APEIRIA surpasses prior NS3D methods and matches state-of-the-art 3D MLLMs on 3D spatial reasoning datasets, unifying symbolic methods' systematic reasoning with MLLMs' flexibility. Code is available at https://github.com/oceanflowlab/APEIRIA.

Reinforcement Learning (RL) agents often struggle with efficiency and performance in complex environments. We propose a novel framework that uses a Large Language Model (LLM) to dynamically generate a curriculum over available actions, enabling the agent to incorporate each action individually. We apply this framework to the game of Blackjack, where the LLM creates a multi-stage training path that progressively introduces complex actions to a Tabular Q-Learning and a Deep Q-Network (DQN) agent. Our evaluation in a realistic 8-deck simulation over 10 independent runs demonstrates significant performance gains over standard training methods. The curriculum-based approach increases the DQN agent's average win rate from 43.97% to 47.41%, reduces the average bust rate from 32.9% to 28.0%, and accelerates the overall workflow by over 74%, with the agent's full training completing faster than the baseline's evaluation phase alone. These results validate that LLM-guided curricula can build more effective, robust, and efficient RL agents.

Large Language Models (LLMs) have shown remarkable performance on complex reasoning tasks, especially when equipped with long chain-of-thought (CoT) reasoning. However, eliciting long CoT typically requires large-scale reinforcement learning (RL) training, while often leading to overthinking with redundant intermediate steps. To improve learning and reasoning efficiency, while preserving or even enhancing performance, we propose TACLer, a model-tailored curriculum reinforcement learning framework that gradually increases the complexity of the data based on the model's proficiency in multi-stage RL training. TACLer features two core components: (i) tailored curriculum learning that determines what knowledge the model lacks and needs to learn in progressive stages; (ii) a hybrid Thinking/NoThinking reasoning paradigm that balances accuracy and efficiency by enabling or disabling the Thinking mode. Our experiments show that TACLer yields a twofold advantage in learning and reasoning: (i) it reduces computational cost, cutting training compute by over 50% compared to long thinking models and reducing inference token usage by over 42% relative to the base model; and (ii) it improves accuracy by over 9% on the base model, consistently outperforming state-of-the-art Nothinking and Thinking baselines across four math datasets with complex problems.

We present a Bengali mathematical reasoning model called GanitLLM (named after the Bangla word for mathematics, "Ganit"), together with a new difficulty-aware Bengali math corpus and a curriculum-based GRPO pipeline. Bengali is one of the world's most widely spoken languages, yet existing LLMs either reason in English and then translate, or simply fail on multi-step Bengali math, in part because reinforcement learning recipes are tuned for high-resource languages and collapse under reward sparsity in low-resource settings. To address this, we construct Ganit, a rigorously filtered and decontaminated Bengali math dataset with automatic difficulty tags derived from the pass@k of a strong evaluator model. Building on this dataset, we propose Curriculum-GRPO, which combines multi-stage training (SFT + GRPO) with difficulty-aware sampling and verifiable rewards for format, numerical correctness, and Bengali reasoning. On Bn-MGSM and Bn-MSVAMP, GanitLLM-4B improves over its Qwen3-4B base by +8 and +7 accuracy points, respectively, while increasing the percentage of Bengali reasoning tokens from 14% to over 88% and reducing average solution length from 943 to 193 words.

Dynamic target tracking is essential for Unmanned Aerial Vehicles (UAVs) operating in complex urban environments, where both the target and the camera viewpoint change continuously. Existing Vision-Language-Action (VLA) policies can track visible targets effectively, but their performance often degrades when buildings, vegetation, or roadside objects block the line of sight. During sustained occlusion, a policy may lose the target state, execute actions toward an incorrect region, and amplify this error through subsequent observations until re-acquisition becomes impossible. To this end, we present CosFly-VLA, a spatially aware VLA model that jointly grounds the target, estimates its visibility, and generates continuous flight actions through a structured prediction interface. To train this policy, we use a large-scale recipe over diverse data sources. Spatially Grounded Continued Pretraining (CPT) on a 500k mixed pool injects UAV-view depth, distance, and 3-D spatial reasoning. A three-stage Curriculum-based Supervised Fine-Tuning (SFT) process then specializes the tracker through multi-head warm-up followed by two-stage curriculum learning over natural and hard / long-occlusion data. Chain-of-Thought (CoT) training subsequently teaches recovery-oriented reasoning traces before structured answers. Finally, a closed-loop Reinforcement Learning (RL) stage optimizes tracking behavior with a multi-component reward covering stand-off tracking, grounding quality, collision avoidance, and task success. Relative to OpenVLA, CosFly-VLA-0.8B reduces open-loop Average Displacement Error (ADE) by 34.1% on seen-test and 35.3% on unseen-test. Closed-loop optimization improves Success Rate (SR) by 29.8% and 2.5%, respectively. These results demonstrate progress from visible-frame imitation toward spatially grounded action-closed-loop control, evaluated under a shared oracle state history.

Despite significant advances in deep learning, current Handwritten Text Recognition (HTR) systems struggle with the inherent complexity of historical documents, including diverse writing styles, degraded text quality, and computational efficiency requirements across multiple languages and time periods. This paper introduces HTR-JAND (HTR-JAND: Handwritten Text Recognition with Joint Attention Network and Knowledge Distillation), an efficient HTR framework that combines advanced feature extraction with knowledge distillation. Our architecture incorporates three key components: (1) a CNN architecture integrating FullGatedConv2d layers with Squeeze-and-Excitation blocks for adaptive feature extraction, (2) a Combined Attention mechanism fusing Multi-Head Self-Attention with Proxima Attention for robust sequence modeling, and (3) a Knowledge Distillation framework enabling efficient model compression while preserving accuracy through curriculum-based training. The HTR-JAND framework implements a multi-stage training approach combining curriculum learning, synthetic data generation, and multi-task learning for cross-dataset knowledge transfer. We enhance recognition accuracy through context-aware T5 post-processing, particularly effective for historical documents. Comprehensive evaluations demonstrate HTR-JAND's effectiveness, achieving state-of-the-art Character Error Rates (CER) of 1.23\%, 1.02\%, and 2.02\% on IAM, RIMES, and Bentham datasets respectively. Our Student model achieves a 48\% parameter reduction (0.75M versus 1.5M parameters) while maintaining competitive performance through efficient knowledge transfer. Source code and pre-trained models are available at https://github.com/DocumentRecognitionModels/HTR-JAND{Github}.

We introduce Green-VLA, a staged Vision-Language-Action (VLA) framework for real-world deployment on the Green humanoid robot while maintaining generalization across diverse embodiments. Green-VLA follows a five stage curriculum: (L0) foundational VLMs, (L1) multimodal grounding, (R0) multi-embodiment pretraining, (R1) embodiment-specific adaptation, and (R2) reinforcement-learning (RL) policy alignment. We couple a scalable data-processing pipeline (3,000 hours of demonstrations) with temporal alignment and quality filtering, and use a unified, embodiment-aware action interface enabling a single policy to control humanoids, mobile manipulators, and fixed-base arms. At inference, the VLA controller is enhanced with episode-progress prediction, out-of-distribution detection, and joint-prediction-based guidance to improve safety and precise target selection. Experiments on Simpler BRIDGE WidowX and CALVIN ABC-D, as well as real-robot evaluations, show strong generalization and performance gains from RL alignment in success rate, robustness, and long-horizon efficiency.

This paper presents Mecellem models, a framework for developing specialized language models for the Turkish legal domain through domain adaptation strategies. We make two contributions: (1)Encoder Model Pre-trained from Scratch: ModernBERT-based bidirectional encoders pre-trained on a Turkish-dominant corpus of 112.7 billion tokens. We implement a checkpoint selection strategy that evaluates downstream retrieval performance throughout training, revealing that optimal checkpoints achieve best retrieval scores before pre-training loss reaches its minimum. Our encoder models achieve top-3 rankings on the Turkish retrieval leaderboard, with smaller models (155M parameters) achieving comparable performance to larger reference models (307M-567M parameters). Our approach achieves 92.36% production efficiency compared to state-of-the-art models (embeddinggemma-300m: 100.00%, BAAI/bge-m3: 99.54%, newmindai/bge-m3-stsb: 94.38%), ranking fourth overall despite requiring less computational resources. SOTA models rely on multi-stage, computationally intensive training pipelines, making our single-stage pre-training followed by efficient post-training approach a cost-effective alternative; (2)Decoder Model with Continual Pre-training (CPT): Qwen3-1.7B and Qwen3-4B models adapted to Turkish legal domain through controlled curriculum learning. Four-phase CPT with optimal sample ratios enables gradual transition from general language knowledge to specialized legal terminology and long-context reasoning. This approach achieves 36.2% perplexity reduction on Turkish legal text, demonstrating domain adaptation gains.

We introduce Youtu-LLM, a lightweight yet powerful language model that harmonizes high computational efficiency with native agentic intelligence. Unlike typical small models that rely on distillation, Youtu-LLM (1.96B) is pre-trained from scratch to systematically cultivate reasoning and planning capabilities. The key technical advancements are as follows: (1) Compact Architecture with Long-Context Support: Built on a dense Multi-Latent Attention (MLA) architecture with a novel STEM-oriented vocabulary, Youtu-LLM supports a 128k context window. This design enables robust long-context reasoning and state tracking within a minimal memory footprint, making it ideal for long-horizon agent and reasoning tasks. (2) Principled "Commonsense-STEM-Agent" Curriculum: We curated a massive corpus of approximately 11T tokens and implemented a multi-stage training strategy. By progressively shifting the pre-training data distribution from general commonsense to complex STEM and agentic tasks, we ensure the model acquires deep cognitive abilities rather than superficial alignment. (3) Scalable Agentic Mid-training: Specifically for the agentic mid-training, we employ diverse data construction schemes to synthesize rich and varied trajectories across math, coding, and tool-use domains. This high-quality data enables the model to internalize planning and reflection behaviors effectively. Extensive evaluations show that Youtu-LLM sets a new state-of-the-art for sub-2B LLMs. On general benchmarks, it achieves competitive performance against larger models, while on agent-specific tasks, it significantly surpasses existing SOTA baselines, demonstrating that lightweight models can possess strong intrinsic agentic capabilities.

We present UNISON, a latent diffusion framework that unifies speech generation, sound generation, and audio editing within a single model. A single model handles text-to-audio, text-to-speech, zero-shot speaker cloning, mixed speech-and-sound generation, scene-level audio editing, speech-in-scene editing, and timed temporal composition, all of which share a single set of weights. Our architecture features two core designs: (1) Layer-wise deep LLM fusion, which injects hidden states from uniformly sampled layers of a frozen MLLM into corresponding MM-DiT blocks via learned projections, providing depth-matched semantic conditioning that improves instruction following over single-layer baselines; and (2) a unified multi-task architecture where task identity is encoded solely by a channel-wise mask and source audio is provided through VAE-encoded channel concatenation. Training is stabilized by an online GPU-side multi-task data synthesis pipeline with task-homogeneous batching and a two-stage curriculum. With 621M--732M trainable parameters, UNISON achieves results competitive with or exceeding task-specialist models across evaluated domains, while being roughly 4times smaller than comparable unified systems.

Recent advances in reinforcement learning for large language models have converged on increasing complexity: multi-stage training pipelines, dynamic hyperparameter schedules, and curriculum learning strategies. This raises a fundamental question: Is this complexity necessary? We present JustRL, a minimal approach using single-stage training with fixed hyperparameters that achieves state-of-the-art performance on two 1.5B reasoning models (54.9\% and 64.3\% average accuracy across nine mathematical benchmarks) while using 2times less compute than sophisticated approaches. The same hyperparameters transfer across both models without tuning, and training exhibits smooth, monotonic improvement over 4,000+ steps without the collapses or plateaus that typically motivate interventions. Critically, ablations reveal that adding ``standard tricks'' like explicit length penalties and robust verifiers may degrade performance by collapsing exploration. These results suggest that the field may be adding complexity to solve problems that disappear with a stable, scaled-up baseline. We release our models and code to establish a simple, validated baseline for the community.

Acquiring labeled datasets for 3D human mesh estimation is challenging due to depth ambiguities and the inherent difficulty of annotating 3D geometry from monocular images. Existing datasets are either real, with manually annotated 3D geometry and limited scale, or synthetic, rendered from 3D engines that provide precise labels but suffer from limited photorealism, low diversity, and high production costs. In this work, we explore a third path: generated data. We introduce PoseDreamer, a novel pipeline that leverages diffusion models to generate large-scale synthetic datasets with 3D mesh annotations. Our approach combines controllable image generation with Direct Preference Optimization for control alignment, curriculum-based hard sample mining, and multi-stage quality filtering. Together, these components naturally maintain correspondence between 3D labels and generated images, while prioritizing challenging samples to maximize dataset utility. Using PoseDreamer, we generate more than 500,000 high-quality synthetic samples, achieving a 76% improvement in image-quality metrics compared to rendering-based datasets. Models trained on PoseDreamer achieve performance comparable to or superior to those trained on real-world and traditional synthetic datasets. In addition, combining PoseDreamer with synthetic datasets results in better performance than combining real-world and synthetic datasets, demonstrating the complementary nature of our dataset. We will release the full dataset and generation code.

We introduce VARCO-VISION-2.0, an open-weight bilingual vision-language model (VLM) for Korean and English with improved capabilities compared to the previous model VARCO-VISION-14B. The model supports multi-image understanding for complex inputs such as documents, charts, and tables, and delivers layoutaware OCR by predicting both textual content and its spatial location. Trained with a four-stage curriculum with memory-efficient techniques, the model achieves enhanced multimodal alignment, while preserving core language abilities and improving safety via preference optimization. Extensive benchmark evaluations demonstrate strong spatial grounding and competitive results for both languages, with the 14B model achieving 8th place on the OpenCompass VLM leaderboard among models of comparable scale. Alongside the 14B-scale model, we release a 1.7B version optimized for on-device deployment. We believe these models advance the development of bilingual VLMs and their practical applications. Two variants of VARCO-VISION-2.0 are available at Hugging Face: a full-scale 14B model and a lightweight 1.7B model.

In this paper, we introduce SAIL-VL (ScAlable Vision Language Model TraIning via High QuaLity Data Curation), an open-source vision language model (VLM) of state-of-the-art (SOTA) performance with 2B parameters. We introduce three key improvements that contribute to SAIL-VL's leading performance: (1) Scalable high-quality visual understanding data construction: We implement a visual understanding data construction pipeline, which enables hundred-million-scale high-quality recaption data annotation. Equipped with this pipeline, we curate SAIL-Caption, a large-scale caption dataset with large quantity and the highest data quality compared with opensource caption datasets. (2) Scalable Pretraining with High-Quality Visual Understanding Data: We scale SAIL-VL's pretraining budget up to 131B tokens and show that even a 2B VLM benefits from scaled up training data sizes, exhibiting expected data size scaling laws in visual understanding and instruction following performance. (3) Scalable SFT via quantity and quality scaling: We introduce general guidance for instruction data curation to scale up instruction data continuously, allowing us to construct a large SFT dataset with the highest quality. To further improve SAIL-VL's performance, we propose quality scaling, a multi-stage training recipe with curriculum learning, to improve model performance scaling curves w.r.t. data sizes from logarithmic to be near-linear. SAIL-VL obtains the highest average score in 19 commonly used benchmarks in our evaluation and achieves top1 performance among VLMs of comparable sizes on OpenCompass (https://rank.opencompass.org.cn/leaderboard-multimodal). We release our SAIL-VL-2B model at HuggingFace (https://huggingface.co/BytedanceDouyinContent/SAIL-VL-2B).

Multimodal large language models (MLLMs) have made significant progress in vision-language understanding, yet effectively aligning different modalities remains a fundamental challenge. We present a framework that unifies multimodal understanding by applying byte-pair encoding to visual tokens. Unlike conventional approaches that rely on modality-specific encoders, our method directly incorporates structural information into visual tokens, mirroring successful tokenization strategies in text-only language models. We introduce a priority-guided encoding scheme that considers both frequency and spatial consistency, coupled with a multi-stage training procedure based on curriculum-driven data composition. These enhancements enable the transformer model to better capture cross-modal relationships and reason with visual information. Comprehensive experiments demonstrate improved performance across diverse vision-language tasks. By bridging the gap between visual and textual representations, our approach contributes to the advancement of more capable and efficient multimodal foundation models.

Multimodal large language models (MLLMs) have made rapid progress in recent years, yet continue to struggle with low-level visual perception (LLVP) -- particularly the ability to accurately describe the geometric details of an image. This capability is crucial for applications in areas such as robotics, medical image analysis, and manufacturing. In this paper, we first introduce Geoperception, a benchmark designed to evaluate an MLLM's ability to accurately transcribe 2D geometric information from an image. Using this benchmark, we demonstrate the limitations of leading MLLMs, and then conduct a comprehensive empirical study to explore strategies for improving their performance on geometric tasks. Our findings highlight the benefits of certain model architectures, training techniques, and data strategies, including the use of high-fidelity synthetic data and multi-stage training with a data curriculum. Notably, we find that a data curriculum enables models to learn challenging geometry understanding tasks which they fail to learn from scratch. Leveraging these insights, we develop Euclid, a family of models specifically optimized for strong low-level geometric perception. Although purely trained on synthetic multimodal data, Euclid shows strong generalization ability to novel geometry shapes. For instance, Euclid outperforms the best closed-source model, Gemini-1.5-Pro, by up to 58.56% on certain Geoperception benchmark tasks and 10.65% on average across all tasks.

We present MagicInfinite, a novel diffusion Transformer (DiT) framework that overcomes traditional portrait animation limitations, delivering high-fidelity results across diverse character types-realistic humans, full-body figures, and stylized anime characters. It supports varied facial poses, including back-facing views, and animates single or multiple characters with input masks for precise speaker designation in multi-character scenes. Our approach tackles key challenges with three innovations: (1) 3D full-attention mechanisms with a sliding window denoising strategy, enabling infinite video generation with temporal coherence and visual quality across diverse character styles; (2) a two-stage curriculum learning scheme, integrating audio for lip sync, text for expressive dynamics, and reference images for identity preservation, enabling flexible multi-modal control over long sequences; and (3) region-specific masks with adaptive loss functions to balance global textual control and local audio guidance, supporting speaker-specific animations. Efficiency is enhanced via our innovative unified step and cfg distillation techniques, achieving a 20x inference speed boost over the basemodel: generating a 10 second 540x540p video in 10 seconds or 720x720p in 30 seconds on 8 H100 GPUs, without quality loss. Evaluations on our new benchmark demonstrate MagicInfinite's superiority in audio-lip synchronization, identity preservation, and motion naturalness across diverse scenarios. It is publicly available at https://www.hedra.com/, with examples at https://magicinfinite.github.io/.

All-atom molecular simulation serves as a quintessential ``computational microscope'' for understanding the machinery of life, yet it remains fundamentally limited by the trade-off between quantum-mechanical (QM) accuracy and biological scale. We present UBio-MolFM, a universal foundation model framework specifically engineered to bridge this gap. UBio-MolFM introduces three synergistic innovations: (1) UBio-Mol26, a large bio-specific dataset constructed via a multi-fidelity ``Two-Pronged Strategy'' that combines systematic bottom-up enumeration with top-down sampling of native protein environments (up to 1,200 atoms); (2) E2Former-V2, a linear-scaling equivariant transformer that integrates Equivariant Axis-Aligned Sparsification (EAAS) and Long-Short Range (LSR) modeling to capture non-local physics with up to ~4x higher inference throughput in our large-system benchmarks; and (3) a Three-Stage Curriculum Learning protocol that transitions from energy initialization to energy-force consistency, with force-focused supervision to mitigate energy offsets. Rigorous benchmarking across microscopic forces and macroscopic observables -- including liquid water structure, ionic solvation, and peptide folding -- demonstrates that UBio-MolFM achieves ab initio-level fidelity on large, out-of-distribution biomolecular systems (up to ~1,500 atoms) and realistic MD observables. By reconciling scalability with quantum precision, UBio-MolFM provides a robust, ready-to-use tool for the next generation of computational biology.

We present Audio-Visual Flamingo (AV-Flamingo), a fully open state-of-the-art audio-visual large language model (AV-LLM) for joint understanding and reasoning over audio, images, and long-form videos. Unlike prior AV-LLMs that primarily focus on short clips, AV-Flamingo is designed for understanding and reasoning over long and complex real-world (audio-visual) videos. To support this, we make three key contributions: (i) Audio-Visual-Skills, a large-scale collection of real-world videos with ~7M caption and question-answer training instances designed to emphasize temporal, compositional, and cross-modal audio-visual reasoning; (ii) a novel three-stage curriculum that progressively trains the model from short-range perception to long-horizon multi-event reasoning; and (iii) Temporal Audio-Visual Interleaved Chain-of-Thought, a reasoning framework that explicitly grounds intermediate reasoning steps to timestamps in long audio-visual streams, improving temporal alignment and interpretability. Extensive experiments across 15+ audio-visual, omni-modal, audio, and vision benchmarks show that AV-Flamingo outperforms similarly sized open models by clear margins and remains highly competitive with, and in some cases surpasses, much larger open-weight and closed models, particularly on long and complex real-world audio-visual understanding and reasoning tasks. Beyond benchmark performance, AV-Flamingo exhibits strong real-world utility and transfers well to unseen tasks, highlighting its robustness and generalization ability.

Avatar reconstruction has traditionally relied on per-subject optimization that requires hours of computation or on expensive preprocessing that limits scalability. We introduce FFAvatar, a generalizable feed-forward framework that reconstructs high-quality, animatable 3D Gaussian head avatars from few-shot unposed portrait images in seconds. FFAvatar fuses information from multiple source images into a unified canonical Gaussian representation through Multi-View Query-Former, which is animated via FLAME parameters predicted end-to-end directly from pixels, eliminating the overhead of offline FLAME extraction. We further propose a three-stage training curriculum that achieves both broad generalization and high-fidelity reconstruction: (i) scalable pretraining on extensive monocular video data with over 1M identities to learn strong generalizable priors; (ii) multi-view fine-tuning on a small but high-quality dataset of 360-degree captures to enhance geometric fidelity and extreme-view awareness; and (iii) optional personalization that adapts to specific identities for maximum fidelity within 500 optimization steps. Extensive experiments demonstrate that FFAvatar sets a new standard for identity preservation, geometric consistency, and animation fidelity. On the NeRSemble benchmark, it outperforms the state-of-the-art LAM by a substantial 5.5 PSNR gain. Furthermore, FFAvatar enables real-time deployment, reconstructing avatars in 2 seconds without personalization and 10 seconds with personalization, while supporting 49 FPS animation on a single NVIDIA A100 GPU.

Maintaining the safety of large language models (LLMs) is crucial as they are increasingly deployed in real-world applications. Existing safety guardrails typically rely on single-pass classification or, more recently, distilled reasoning. Reasoning-based guardrails significantly outperform classification-only baselines, but they incur substantial query latency and token overhead that make them impractical for highthroughput deployment. To address this challenge, we propose COLAGUARD, a guardrail model that transfers multi-step safety reasoning into a continuous latent space through a stage-wise training curriculum, enabling direct hidden-state propagation at inference. Evaluated on ten prompt- and response-moderation settings spanning eight safety benchmarks, COLAGUARD improves macro-F1 by 8.24 points over Llama Guard 3 and matches our explicit reasoning baseline, GuardReasoner, in macroF1 while delivering a 12.9X speedup and 22.4X reduction in token usage. Our results suggest that latent reasoning offers a practical alternative to explicit rationale generation for deployable guardrails, jointly improving safety robustness and inference efficiency rather than treating them as competing objectives.

Parametric retrieval enables LLMs to retrieve tools implicitly by assigning each API a unique virtual token and training the model to generate it via constrained beam search. Toolsense shows that this regime has two critical drawbacks: it destroys parametric tool knowledge during training, and its beam-search decoding is too slow for real-time deployment. We introduce TRACE (Tool Retrieval via Augmented Chain-of-thought and Enterprise rules), a two-stage curriculum that resolves this dissociation. Stage 1 reuses the multi-format memorization SFT from ToolSense to seed tool knowledge with LoRA. Stage 2 is our core contribution: the model is trained to emit a thinking trace before producing a JSON list of tool tokens, using two data sources -- RRB pairs from ToolSense and queries synthesized to target business rules curated by domain experts -- both augmented with reasoning traces. This training objective preserves Stage 1 MCQ and QA probing accuracy while enabling single-beam greedy decoding at production latency. Evaluated on a combined enterprise catalog of 8,300+ tools across two enterprise product lines, TRACE training for Stage 2 not only preserves but improves tool understanding: MCQ accuracy gains +3.2 pp and QA probing gains +9 pp over Stage 1. On retrieval, TRACE achieves ~86% recall on Domain A and ~60% on Domain B -- compared to embedding baseline performance of ~27% & ~52% -- both with single-beam greedy decoding, making it directly deployable at production latency.

Multimodal large language models exhibit capabilities on reasoning tasks, yet often produce flawed intermediate steps while yielding correct final answers. This behavior undermines interpretability and reliability, suggesting reliance on spurious shortcuts rather than faithful reasoning. Although efforts have explored step-level supervision, distinguishing decisive steps from redundant ones remains challenging. We propose O^2-CritiCuRL, a novel curriculum reinforcement learning framework that introduces critical-step awareness through an iterative offline-online paradigm. In the offline stage, O^2-CritiCuRL conducts multi-rollout analysis over step-annotated trajectories to estimate step-level importance, allowing the framework to distill critical reasoning steps and filter out redundant ones. In the online stage, we employ a progressive step-level reinforcement learning strategy, where truncated chains guide the model to infer missing steps and refine its reasoning, thereby sharpening its focus on critical steps and overcoming the limitations of static supervision. Extensive experiments on multimodal reasoning benchmarks show that our method achieves state-of-the-art performance while delivering superior training and inference efficiency. Code is available at https://github.com/kk0013/CritiCuRL.

Generalization in embodied AI is hindered by the "seeing-to-doing gap," which stems from data scarcity and embodiment heterogeneity. To address this, we pioneer "pointing" as a unified, embodiment-agnostic intermediate representation, defining four core embodied pointing abilities that bridge high-level vision-language comprehension with low-level action primitives. We introduce Embodied-R1, a 3B Vision-Language Model (VLM) specifically designed for embodied reasoning and pointing. We use a wide range of embodied and general visual reasoning datasets as sources to construct a large-scale dataset, Embodied-Points-200K, which supports key embodied pointing capabilities. We then train Embodied-R1 using a two-stage Reinforced Fine-tuning (RFT) curriculum with a specialized multi-task reward design. Embodied-R1 achieves state-of-the-art performance on 11 embodied spatial and pointing benchmarks. Critically, it demonstrates robust zero-shot generalization by achieving a 56.2% success rate in the SIMPLEREnv and 87.5% across 8 real-world XArm tasks without any task-specific fine-tuning, representing a 62% improvement over strong baselines. Furthermore, the model exhibits high robustness against diverse visual disturbances. Our work shows that a pointing-centric representation, combined with an RFT training paradigm, offers an effective and generalizable pathway to closing the perception-action gap in robotics.

We present Nucleus-Image, a text-to-image generation model that establishes a new Pareto frontier in quality-versus-efficiency by matching or exceeding leading models on GenEval, DPG-Bench, and OneIG-Bench while activating only approximately 2B parameters per forward pass. Nucleus-Image employs a sparse mixture-of-experts (MoE) diffusion transformer architecture with Expert-Choice Routing that scales total model capacity to 17B parameters across 64 routed experts per layer. We adopt a streamlined architecture optimized for inference efficiency by excluding text tokens from the transformer backbone entirely and using joint attention that enables text KV sharing across timesteps. To improve routing stability when using timestep modulation, we introduce a decoupled routing design that separates timestep-aware expert assignment from timestep-conditioned expert computation. We construct a large-scale training corpus of 1.5B high-quality training pairs spanning 700M unique images through multi-stage filtering, deduplication, aesthetic tiering, and caption curation. Training follows a progressive resolution curriculum (256 to 512 to 1024) with multi-aspect-ratio bucketing at every stage, coupled with progressive sparsification of the expert capacity factor. We adopt the Muon optimizer and share our parameter grouping recipe tailored for diffusion models with timestep modulation. Nucleus-Image demonstrates that sparse MoE scaling is a highly effective path to high-quality image generation, reaching the performance of models with significantly larger active parameter budgets at a fraction of the inference cost. These results are achieved without post-training optimization of any kind: no reinforcement learning, no direct preference optimization, and no human preference tuning. We release the training recipe, making Nucleus-Image the first fully open-source MoE diffusion model at this quality.

Efficient downlink radio resource management in 5G requires jointly optimizing user scheduling and transmit-power allocation under time-varying wireless conditions. This is challenging in OFDMA systems because PRB assignment is combinatorial, power allocation is continuous, and performance depends on channel evolution, link adaptation, and long-term fairness. We propose a hierarchical cooperative multi-agent reinforcement learning framework with staged curriculum training for joint downlink PRB and power allocation in a physically grounded 5G environment. System-level simulation is implemented in Sionna, while Sionna RT supports wireless scene construction and mobility-aware ray-traced channel generation. The control task is decomposed into two sequential stages: a PRB agent learns user-level resource shares, which are converted to exact PRB assignments by a deterministic channel-aware quota resolver, and a power agent distributes the base-station power budget across users and their assigned PRB-symbol resources. The framework operates in a cross-layer loop with adaptive modulation and coding, HARQ feedback, outer-loop link adaptation, and a fairness-aware reward based on smoothed throughput and Jain's fairness index. Training stability is improved through a three-phase curriculum for PRB allocation, power control, and joint fine-tuning. Under matched channel realizations, we compare against a PF scheduler with equal-power transmission and two ablations isolating the learned PRB and power-control components. Results show that both learned components improve throughput distribution relative to PF, while the full PRB and power controller achieves the largest cell-throughput gain with only a modest reduction in Jain's fairness index.

Data selection is a critical aspect of Reinforcement Learning with Verifiable Rewards (RLVR) for enhancing the reasoning capabilities of large language models (LLMs). Current data selection methods are largely heuristic-based, lacking theoretical guarantees and generalizability. This work proposes a theoretically-grounded approach using influence functions to estimate the contribution of each data point to the learning objective. To overcome the prohibitive computational cost of policy rollouts required for online influence estimation, we introduce an off-policy influence estimation method that efficiently approximates data influence using pre-collected offline trajectories. Furthermore, to manage the high-dimensional gradients of LLMs, we employ sparse random projection to reduce dimensionality and improve storage and computation efficiency. Leveraging these techniques, we develop Curriculum RL with Off-Policy Influence guidance (CROPI), a multi-stage RL framework that iteratively selects the most influential data for the current policy. Experiments on models up to 7B parameters demonstrate that CROPI significantly accelerates training. On a 1.5B model, it achieves a 2.66x step-level acceleration while using only 10\% of the data per stage compared to full-dataset training. Our results highlight the substantial potential of influence-based data selection for efficient RLVR.

Reinforcement learning with verifiable rewards improves reasoning in large language models (LLMs), but many methods still rely on large human-labeled datasets. While self-play reduces this dependency, it often lacks explicit planning and strong quality control, limiting stability in long-horizon multi-step reasoning. We present SAGE (Self-evolving Agents for Generalized reasoning Evolution), a closed-loop framework where four agents: Challenger, Planner, Solver, and Critic, co-evolve from a shared LLM backbone using only a small seed set. The Challenger continuously generates increasingly difficult tasks; the Planner converts each task into a structured multi-step plan; and the Solver follows the plan to produce an answer, whose correctness is determined by external verifiers. The Critic scores and filters both generated questions and plans to prevent curriculum drift and maintain training signal quality, enabling stable self-training. Across mathematics and code-generation benchmarks, SAGE delivers consistent gains across model scales, improving the Qwen-2.5-7B model by 8.9% on LiveCodeBench and 10.7% on OlympiadBench.

Existing dialog state tracking (DST) models are trained with dialog data in a random order, neglecting rich structural information in a dataset. In this paper, we propose to use curriculum learning (CL) to better leverage both the curriculum structure and schema structure for task-oriented dialogs. Specifically, we propose a model-agnostic framework called Schema-aware Curriculum Learning for Dialog State Tracking (SaCLog), which consists of a preview module that pre-trains a DST model with schema information, a curriculum module that optimizes the model with CL, and a review module that augments mispredicted data to reinforce the CL training. We show that our proposed approach improves DST performance over both a transformer-based and RNN-based DST model (TripPy and TRADE) and achieves new state-of-the-art results on WOZ2.0 and MultiWOZ2.1.

We introduce CAMRL, the first curriculum-based asymmetric multi-task learning (AMTL) algorithm for dealing with multiple reinforcement learning (RL) tasks altogether. To mitigate the negative influence of customizing the one-off training order in curriculum-based AMTL, CAMRL switches its training mode between parallel single-task RL and asymmetric multi-task RL (MTRL), according to an indicator regarding the training time, the overall performance, and the performance gap among tasks. To leverage the multi-sourced prior knowledge flexibly and to reduce negative transfer in AMTL, we customize a composite loss with multiple differentiable ranking functions and optimize the loss through alternating optimization and the Frank-Wolfe algorithm. The uncertainty-based automatic adjustment of hyper-parameters is also applied to eliminate the need of laborious hyper-parameter analysis during optimization. By optimizing the composite loss, CAMRL predicts the next training task and continuously revisits the transfer matrix and network weights. We have conducted experiments on a wide range of benchmarks in multi-task RL, covering Gym-minigrid, Meta-world, Atari video games, vision-based PyBullet tasks, and RLBench, to show the improvements of CAMRL over the corresponding single-task RL algorithm and state-of-the-art MTRL algorithms. The code is available at: https://github.com/huanghanchi/CAMRL

Multi-Agent Reinforcement Learning (MARL) algorithms are widely adopted in tackling complex tasks that require collaboration and competition among agents in dynamic Multi-Agent Systems (MAS). However, learning such tasks from scratch is arduous and may not always be feasible, particularly for MASs with a large number of interactive agents due to the extensive sample complexity. Therefore, reusing knowledge gained from past experiences or other agents could efficiently accelerate the learning process and upscale MARL algorithms. In this study, we introduce a novel framework that enables transfer learning for MARL through unifying various state spaces into fixed-size inputs that allow one unified deep-learning policy viable in different scenarios within a MAS. We evaluated our approach in a range of scenarios within the StarCraft Multi-Agent Challenge (SMAC) environment, and the findings show significant enhancements in multi-agent learning performance using maneuvering skills learned from other scenarios compared to agents learning from scratch. Furthermore, we adopted Curriculum Transfer Learning (CTL), enabling our deep learning policy to progressively acquire knowledge and skills across pre-designed homogeneous learning scenarios organized by difficulty levels. This process promotes inter- and intra-agent knowledge transfer, leading to high multi-agent learning performance in more complicated heterogeneous scenarios.

Visual Grounding (VG) is a crucial topic in the field of vision and language, which involves locating a specific region described by expressions within an image. To reduce the reliance on manually labeled data, unsupervised visual grounding have been developed to locate regions using pseudo-labels. However, the performance of existing unsupervised methods is highly dependent on the quality of pseudo-labels and these methods always encounter issues with limited diversity. In order to utilize vision and language pre-trained models to address the grounding problem, and reasonably take advantage of pseudo-labels, we propose CLIP-VG, a novel method that can conduct self-paced curriculum adapting of CLIP with pseudo-language labels. We propose a simple yet efficient end-to-end network architecture to realize the transfer of CLIP to the visual grounding. Based on the CLIP-based architecture, we further propose single-source and multi-source curriculum adapting algorithms, which can progressively find more reliable pseudo-labels to learn an optimal model, thereby achieving a balance between reliability and diversity for the pseudo-language labels. Our method outperforms the current state-of-the-art unsupervised method by a significant margin on RefCOCO/+/g datasets in both single-source and multi-source scenarios, with improvements ranging from 6.78% to 10.67% and 11.39% to 14.87%, respectively. The results even outperform existing weakly supervised visual grounding methods. Furthermore, our method is also competitive in fully supervised setting. The code and models are available at https://github.com/linhuixiao/CLIP-VG.

Lyric translation is a challenging task that requires balancing multiple musical constraints. Existing methods often rely on hand-crafted rules and sentence-level modeling, which restrict their ability to internalize musical-linguistic patterns and to generalize effectively at the paragraph level, where cross-line coherence and global rhyme are crucial. In this work, we propose LyriCAR, a novel framework for controllable lyric translation that operates in a fully unsupervised manner. LyriCAR introduces a difficulty-aware curriculum designer and an adaptive curriculum strategy, ensuring efficient allocation of training resources, accelerating convergence, and improving overall translation quality by guiding the model with increasingly complex challenges. Extensive experiments on the EN-ZH lyric translation task show that LyriCAR achieves state-of-the-art results across both standard translation metrics and multi-dimensional reward scores, surpassing strong baselines. Notably, the adaptive curriculum strategy reduces training steps by nearly 40% while maintaining superior performance. Code, data and model can be accessed at https://github.com/rle27/LyriCAR.

Current learning-based Automated Vulnerability Repair (AVR) approaches, while promising, often fail to generalize effectively in real-world scenarios. Our diagnostic analysis reveals three fundamental weaknesses in state-of-the-art AVR approaches: (1) limited cross-repository generalization, with performance drops on unseen codebases; (2) inability to capture long-range dependencies, causing a performance degradation on complex, multi-hunk repairs; and (3) over-reliance on superficial lexical patterns, leading to significant performance drops on vulnerabilities with minor syntactic variations like variable renaming. To address these limitations, we propose SeCuRepair, a semantics-aligned, curriculum-driven, and reasoning-enhanced framework for vulnerability repair. At its core, SeCuRepair adopts a reason-then-edit paradigm, requiring the model to articulate why and how a vulnerability should be fixed before generating the patch. This explicit reasoning enforces a genuine understanding of repair logic rather than superficial memorization of lexical patterns. SeCuRepair also moves beyond traditional supervised fine-tuning and employs semantics-aware reinforcement learning, rewarding patches for their syntactic and semantic alignment with the oracle patch rather than mere token overlap. Complementing this, a difficulty-aware curriculum progressively trains the model, starting with simple fixes and advancing to complex, multi-hunk coordinated edits. We evaluate SeCuRepair on strict, repository-level splits of BigVul and newly crafted PrimeVul_AVR datasets. SeCuRepair significantly outperforms all baselines, surpassing the best-performing baselines by 34.52% on BigVul and 31.52% on PrimeVulAVR in terms of CodeBLEU, respectively. Comprehensive ablation studies further confirm that each component of our framework contributes to its final performance.

With the recent focus on Large Language Models (LLMs), both StarCoder (Li et al., 2023) and Code Llama (Rozi\`ere et al., 2023) have demonstrated remarkable performance in code generation. However, there is still a need for improvement in code translation functionality with efficient training techniques. In response to this, we introduce SteloCoder, a decoder-only StarCoder-based LLM designed specifically for multi-programming language-to-Python code translation. In particular, SteloCoder achieves C++, C#, JavaScript, Java, or PHP-to-Python code translation without specifying the input programming language. We modified StarCoder model architecture by incorporating a Mixture-of-Experts (MoE) technique featuring five experts and a gating network for multi-task handling. Experts are obtained by StarCoder fine-tuning. Specifically, we use a Low-Rank Adaptive Method (LoRA) technique, limiting each expert size as only 0.06% of number of StarCoder's parameters. At the same time, to enhance training efficiency in terms of time, we adopt curriculum learning strategy and use self-instruct data for efficient fine-tuning. As a result, each expert takes only 6 hours to train on one single 80Gb A100 HBM. With experiments on XLCoST datasets, SteloCoder achieves an average of 73.76 CodeBLEU score in multi-programming language-to-Python translation, surpassing the top performance from the leaderboard by at least 3.5. This accomplishment is attributed to only 45M extra parameters with StarCoder as the backbone and 32 hours of valid training on one 80GB A100 HBM. The source code is release here: https://github.com/sade-adrien/SteloCoder.

Large vision-language models (VLMs) face challenges in achieving robust, transferable reasoning abilities due to reliance on labor-intensive manual instruction datasets or computationally expensive self-supervised methods. To address these issues, we introduce MindGYM, a framework that enhances VLMs through synthetic self-challenging questions, consisting of three stages: (1) Seed Single-Hop Question Synthesis, generating cognitive questions across textual (e.g., logical deduction) and multimodal contexts (e.g., diagram-based queries) spanning eight semantic areas like ethical analysis; (2) Challenging Multi-Hop Question Synthesis, combining seed questions via diverse principles like bridging, visual-textual alignment, to create multi-step problems demanding deeper reasoning; and (3) Thinking-Induced Curriculum Fine-Tuning, a structured pipeline that progressively trains the model from scaffolded reasoning to standalone inference. By leveraging the model's self-synthesis capability, MindGYM achieves high data efficiency (e.g., +16% gains on MathVision-Mini with only 400 samples), computational efficiency (reducing both training and inference costs), and robust generalization across tasks. Extensive evaluations on seven benchmarks demonstrate superior performance over strong baselines, with notable improvements (+15.77% win rates) in reasoning depth and breadth validated via GPT-based scoring. MindGYM underscores the viability of self-challenging for refining VLM capabilities while minimizing human intervention and resource demands. Code and data are released to advance multimodal reasoning research.

Post-training has become the dominant recipe for turning a language model into a competent search-augmented reasoning agent. A line of recent work pushes its performance further by adding elaborate machinery on top of this standard pipeline. These augmentations import external supervision from stronger external systems, attach auxiliary modules such as process reward models or retrospective critics, restructure the rollout itself with tree search or multi-stage curricula, or shape the reward with hand-crafted bonuses and penalties. Each addition delivers a measurable gain, but each also inflates the training pipeline and ties the recipe to resources or designs that may not always be available. We take a step back and ask whether any of this machinery is actually necessary, and propose Search-E1, a self-evolution method that lets a search-augmented agent improve through only vanilla GRPO interleaved with on-policy self-distillation (OPSD). After each GRPO round, the policy rolls out on its own training questions. A token-level forward KL objective then aligns the policy's inference-time distribution to its own distribution under a privileged context that exposes a more efficient sibling trajectory. Despite this simplicity, the procedure naturally provides dense per-step supervision. On seven QA benchmarks, Search-E1 reaches 0.440 average EM with Qwen2.5-3B, surpassing all open-source baselines at both scales. Code and complete version will be made public soon.

Audio-video joint generation has progressed rapidly, yet substantial challenges still remain. Non-commercial approaches still suffer audio-visual asynchrony, poor lip-speech alignment, and unimodal degradation, which can be stemmed from weak audio-visual correspondence modeling, limited generalization, and scarce high-quality dense-caption data. To address these issues, we introduce Klear and delve into three axes--model architecture, training strategy, and data curation. Architecturally, we adopt a single-tower design with unified DiT blocks and an Omni-Full Attention mechanism, achieving tight audio-visual alignment and strong scalability. Training-wise, we adopt a progressive multitask regime--random modality masking to joint optimization across tasks, and a multistage curriculum, yielding robust representations, strengthening A-V aligned world knowledge, and preventing unimodal collapse. For datasets, we present the first large-scale audio-video dataset with dense captions, and introduce a novel automated data-construction pipeline which annotates and filters millions of diverse, high-quality, strictly aligned audio-video-caption triplets. Building on this, Klear scales to large datasets, delivering high-fidelity, semantically and temporally aligned, instruction-following generation in both joint and unimodal settings while generalizing robustly to out-of-distribution scenarios. Across tasks, it substantially outperforms prior methods by a large margin and achieves performance comparable to Veo 3, offering a unified, scalable path toward next-generation audio-video synthesis.

Large language models are increasingly used in K-12 education, but existing benchmarks mainly test exam question answering rather than understanding how curriculum knowledge is structured and visually presented. We call this capability curriculum cognition. It covers prerequisite chains, concept taxonomies, experiment-concept links, pedagogical sequencing, and visual grounding. We introduce K12-KGraph, a curriculum-aligned knowledge graph extracted from official People's Education Press textbooks in mathematics, physics, chemistry, and biology across primary, middle, and high school. It contains nine node types and fourteen relation types covering curriculum structure and visual grounding. From this graph, we derive K12-Bench, a 23,640-question multi-select benchmark with five task families: Ground, Prereq, Neighbor, Evidence, and Locate. We also build K12-Train, a graph-guided supervised fine-tuning corpus of 7,335 samples, including 2,267 text-only QA pairs and 5,068 multimodal VQA pairs. On K12-Bench, Gemini-3-Flash achieves only 57 percent exact match and Gemma-4-31B-IT reaches 46 percent, with Prereq and Neighbor being the hardest tasks. Our training experiments show that domain-specific supervision can reduce this gap. Under a matched 2,300-sample budget, K12-Train-Text consistently outperforms equally sized subsets of eight mainstream instruction-tuning corpora on GaokaoBench and EduEval. For vision-language models, K12-Train-Full achieves the best overall results on Gaokao-MM, MDK12-medium, and K12Vista among all compared training configurations, despite using fewer samples than the full DataFlow and WizardLM baselines. It also surpasses both text-only and multimodal-only variants, showing that textual and visual supervision are complementary. We release the graph, benchmark, training data, and complete construction pipeline.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Large language models (LLM) have recently shown the extraordinary ability to perform unseen tasks based on few-shot examples provided as text, also known as in-context learning (ICL). While recent works have attempted to understand the mechanisms driving ICL, few have explored training strategies that incentivize these models to generalize to multiple tasks. Multi-task learning (MTL) for generalist models is a promising direction that offers transfer learning potential, enabling large parameterized models to be trained from simpler, related tasks. In this work, we investigate the combination of MTL with ICL to build models that efficiently learn tasks while being robust to out-of-distribution examples. We propose several effective curriculum learning strategies that allow ICL models to achieve higher data efficiency and more stable convergence. Our experiments reveal that ICL models can effectively learn difficult tasks by training on progressively harder tasks while mixing in prior tasks, denoted as mixed curriculum in this work. Our code and models are available at https://github.com/harmonbhasin/curriculum_learning_icl .

To build a high-quality open-domain chatbot, we introduce the effective training process of PLATO-2 via curriculum learning. There are two stages involved in the learning process. In the first stage, a coarse-grained generation model is trained to learn response generation under the simplified framework of one-to-one mapping. In the second stage, a fine-grained generative model augmented with latent variables and an evaluation model are further trained to generate diverse responses and to select the best response, respectively. PLATO-2 was trained on both Chinese and English data, whose effectiveness and superiority are verified through comprehensive evaluations, achieving new state-of-the-art results.

We introduce a multi-stage prompting approach (MSP) for the generation of multiple choice questions (MCQs), harnessing the capabilities of GPT models such as text-davinci-003 and GPT-4, renowned for their excellence across various NLP tasks. Our approach incorporates the innovative concept of chain-of-thought prompting, a progressive technique in which the GPT model is provided with a series of interconnected cues to guide the MCQ generation process. Automated evaluations consistently demonstrate the superiority of our proposed MSP method over the traditional single-stage prompting (SSP) baseline, resulting in the production of high-quality distractors. Furthermore, the one-shot MSP technique enhances automatic evaluation results, contributing to improved distractor generation in multiple languages, including English, German, Bengali, and Hindi. In human evaluations, questions generated using our approach exhibit superior levels of grammaticality, answerability, and difficulty, highlighting its efficacy in various languages.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

The present study aims to explore the capabilities of Language Models (LMs) in tackling high-stakes multiple-choice tests, represented here by the Exame Nacional do Ensino M\'edio (ENEM), a multidisciplinary entrance examination widely adopted by Brazilian universities. This exam poses challenging tasks for LMs, since its questions may span into multiple fields of knowledge, requiring understanding of information from diverse domains. For instance, a question may require comprehension of both statistics and biology to be solved. This work analyzed responses generated by GPT-3.5 and GPT-4 models for questions presented in the 2009-2017 exams, as well as for questions of the 2022 exam, which were made public after the training of the models was completed. Furthermore, different prompt strategies were tested, including the use of Chain-of-Thought (CoT) prompts to generate explanations for answers. On the 2022 edition, the best-performing model, GPT-4 with CoT, achieved an accuracy of 87%, largely surpassing GPT-3.5 by 11 points. The code and data used on experiments are available at https://github.com/piresramon/gpt-4-enem.

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.

Open-source, multilingual medical large language models (LLMs) have the potential to serve linguistically diverse populations across different regions. Adapting generic LLMs for healthcare often requires continual pretraining, but this approach is computationally expensive and sometimes impractical. Instruction fine-tuning on a specific task may not always guarantee optimal performance due to the lack of broader domain knowledge that the model needs to understand and reason effectively in diverse scenarios. To address these challenges, we introduce two multilingual instruction fine-tuning datasets, MMed-IFT and MMed-IFT-MC, containing over 200k high-quality medical samples in six languages. We propose a two-stage training paradigm: the first stage injects general medical knowledge using MMed-IFT, while the second stage fine-tunes task-specific multiple-choice questions with MMed-IFT-MC. Our method achieves competitive results on both English and multilingual benchmarks, striking a balance between computational efficiency and performance. We plan to make our dataset and model weights public at https://github.com/SpassMed/Med-Llama3 in the future.

Recent works train agents by constructing large-scale multimodal environment pools. However, we find that simply increasing the number of multimodal environments does not always benefit. We further analyze the limitations in current multimodal environment distributions through a series of experiments. Based on these findings, we study how to build more effective training environment distributions from two dimensions: **diversity** and **difficulty structure**. For diversity, we propose **Ability-aware Environment Selection (AES)** to obtain diverse environment sets. For difficulty structure, we propose **Hierarchical Difficulty Curriculum (HDC)**, which organizes curriculum learning through two difficulty levels: harness weakening and state-scale progression. Experiments show that AES and HDC effectively improve multimodal agent training.

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.

Automatic Curriculum Learning (ACL) has become a cornerstone of recent successes in Deep Reinforcement Learning (DRL).These methods shape the learning trajectories of agents by challenging them with tasks adapted to their capacities. In recent years, they have been used to improve sample efficiency and asymptotic performance, to organize exploration, to encourage generalization or to solve sparse reward problems, among others. The ambition of this work is dual: 1) to present a compact and accessible introduction to the Automatic Curriculum Learning literature and 2) to draw a bigger picture of the current state of the art in ACL to encourage the cross-breeding of existing concepts and the emergence of new ideas.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

Curriculum learning has shown promise in improving training efficiency and generalization in various machine learning domains, yet its potential in pretraining language models remains underexplored, prompting our work as the first systematic investigation in this area. We experimented with different settings, including vanilla curriculum learning, pacing-based sampling, and interleaved curricula-guided by six difficulty metrics spanning linguistic and information-theoretic perspectives. We train models under these settings and evaluate their performance on eight diverse benchmarks. Our experiments reveal that curriculum learning consistently improves convergence in early and mid-training phases, and can yield lasting gains when used as a warmup strategy with up to 3.5% improvement. Notably, we identify compression ratio, lexical diversity, and readability as effective difficulty signals across settings. Our findings highlight the importance of data ordering in large-scale pretraining and provide actionable insights for scalable, data-efficient model development under realistic training scenarios.

Multi-token prediction (MTP) is a recently proposed pre-training objective for language models. Rather than predicting only the next token (NTP), MTP predicts the next k tokens at each prediction step, using multiple prediction heads. MTP has shown promise in improving downstream performance, inference speed, and training efficiency, particularly for large models. However, prior work has shown that smaller language models (SLMs) struggle with the MTP objective. To address this, we propose a curriculum learning strategy for MTP training, exploring two variants: a forward curriculum, which gradually increases the complexity of the pre-training objective from NTP to MTP, and a reverse curriculum, which does the opposite. Our experiments show that the forward curriculum enables SLMs to better leverage the MTP objective during pre-training, improving downstream NTP performance and generative output quality, while retaining the benefits of self-speculative decoding. The reverse curriculum achieves stronger NTP performance and output quality, but fails to provide any self-speculative decoding benefits.

Large Language Models (LLMs) have demonstrated remarkable capabilities in understanding and generating human-like content. This has revolutionized various sectors such as healthcare, software development, and education. In education, LLMs offer potential for personalized and interactive learning experiences, especially in regions with limited teaching resources. However, adapting these models effectively to curriculum-specific content, such as the National Council of Educational Research and Training (NCERT) syllabus in India, presents unique challenges in terms of accuracy, alignment, and pedagogical relevance. In this paper, we present the framework "PustakAI"Pustak means `book' in many Indian languages. for the design and evaluation of a novel question-answering dataset "NCERT-QA" aligned with the NCERT curriculum for English and Science subjects of grades 6 to 8. We classify the curated QA pairs as Factoid, Inferential, and Others (evaluative and reasoning). We evaluate the dataset with various prompting techniques, such as meta-prompt, few-shot, and CoT-style prompting, using diverse evaluation metrics to understand which approach aligns more efficiently with the structure and demands of the curriculum. Along with the usability of the dataset, we analyze the strengths and limitations of current open-source LLMs (Gemma3:1b, Llama3.2:3b, and Nemotron-mini:4b) and high-end LLMs (Llama-4-Scout-17B and Deepseek-r1-70B) as AI-based learning tools in formal education systems.

Inspired by Curriculum Learning, we propose a consecutive (i.e., image-to-text-to-text) generation framework where we divide the problem of radiology report generation into two steps. Contrary to generating the full radiology report from the image at once, the model generates global concepts from the image in the first step and then reforms them into finer and coherent texts using a transformer architecture. We follow the transformer-based sequence-to-sequence paradigm at each step. We improve upon the state-of-the-art on two benchmark datasets.

Between April 1 and May 15, 2026, a group of 49 mathematicians compiled a dataset of research-level mathematics questions with known answers. Most of the work was done during the 3-day workshop *Benchmarks in Leipzig* with 35 participants at the Max Planck Institute for Mathematics in the Sciences in Leipzig, Germany. We present the resulting collection of 100 questions. We evaluated these questions in three stages: a single attempt by five state-of-the-art LLMs, followed by a 20-runs-per-model evaluation with three of these models, and finally a 3-run attempt with two heavy-thinking models. After Stage 1, 41 questions remained completely unsolved; after Stage 2, this count dropped to 16; and we concluded Stage 3 with only 2 unsolved questions. This demonstrates that the mathematical reasoning capabilities of LLMs are becoming impressive.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

Machine reading comprehension has been an interesting and challenging task in recent years, with the purpose of extracting useful information from texts. To attain the computer ability to understand the reading text and answer relevant information, we introduce ViMMRC 2.0 - an extension of the previous ViMMRC for the task of multiple-choice reading comprehension in Vietnamese Textbooks which contain the reading articles for students from Grade 1 to Grade 12. This dataset has 699 reading passages which are prose and poems, and 5,273 questions. The questions in the new dataset are not fixed with four options as in the previous version. Moreover, the difficulty of questions is increased, which challenges the models to find the correct choice. The computer must understand the whole context of the reading passage, the question, and the content of each choice to extract the right answers. Hence, we propose a multi-stage approach that combines the multi-step attention network (MAN) with the natural language inference (NLI) task to enhance the performance of the reading comprehension model. Then, we compare the proposed methodology with the baseline BERTology models on the new dataset and the ViMMRC 1.0. From the results of the error analysis, we found that the challenge of the reading comprehension models is understanding the implicit context in texts and linking them together in order to find the correct answers. Finally, we hope our new dataset will motivate further research to enhance the ability of computers to understand the Vietnamese language.

Despite the existence of various benchmarks for evaluating natural language processing models, we argue that human exams are a more suitable means of evaluating general intelligence for large language models (LLMs), as they inherently demand a much wider range of abilities such as language understanding, domain knowledge, and problem-solving skills. To this end, we introduce M3Exam, a novel benchmark sourced from real and official human exam questions for evaluating LLMs in a multilingual, multimodal, and multilevel context. M3Exam exhibits three unique characteristics: (1) multilingualism, encompassing questions from multiple countries that require strong multilingual proficiency and cultural knowledge; (2) multimodality, accounting for the multimodal nature of many exam questions to test the model's multimodal understanding capability; and (3) multilevel structure, featuring exams from three critical educational periods to comprehensively assess a model's proficiency at different levels. In total, M3Exam contains 12,317 questions in 9 diverse languages with three educational levels, where about 23\% of the questions require processing images for successful solving. We assess the performance of top-performing LLMs on M3Exam and find that current models, including GPT-4, still struggle with multilingual text, particularly in low-resource and non-Latin script languages. Multimodal LLMs also perform poorly with complex multimodal questions. We believe that M3Exam can be a valuable resource for comprehensively evaluating LLMs by examining their multilingual and multimodal abilities and tracking their development. Data and evaluation code is available at https://github.com/DAMO-NLP-SG/M3Exam.

Recent work has highlighted the culturally-contingent nature of commonsense knowledge. We introduce AMAMMER{epsilon}, a test set of 525 multiple-choice questions designed to evaluate the commonsense knowledge of English LLMs, relative to the cultural contexts of Ghana and the United States. To create AMAMMER{epsilon}, we select a set of multiple-choice questions (MCQs) from existing commonsense datasets and rewrite them in a multi-stage process involving surveys of Ghanaian and U.S. participants. In three rounds of surveys, participants from both pools are solicited to (1) write correct and incorrect answer choices, (2) rate individual answer choices on a 5-point Likert scale, and (3) select the best answer choice from the newly-constructed MCQ items, in a final validation step. By engaging participants at multiple stages, our procedure ensures that participant perspectives are incorporated both in the creation and validation of test items, resulting in high levels of agreement within each pool. We evaluate several off-the-shelf English LLMs on AMAMMER{epsilon}. Uniformly, models prefer answers choices that align with the preferences of U.S. annotators over Ghanaian annotators. Additionally, when test items specify a cultural context (Ghana or the U.S.), models exhibit some ability to adapt, but performance is consistently better in U.S. contexts than Ghanaian. As large resources are devoted to the advancement of English LLMs, our findings underscore the need for culturally adaptable models and evaluations to meet the needs of diverse English-speaking populations around the world.

Curriculum learning (CL) posits that machine learning models -- similar to humans -- may learn more efficiently from data that match their current learning progress. However, CL methods are still poorly understood and, in particular for natural language processing (NLP), have achieved only limited success. In this paper, we explore why. Starting from an attempt to replicate and extend a number of recent curriculum methods, we find that their results are surprisingly brittle when applied to NLP. A deep dive into the (in)effectiveness of the curricula in some scenarios shows us why: when curricula are employed in combination with the popular Adam optimisation algorithm, they oftentimes learn to adapt to suboptimally chosen optimisation parameters for this algorithm. We present a number of different case studies with different common hand-crafted and automated CL approaches to illustrate this phenomenon, and we find that none of them outperforms optimisation with only Adam with well-chosen hyperparameters. As such, our results contribute to understanding why CL methods work, but at the same time urge caution when claiming positive results.

Distilling Chain-of-Thought (CoT) reasoning from large language models into compact student models presents a fundamental challenge: teacher rationales are often too verbose for smaller models to faithfully reproduce. Existing approaches either compress reasoning into single-step, losing the interpretability that makes CoT valuable. We present a three-stage curriculum learning framework that addresses this capacity mismatch through progressive skill acquisition. First, we establish structural understanding via masked shuffled reconstruction. Second, we apply Group Relative Policy Optimization (GRPO) on masked completion tasks, enabling the model to discover its own balance between accuracy and brevity. Third, we identify persistent failure cases and guide the student to internalize teacher knowledge through targeted rewriting, again optimized with GRPO. Experiments on GSM8K demonstrate that our approach enables Qwen2.5-3B-Base to achieve an 11.29 percent accuracy improvement while reducing output length by 27.4 percent, surpassing both instruction-tuned variants and prior distillation methods.

Scientific discovery is increasingly shifting from isolated disciplines to multi-domain reasoning, and AI for science faces a similar transition. Existing systems are either specialised for individual domains or unify scientific data mainly through text tokenisation and prompt-based interfaces, limiting their ability to handle diverse scientific inputs, produce modality-native outputs, and support joint understanding, reasoning, and generation across scientific domains. We introduce MKB, a unified scientific multimodal model for both understanding and generation, built around a shared Transformer backbone and modality-tailored encoders, adapters, and decoders. MKB covers six scientific branches, including DNA, RNA, proteins, small molecules, earth science, and medical images, and supports native outputs such as biological sequences, molecular strings, meteorological fields, and segmentation masks. Training follows a two-stage modality-then-language curriculum: Stage 1 aligns modality-specific components with the frozen backbone, and Stage 2 consolidates them with the language backbone using mixed scientific and general corpora. Experiments show that MKB achieves competitive scientific understanding across biological and molecular benchmarks, produces high-fidelity native outputs for weather forecasting, biological generation, and medical-image segmentation, and largely retains the general capabilities of its Qwen3-VL backbone. These results demonstrate the feasibility of the proposed paradigm, suggesting that shared-backbone models with modality-tailored components can provide a promising foundation for future cross-domain scientific multimodal exploration. The model and code are publicly available at https://github.com/Shanghai-Academy-of-AI-For-Science/MKB and https://huggingface.co/sais-org/MKB.

Medical diagnostic applications require models that can process multimodal medical inputs (images, patient histories, lab results) and generate diverse outputs including both textual reports and visual content (annotations, segmentation masks, and images). Despite this need, existing medical AI systems disrupt this unified process: medical image understanding models interpret images but cannot generate visual outputs, while medical image generation models synthesize images but cannot provide textual explanations. This leads to gaps in data representation, feature integration, and task-level multimodal capabilities. To this end, we propose a multi-level framework that draws inspiration from diagnostic workflows through the Observation-Knowledge-Analysis (OKA) paradigm. Specifically, at the observation level, we construct UniMed-5M, a dataset comprising over 5.6M samples that reformat diverse unimodal data into multimodal pairs for foundational observation. At the knowledge level, we propose Progressive Curriculum Learning that systematically introduces medical multimodal knowledge. At the analysis level, we introduce UniMedVL, the first medical unified multimodal model for the simultaneous analysis of image understanding and generation tasks within a single architecture. UniMedVL achieves superior performance on five medical image understanding benchmarks, while matching specialized models in generation quality across eight medical imaging modalities. Crucially, our unified architecture enables bidirectional knowledge sharing: generation tasks enhance visual understanding features, demonstrating that integrating traditionally separate capabilities within a single medical framework unlocks improvements across diverse medical vision-language tasks. Code is available at https://github.com/uni-medical/UniMedVL.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Personalized text generation is an emerging research area that has attracted much attention in recent years. Most studies in this direction focus on a particular domain by designing bespoke features or models. In this work, we propose a general approach for personalized text generation using large language models (LLMs). Inspired by the practice of writing education, we develop a multistage and multitask framework to teach LLMs for personalized generation. In writing instruction, the task of writing from sources is often decomposed into multiple steps that involve finding, evaluating, summarizing, synthesizing, and integrating information. Analogously, our approach to personalized text generation consists of multiple stages: retrieval, ranking, summarization, synthesis, and generation. In addition, we introduce a multitask setting that helps the model improve its generation ability further, which is inspired by the observation in education that a student's reading proficiency and writing ability are often correlated. We evaluate our approach on three public datasets, each of which covers a different and representative domain. Our results show significant improvements over a variety of baselines.

Multiple choice question answering tasks evaluate the reasoning, comprehension, and mathematical abilities of Large Language Models (LLMs). While existing benchmarks employ automatic translation for multilingual evaluation, this approach is error-prone and potentially introduces culturally biased questions, especially in social sciences. We introduce the first multitask, multiple-choice Turkish QA benchmark, TurkishMMLU, to evaluate LLMs' understanding of the Turkish language. TurkishMMLU includes over 10,000 questions, covering 9 different subjects from Turkish high-school education curricula. These questions are written by curriculum experts, suitable for the high-school curricula in Turkey, covering subjects ranging from natural sciences and math questions to more culturally representative topics such as Turkish Literature and the history of the Turkish Republic. We evaluate over 20 LLMs, including multilingual open-source (e.g., Gemma, Llama, MT5), closed-source (GPT 4o, Claude, Gemini), and Turkish-adapted (e.g., Trendyol) models. We provide an extensive evaluation, including zero-shot and few-shot evaluation of LLMs, chain-of-thought reasoning, and question difficulty analysis along with model performance. We provide an in-depth analysis of the Turkish capabilities and limitations of current LLMs to provide insights for future LLMs for the Turkish language. We publicly release our code for the dataset and evaluation: https://github.com/ArdaYueksel/TurkishMMLU.

Reinforcement learning (RL) is a central approach for improving reasoning capabilities in large language models (LLMs), where training efficiency depends critically on how problems are sampled during optimization. Existing adaptive curriculum learning methods typically prioritize prompts of intermediate difficulty, treating problem selection as a standard bandit problem with independent arms and overlooking the structured, heterogeneous nature of the task space. In this work, we frame problem sampling as a manifold-structured bandit problem with endogenous non-stationarity: problems are related through the model's latent representation space, and sampling decisions can steer how learning signals evolve across that space. To operationalize this perspective, we introduce Bayesian Manifold Curriculum (BMC), a structure-aware framework that organizes problems into a hierarchical task tree and applies Bayesian learning to guide sampling. Empirically, we find that different sampling strategies induce non-trivial tradeoffs between productivity (learning signal), diversity (coverage of the task manifold), and utility (evaluation relevance). These results show that prioritizing difficulty alone is insufficient for strong downstream performance, highlighting the importance of incorporating structure and type-awareness into problem sampling.

Inspired by human learning, researchers have proposed ordering examples during training based on their difficulty. Both curriculum learning, exposing a network to easier examples early in training, and anti-curriculum learning, showing the most difficult examples first, have been suggested as improvements to the standard i.i.d. training. In this work, we set out to investigate the relative benefits of ordered learning. We first investigate the implicit curricula resulting from architectural and optimization bias and find that samples are learned in a highly consistent order. Next, to quantify the benefit of explicit curricula, we conduct extensive experiments over thousands of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random-curriculum -- in which the size of the training dataset is dynamically increased over time, but the examples are randomly ordered. We find that for standard benchmark datasets, curricula have only marginal benefits, and that randomly ordered samples perform as well or better than curricula and anti-curricula, suggesting that any benefit is entirely due to the dynamic training set size. Inspired by common use cases of curriculum learning in practice, we investigate the role of limited training time budget and noisy data in the success of curriculum learning. Our experiments demonstrate that curriculum, but not anti-curriculum can indeed improve the performance either with limited training time budget or in existence of noisy data.

Recent advances in pre-trained language models have improved the performance for text classification tasks. However, little attention is paid to the priority scheduling strategy on the samples during training. Humans acquire knowledge gradually from easy to complex concepts, and the difficulty of the same material can also vary significantly in different learning stages. Inspired by this insights, we proposed a novel self-paced dynamic curriculum learning (SPDCL) method for imbalanced text classification, which evaluates the sample difficulty by both linguistic character and model capacity. Meanwhile, rather than using static curriculum learning as in the existing research, our SPDCL can reorder and resample training data by difficulty criterion with an adaptive from easy to hard pace. The extensive experiments on several classification tasks show the effectiveness of SPDCL strategy, especially for the imbalanced dataset.

The construction of Generalized Knowledge Graph (GKG), including knowledge graph, event knowledge graph and commonsense knowledge graph, is fundamental for various natural language processing tasks. Current studies typically construct these types of graph separately, overlooking holistic insights and potential unification that could be beneficial in computing resources and usage perspectives. However, a key challenge in developing a unified framework for GKG is obstacles arising from task-specific differences. In this study, we propose a unified framework for constructing generalized knowledge graphs to address this challenge. First, we collect data from 15 sub-tasks in 29 datasets across the three types of graphs, categorizing them into in-sample, counter-task, and out-of-distribution (OOD) data. Then, we propose a three-stage curriculum learning fine-tuning framework, by iteratively injecting knowledge from the three types of graphs into the Large Language Models. Extensive experiments show that our proposed model improves the construction of all three graph types across in-domain, OOD and counter-task data.

Timestep sampling p(t) is a central design choice in Flow Matching models, yet common practice increasingly favors static middle-biased distributions (e.g., Logit-Normal). We show that this choice induces a speed--quality trade-off: middle-biased sampling accelerates early convergence but yields worse asymptotic fidelity than Uniform sampling. By analyzing per-timestep training losses, we identify a U-shaped difficulty profile with persistent errors near the boundary regimes, implying that under-sampling the endpoints leaves fine details unresolved. Guided by this insight, we propose Curriculum Sampling, a two-phase schedule that begins with middle-biased sampling for rapid structure learning and then switches to Uniform sampling for boundary refinement. On CIFAR-10, Curriculum Sampling improves the best FID from 3.85 (Uniform) to 3.22 while reaching peak performance at 100k rather than 150k training steps. Our results highlight that timestep sampling should be treated as an evolving curriculum rather than a fixed hyperparameter.

Recent advances in vision-language models (VLMs) emphasize long chain-of-thought reasoning; yet, we find that their performance on visual tasks is primarily limited by a lack of visual perception as opposed to reasoning itself. In this work, we systematically study the interplay between perception and reasoning in VLM post-training by decomposing their capabilities into three separate training stages: visual perception, visual reasoning, and textual reasoning, incorporating specialized training data. We demonstrate that visual perception (a) requires targeted optimization with specialized data; (b) serves as a fundamental scaffold that should be solidified through staged training before refining visual reasoning; and (c) is more effectively learned via RL than caption-based SFT. Our experiments across multiple VLMs demonstrate that staged training consistently improves both visual perception and reasoning performance over merged training. Notably, models trained with our approach achieve 1.5% higher reasoning accuracy with 20.8% shorter reasoning traces, suggesting that superior perception reduces the need for excessive reasoning. Furthermore, we show that this capability-based staging represents a new curriculum dimension orthogonal to traditional difficulty-based curricula, and combining both yields further additive gains. Our staged-training models achieve superior performance among open-weight VLMs, establishing advanced results on several visual math and perception (e.g., +5.2% on WeMath and +3.7% on RealWorldQA) tasks compared with the base counterpart.

Recent advances in foundation models have highlighted the significant benefits of multi-stage training, with a particular emphasis on the emergence of mid-training as a vital stage that bridges pre-training and post-training. Mid-training is distinguished by its use of intermediate data and computational resources, systematically enhancing specified capabilities such as mathematics, coding, reasoning, and long-context extension, while maintaining foundational competencies. This survey provides a formal definition of mid-training for large language models (LLMs) and investigates optimization frameworks that encompass data curation, training strategies, and model architecture optimization. We analyze mainstream model implementations in the context of objective-driven interventions, illustrating how mid-training serves as a distinct and critical stage in the progressive development of LLM capabilities. By clarifying the unique contributions of mid-training, this survey offers a comprehensive taxonomy and actionable insights, supporting future research and innovation in the advancement of LLMs.

Retrieval-Augmented Language Models (RALMs) represent a classic paradigm where models enhance generative capabilities using external knowledge retrieved via a specialized module. Recent advancements in Agent techniques enable Large Language Models (LLMs) to autonomously utilize tools for retrieval, planning, and reasoning. While existing training-based methods show promise, their agentic abilities are limited by inherent characteristics of the task-specific data used during training. To further enhance the universal search capability of agents, we propose a novel pre-training framework, MaskSearch. In the pre-training stage, we introduce the Retrieval Augmented Mask Prediction (RAMP) task, where the model learns to leverage search tools to fill masked spans on a large number of pre-training data, thus acquiring universal retrieval and reasoning capabilities for LLMs. After that, the model is trained on downstream tasks to achieve further improvement. We apply both Supervised Fine-tuning (SFT) and Reinforcement Learning (RL) for training. For SFT, we combine agent-based and distillation-based methods to generate training data, starting with a multi-agent system consisting of a planner, rewriter, observer, and followed by a self-evolving teacher model. While for RL, we employ DAPO as the training framework and adopt a hybrid reward system consisting of answer rewards and format rewards. Additionally, we introduce a curriculum learning approach that allows the model to learn progressively from easier to more challenging instances based on the number of masked spans. We evaluate the effectiveness of our framework in the scenario of open-domain multi-hop question answering. Through extensive experiments, we demonstrate that MaskSearch significantly enhances the performance of LLM-based search agents on both in-domain and out-of-domain downstream tasks.

Multi-stage reasoning has emerged as an effective strategy for enhancing the reasoning capability of small language models by decomposing complex problems into sequential sub-stages. However, this comes at the cost of increased latency. We observe that existing adaptive acceleration techniques, such as layer skipping, struggle to balance efficiency and accuracy in this setting due to two key challenges: (1) stage-wise variation in skip sensitivity, and (2) the generation of redundant output tokens. To address these, we propose LiteStage, a latency-aware layer skipping framework for multi-stage reasoning. LiteStage combines a stage-wise offline search that allocates optimal layer budgets with an online confidence-based generation early exit to suppress unnecessary decoding. Experiments on three benchmarks, e.g., OBQA, CSQA, and StrategyQA, show that LiteStage achieves up to 1.70x speedup with less than 4.0% accuracy loss, outperforming prior training-free layer skipping methods.

Recently, parallel text generation has received widespread attention due to its success in generation efficiency. Although many advanced techniques are proposed to improve its generation quality, they still need the help of an autoregressive model for training to overcome the one-to-many multi-modal phenomenon in the dataset, limiting their applications. In this paper, we propose latent-GLAT, which employs the discrete latent variables to capture word categorical information and invoke an advanced curriculum learning technique, alleviating the multi-modality problem. Experiment results show that our method outperforms strong baselines without the help of an autoregressive model, which further broadens the application scenarios of the parallel decoding paradigm.

Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.

We present a new algorithm, Cross-Episodic Curriculum (CEC), to boost the learning efficiency and generalization of Transformer agents. Central to CEC is the placement of cross-episodic experiences into a Transformer's context, which forms the basis of a curriculum. By sequentially structuring online learning trials and mixed-quality demonstrations, CEC constructs curricula that encapsulate learning progression and proficiency increase across episodes. Such synergy combined with the potent pattern recognition capabilities of Transformer models delivers a powerful cross-episodic attention mechanism. The effectiveness of CEC is demonstrated under two representative scenarios: one involving multi-task reinforcement learning with discrete control, such as in DeepMind Lab, where the curriculum captures the learning progression in both individual and progressively complex settings; and the other involving imitation learning with mixed-quality data for continuous control, as seen in RoboMimic, where the curriculum captures the improvement in demonstrators' expertise. In all instances, policies resulting from CEC exhibit superior performance and strong generalization. Code is open-sourced at https://cec-agent.github.io/ to facilitate research on Transformer agent learning.

Recent video diffusion models have enhanced video editing, but it remains challenging to handle instructional editing and diverse tasks (e.g., adding, removing, changing) within a unified framework. In this paper, we introduce VEGGIE, a Video Editor with Grounded Generation from Instructions, a simple end-to-end framework that unifies video concept editing, grounding, and reasoning based on diverse user instructions. Specifically, given a video and text query, VEGGIE first utilizes an MLLM to interpret user intentions in instructions and ground them to the video contexts, generating frame-specific grounded task queries for pixel-space responses. A diffusion model then renders these plans and generates edited videos that align with user intent. To support diverse tasks and complex instructions, we employ a curriculum learning strategy: first aligning the MLLM and video diffusion model with large-scale instructional image editing data, followed by end-to-end fine-tuning on high-quality multitask video data. Additionally, we introduce a novel data synthesis pipeline to generate paired instructional video editing data for model training. It transforms static image data into diverse, high-quality video editing samples by leveraging Image-to-Video models to inject dynamics. VEGGIE shows strong performance in instructional video editing with different editing skills, outperforming the best instructional baseline as a versatile model, while other models struggle with multi-tasking. VEGGIE also excels in video object grounding and reasoning segmentation, where other baselines fail. We further reveal how the multiple tasks help each other and highlight promising applications like zero-shot multimodal instructional and in-context video editing.

Reinforcement learning (RL) has proven effective for fine-tuning large language models (LLMs), significantly enhancing their reasoning abilities in domains such as mathematics and code generation. A crucial factor influencing RL fine-tuning success is the training curriculum: the order in which training problems are presented. While random curricula serve as common baselines, they remain suboptimal; manually designed curricula often rely heavily on heuristics, and online filtering methods can be computationally prohibitive. To address these limitations, we propose Self-Evolving Curriculum (SEC), an automatic curriculum learning method that learns a curriculum policy concurrently with the RL fine-tuning process. Our approach formulates curriculum selection as a non-stationary Multi-Armed Bandit problem, treating each problem category (e.g., difficulty level or problem type) as an individual arm. We leverage the absolute advantage from policy gradient methods as a proxy measure for immediate learning gain. At each training step, the curriculum policy selects categories to maximize this reward signal and is updated using the TD(0) method. Across three distinct reasoning domains: planning, inductive reasoning, and mathematics, our experiments demonstrate that SEC significantly improves models' reasoning capabilities, enabling better generalization to harder, out-of-distribution test problems. Additionally, our approach achieves better skill balance when fine-tuning simultaneously on multiple reasoning domains. These findings highlight SEC as a promising strategy for RL fine-tuning of LLMs.

The recent advancements in large language models (LLMs) have revolutionized the field of natural language processing, progressively broadening their scope to multimodal perception and generation. However, effectively integrating listening capabilities into LLMs poses significant challenges, particularly with respect to generalizing across varied contexts and executing complex auditory tasks. In this work, we introduce WavLLM, a robust and adaptive speech large language model with dual encoders, and a prompt-aware LoRA weight adapter, optimized by a two-stage curriculum learning approach. Leveraging dual encoders, we decouple different types of speech information, utilizing a Whisper encoder to process the semantic content of speech, and a WavLM encoder to capture the unique characteristics of the speaker's identity. Within the curriculum learning framework, WavLLM first builds its foundational capabilities by optimizing on mixed elementary single tasks, followed by advanced multi-task training on more complex tasks such as combinations of the elementary tasks. To enhance the flexibility and adherence to different tasks and instructions, a prompt-aware LoRA weight adapter is introduced in the second advanced multi-task training stage. We validate the proposed model on universal speech benchmarks including tasks such as ASR, ST, SV, ER, and also apply it to specialized datasets like Gaokao English listening comprehension set for SQA, and speech Chain-of-Thought (CoT) evaluation set. Experiments demonstrate that the proposed model achieves state-of-the-art performance across a range of speech tasks on the same model size, exhibiting robust generalization capabilities in executing complex tasks using CoT approach. Furthermore, our model successfully completes Gaokao tasks without specialized training. The codes, models, audio, and Gaokao evaluation set can be accessed at aka.ms/wavllm.

We introduce EXAMS-V, a new challenging multi-discipline multimodal multilingual exam benchmark for evaluating vision language models. It consists of 20,932 multiple-choice questions across 20 school disciplines covering natural science, social science, and other miscellaneous studies, e.g., religion, fine arts, business, etc. EXAMS-V includes a variety of multimodal features such as text, images, tables, figures, diagrams, maps, scientific symbols, and equations. The questions come in 11 languages from 7 language families. Unlike existing benchmarks, EXAMS-V is uniquely curated by gathering school exam questions from various countries, with a variety of education systems. This distinctive approach calls for intricate reasoning across diverse languages and relies on region-specific knowledge. Solving the problems in the dataset requires advanced perception and joint reasoning over the text and the visual content of the image. Our evaluation results demonstrate that this is a challenging dataset, which is difficult even for advanced vision-text models such as GPT-4V and Gemini; this underscores the inherent complexity of the dataset and its significance as a future benchmark.

Our objective in this work is video-text retrieval - in particular a joint embedding that enables efficient text-to-video retrieval. The challenges in this area include the design of the visual architecture and the nature of the training data, in that the available large scale video-text training datasets, such as HowTo100M, are noisy and hence competitive performance is achieved only at scale through large amounts of compute. We address both these challenges in this paper. We propose an end-to-end trainable model that is designed to take advantage of both large-scale image and video captioning datasets. Our model is an adaptation and extension of the recent ViT and Timesformer architectures, and consists of attention in both space and time. The model is flexible and can be trained on both image and video text datasets, either independently or in conjunction. It is trained with a curriculum learning schedule that begins by treating images as 'frozen' snapshots of video, and then gradually learns to attend to increasing temporal context when trained on video datasets. We also provide a new video-text pretraining dataset WebVid-2M, comprised of over two million videos with weak captions scraped from the internet. Despite training on datasets that are an order of magnitude smaller, we show that this approach yields state-of-the-art results on standard downstream video-retrieval benchmarks including MSR-VTT, MSVD, DiDeMo and LSMDC.

Many students lack access to expert research mentorship. We ask whether an AI mentor can move undergraduates from an idea to a paper. We build METIS, a tool-augmented, stage-aware assistant with literature search, curated guidelines, methodology checks, and memory. We evaluate METIS against GPT-5 and Claude Sonnet 4.5 across six writing stages using LLM-as-a-judge pairwise preferences, student-persona rubrics, short multi-turn tutoring, and evidence/compliance checks. On 90 single-turn prompts, LLM judges preferred METIS to Claude Sonnet 4.5 in 71% and to GPT-5 in 54%. Student scores (clarity/actionability/constraint-fit; 90 prompts x 3 judges) are higher across stages. In multi-turn sessions (five scenarios/agent), METIS yields slightly higher final quality than GPT-5. Gains concentrate in document-grounded stages (D-F), consistent with stage-aware routing and groundings failure modes include premature tool routing, shallow grounding, and occasional stage misclassification.

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.

Multimodal foundation models that can holistically process text alongside images, video, audio, and other sensory modalities are increasingly used in a variety of real-world applications. However, it is challenging to characterize and study progress in multimodal foundation models, given the range of possible modeling decisions, tasks, and domains. In this paper, we introduce Holistic Evaluation of Multimodal Models (HEMM) to systematically evaluate the capabilities of multimodal foundation models across a set of 3 dimensions: basic skills, information flow, and real-world use cases. Basic multimodal skills are internal abilities required to solve problems, such as learning interactions across modalities, fine-grained alignment, multi-step reasoning, and the ability to handle external knowledge. Information flow studies how multimodal content changes during a task through querying, translation, editing, and fusion. Use cases span domain-specific challenges introduced in real-world multimedia, affective computing, natural sciences, healthcare, and human-computer interaction applications. Through comprehensive experiments across the 30 tasks in HEMM, we (1) identify key dataset dimensions (e.g., basic skills, information flows, and use cases) that pose challenges to today's models, and (2) distill performance trends regarding how different modeling dimensions (e.g., scale, pre-training data, multimodal alignment, pre-training, and instruction tuning objectives) influence performance. Our conclusions regarding challenging multimodal interactions, use cases, and tasks requiring reasoning and external knowledge, the benefits of data and model scale, and the impacts of instruction tuning yield actionable insights for future work in multimodal foundation models.

Curriculum learning (CL), motivated by the intuition that learning in increasing order of difficulty should ease generalization, is commonly adopted both in pre-training and post-training of large language models (LLMs). The intuition of CL is particularly compelling for compositional reasoning, where complex problems are built from elementary inference rules; however, the actual impact of CL on such tasks remains largely underexplored. We present a systematic empirical study of CL for post-training of LLMs, using synthetic arithmetic and logical benchmarks where difficulty is characterized by reasoning complexity rather than surface-level proxies. Surprisingly, across multiple model families and curriculum schedules, we find no robust advantage in difficulty-based sequencing over standard random sampling in either accuracy or response length. These findings persist across both supervised fine-tuning (SFT) and reinforcement learning (RL) methods. Our study suggests that, in the context of deductive reasoning, the specific ordering of training examples plays a negligible role in achieving compositional generalization, challenging the practical utility of curriculum-based post-training.

Multimodal multihop question answering is a complex task that requires reasoning over multiple sources of information, such as images and text, to answer questions. While there has been significant progress in visual question answering, the multihop setting remains unexplored due to the lack of high-quality datasets. Current methods focus on single-hop question answering or a single modality, which makes them unsuitable for real-world scenarios such as analyzing multimodal educational materials, summarizing lengthy academic articles, or interpreting scientific studies that combine charts, images, and text. To address this gap, we propose a novel methodology, introducing the first framework for creating a high-quality dataset that enables training models for multimodal multihop question answering. Our approach consists of a 5-stage pipeline that involves acquiring relevant multimodal documents from Wikipedia, synthetically generating high-level questions and answers, and validating them through rigorous criteria to ensure quality data. We evaluate our methodology by training models on our synthesized dataset and testing on two benchmarks, our results demonstrate that, with an equal sample size, models trained on our synthesized data outperform those trained on human-collected data by 1.9 in exact match (EM) on average. We believe our data synthesis method will serve as a strong foundation for training and evaluating multimodal multihop question answering models.

Despite impressive progress in areas like mathematical reasoning, large language models still face significant challenges in consistently solving complex problems. Drawing inspiration from key human learning strategies, we propose two novel strategies to enhance the capability of large language models to solve these complex problems. First, Adaptive Difficulty Curriculum Learning (ADCL) is a novel curriculum learning strategy that tackles the Difficulty Shift phenomenon (i.e., a model's perception of problem difficulty dynamically changes during training) by periodically re-estimating difficulty within upcoming data batches to maintain alignment with the model's evolving capabilities. Second, Expert-Guided Self-Reformulation (EGSR) is a novel reinforcement learning strategy that bridges the gap between imitation learning and pure exploration by guiding models to reformulate expert solutions within their own conceptual framework, rather than relying on direct imitation, fostering deeper understanding and knowledge assimilation. Extensive experiments on challenging mathematical reasoning benchmarks, using Qwen2.5-7B as the base model, demonstrate that these human-inspired strategies synergistically and significantly enhance performance. Notably, their combined application improves performance over the standard Zero-RL baseline by 10% on the AIME24 benchmark and 16.6% on AIME25.

To develop a reliable AI for psychological assessment, we introduce PsychEval, a multi-session, multi-therapy, and highly realistic benchmark designed to address three key challenges: 1) Can we train a highly realistic AI counselor? Realistic counseling is a longitudinal task requiring sustained memory and dynamic goal tracking. We propose a multi-session benchmark (spanning 6-10 sessions across three distinct stages) that demands critical capabilities such as memory continuity, adaptive reasoning, and longitudinal planning. The dataset is annotated with extensive professional skills, comprising over 677 meta-skills and 4577 atomic skills. 2) How to train a multi-therapy AI counselor? While existing models often focus on a single therapy, complex cases frequently require flexible strategies among various therapies. We construct a diverse dataset covering five therapeutic modalities (Psychodynamic, Behaviorism, CBT, Humanistic Existentialist, and Postmodernist) alongside an integrative therapy with a unified three-stage clinical framework across six core psychological topics. 3) How to systematically evaluate an AI counselor? We establish a holistic evaluation framework with 18 therapy-specific and therapy-shared metrics across Client-Level and Counselor-Level dimensions. To support this, we also construct over 2,000 diverse client profiles. Extensive experimental analysis fully validates the superior quality and clinical fidelity of our dataset. Crucially, PsychEval transcends static benchmarking to serve as a high-fidelity reinforcement learning environment that enables the self-evolutionary training of clinically responsible and adaptive AI counselors.

With rapid advances in generative artificial intelligence, the text-to-music synthesis task has emerged as a promising direction for music generation from scratch. However, finer-grained control over multi-track generation remains an open challenge. Existing models exhibit strong raw generation capability but lack the flexibility to compose separate tracks and combine them in a controllable manner, differing from typical workflows of human composers. To address this issue, we propose JEN-1 Composer, a unified framework to efficiently model marginal, conditional, and joint distributions over multi-track music via a single model. JEN-1 Composer framework exhibits the capacity to seamlessly incorporate any diffusion-based music generation system, e.g. Jen-1, enhancing its capacity for versatile multi-track music generation. We introduce a curriculum training strategy aimed at incrementally instructing the model in the transition from single-track generation to the flexible generation of multi-track combinations. During the inference, users have the ability to iteratively produce and choose music tracks that meet their preferences, subsequently creating an entire musical composition incrementally following the proposed Human-AI co-composition workflow. Quantitative and qualitative assessments demonstrate state-of-the-art performance in controllable and high-fidelity multi-track music synthesis. The proposed JEN-1 Composer represents a significant advance toward interactive AI-facilitated music creation and composition. Demos will be available at https://jenmusic.ai/audio-demos.

Multimodal LLMs are the natural evolution of LLMs, and enlarge their capabilities so as to work beyond the pure textual modality. As research is being carried out to design novel architectures and vision-and-language adapters, in this paper we concentrate on endowing such models with the capability of answering questions that require external knowledge. Our approach, termed Wiki-LLaVA, aims at integrating an external knowledge source of multimodal documents, which is accessed through a hierarchical retrieval pipeline. Relevant passages, using this approach, are retrieved from the external knowledge source and employed as additional context for the LLM, augmenting the effectiveness and precision of generated dialogues. We conduct extensive experiments on datasets tailored for visual question answering with external data and demonstrate the appropriateness of our approach.

Recently, reading comprehension models achieved near-human performance on large-scale datasets such as SQuAD, CoQA, MS Macro, RACE, etc. This is largely due to the release of pre-trained contextualized representations such as BERT and ELMo, which can be fine-tuned for the target task. Despite those advances and the creation of more challenging datasets, most of the work is still done for English. Here, we study the effectiveness of multilingual BERT fine-tuned on large-scale English datasets for reading comprehension (e.g., for RACE), and we apply it to Bulgarian multiple-choice reading comprehension. We propose a new dataset containing 2,221 questions from matriculation exams for twelfth grade in various subjects -history, biology, geography and philosophy-, and 412 additional questions from online quizzes in history. While the quiz authors gave no relevant context, we incorporate knowledge from Wikipedia, retrieving documents matching the combination of question + each answer option. Moreover, we experiment with different indexing and pre-training strategies. The evaluation results show accuracy of 42.23%, which is well above the baseline of 24.89%.

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.

Prompting-based large language models (LLMs) are surprisingly powerful at generating natural language reasoning steps or Chains-of-Thoughts (CoT) for multi-step question answering (QA). They struggle, however, when the necessary knowledge is either unavailable to the LLM or not up-to-date within its parameters. While using the question to retrieve relevant text from an external knowledge source helps LLMs, we observe that this one-step retrieve-and-read approach is insufficient for multi-step QA. Here, what to retrieve depends on what has already been derived, which in turn may depend on what was previously retrieved. To address this, we propose IRCoT, a new approach for multi-step QA that interleaves retrieval with steps (sentences) in a CoT, guiding the retrieval with CoT and in turn using retrieved results to improve CoT. Using IRCoT with GPT3 substantially improves retrieval (up to 21 points) as well as downstream QA (up to 15 points) on four datasets: HotpotQA, 2WikiMultihopQA, MuSiQue, and IIRC. We observe similar substantial gains in out-of-distribution (OOD) settings as well as with much smaller models such as Flan-T5-large without additional training. IRCoT reduces model hallucination, resulting in factually more accurate CoT reasoning. Code, data, and prompts are available at https://github.com/stonybrooknlp/ircot

Curriculum Learning is the presentation of samples to the machine learning model in a meaningful order instead of a random order. The main challenge of Curriculum Learning is determining how to rank these samples. The ranking of the samples is expressed by the scoring function. In this study, scoring functions were compared using data set features, using the model to be trained, and using another model and their ensemble versions. Experiments were performed for 4 images and 4 text datasets. No significant differences were found between scoring functions for text datasets, but significant improvements were obtained in scoring functions created using transfer learning compared to classical model training and other scoring functions for image datasets. It shows that different new scoring functions are waiting to be found for text classification tasks.

Large Language Models (LLMs) have shown strong in-context learning (ICL) abilities with a few demonstrations. However, one critical challenge is how to select demonstrations to elicit the full potential of LLMs. In this paper, we propose Curriculum Demonstration Selection (CDS), a novel demonstration selection method for ICL. Instead of merely using similarity, CDS additionally partitions samples by their complexity measurements. Following curriculum learning, CDS then selects demonstrations from easy to difficult. Thus the selected demonstrations cover a wide range of difficulty levels, enabling LLMs to learn from varied complexities within the training set. Experiments demonstrate that our CDS consistently outperforms baseline methods, achieving notable improvements across nine LLMs on three benchmarks. Moreover, CDS proves especially effective in enhancing LLM performance in solving challenging problems.

Knowledge-Based Visual Question Answering (KB-VQA) requires models to answer questions about an image by integrating external knowledge, posing significant challenges due to noisy retrieval and the structured, encyclopedic nature of the knowledge base. These characteristics create a distributional gap from pretrained multimodal large language models (MLLMs), making effective reasoning and domain adaptation difficult in the post-training stage. In this work, we propose Wiki-R1, a data-generation-based curriculum reinforcement learning framework that systematically incentivizes reasoning in MLLMs for KB-VQA. Wiki-R1 constructs a sequence of training distributions aligned with the model's evolving capability, bridging the gap from pretraining to the KB-VQA target distribution. We introduce controllable curriculum data generation, which manipulates the retriever to produce samples at desired difficulty levels, and a curriculum sampling strategy that selects informative samples likely to yield non-zero advantages during RL updates. Sample difficulty is estimated using observed rewards and propagated to unobserved samples to guide learning. Experiments on two KB-VQA benchmarks, Encyclopedic VQA and InfoSeek, demonstrate that Wiki-R1 achieves new state-of-the-art results, improving accuracy from 35.5\% to 37.1\% on Encyclopedic VQA and from 40.1\% to 44.1\% on InfoSeek. The project page is available at https://artanic30.github.io/project_pages/WikiR1/.

Large language models have recently made tremendous progress in a variety of aspects, e.g., cross-task generalization, instruction following. Comprehensively evaluating the capability of large language models in multiple tasks is of great importance. In this paper, we propose M3KE, a Massive Multi-Level Multi-Subject Knowledge Evaluation benchmark, which is developed to measure knowledge acquired by Chinese large language models by testing their multitask accuracy in zero- and few-shot settings. We have collected 20,477 questions from 71 tasks. Our selection covers all major levels of Chinese education system, ranging from the primary school to college, as well as a wide variety of subjects, including humanities, history, politics, law, education, psychology, science, technology, art and religion. All questions are multiple-choice questions with four options, hence guaranteeing a standardized and unified assessment process. We've assessed a number of state-of-the-art open-source Chinese large language models on the proposed benchmark. The size of these models varies from 335M to 130B parameters. Experiment results demonstrate that they perform significantly worse than GPT-3.5 that reaches an accuracy of ~ 48% on M3KE. The dataset is available at https://github.com/tjunlp-lab/M3KE.

We introduce Prompt Curriculum Learning (PCL), a lightweight reinforcement learning (RL) algorithm that selects intermediate-difficulty prompts using a learned value model to post-train language models. Since post-training LLMs via RL remains sensitive to batching and prompt selection strategies, we first conduct a series of systematic experiments where we (1) determine the optimal training batch size that balances generation efficiency and gradient quality and (2) establish the importance of focusing on prompts of intermediate difficulty for the policy. We build upon these results to design PCL, which identifies prompts of intermediate difficulty for the current policy in an on-policy manner by using a value model that is concurrently updated based on the current policy. By focusing on informative prompts that yield high effective ratios, PCL achieves either the highest performance or requires significantly less time to reach comparable performance to its counterparts. Compared to rollout-based filtering methods, PCL avoids costly rollouts and achieves 12.1times and 16.9times faster speed on identifying intermediate-difficulty prompts when training on MATH and DeepScaleR, respectively. We further demonstrate that our value model accurately predicts prompt difficulty and allows PCL to focus on progressively more challenging prompts during RL. Our results present a new methodology that delivers improved tradeoff between upper-bound performance and efficiency for reasoning-focused RL.

Multi-modal large language models(MLLMs) have achieved remarkable progress and demonstrated powerful knowledge comprehension and reasoning abilities. However, the mastery of domain-specific knowledge, which is essential for evaluating the intelligence of MLLMs, continues to be a challenge. Current multi-modal benchmarks for domain-specific knowledge concentrate on multiple-choice questions and are predominantly available in English, which imposes limitations on the comprehensiveness of the evaluation. To this end, we introduce CMMU, a novel benchmark for multi-modal and multi-type question understanding and reasoning in Chinese. CMMU consists of 3,603 questions in 7 subjects, covering knowledge from primary to high school. The questions can be categorized into 3 types: multiple-choice, multiple-response, and fill-in-the-blank, bringing greater challenges to MLLMs. In addition, we propose a rigorous evaluation strategy called ShiftCheck for assessing multiple-choice questions. The strategy aims to reduce position bias, minimize the influence of randomness on correctness, and perform a quantitative analysis of position bias. We evaluate seven open-source MLLMs along with GPT4-V, Gemini-Pro, and Qwen-VL-Plus. The results demonstrate that CMMU poses a significant challenge to the recent MLLMs.

Reasoning is central to a wide range of intellectual activities, and while the capabilities of large language models (LLMs) continue to advance, their performance in reasoning tasks remains limited. The processes and mechanisms underlying reasoning are not yet fully understood, but key elements include path exploration, selection of relevant knowledge, and multi-step inference. Problems are solved through the synthesis of these components. In this paper, we propose a benchmark that focuses on a specific aspect of reasoning ability: the direct evaluation of multi-step inference. To this end, we design a special reasoning task where multi-step inference is specifically focused by largely eliminating path exploration and implicit knowledge utilization. Our dataset comprises pairs of explicit instructions and corresponding questions, where the procedures necessary for solving the questions are entirely detailed within the instructions. This setup allows models to solve problems solely by following the provided directives. By constructing problems that require varying numbers of steps to solve and evaluating responses at each step, we enable a thorough assessment of state-of-the-art LLMs' ability to follow instructions. To ensure the robustness of our evaluation, we include multiple distinct tasks. Furthermore, by comparing accuracy across tasks, utilizing step-aware metrics, and applying separately defined measures of complexity, we conduct experiments that offer insights into the capabilities and limitations of LLMs in reasoning tasks. Our findings have significant implications for the development of LLMs and highlight areas for future research in advancing their reasoning abilities. Our dataset is available at https://huggingface.co/datasets/ifujisawa/procbench and code at https://github.com/ifujisawa/proc-bench.

Recent automatic curriculum learning algorithms, and in particular Teacher-Student algorithms, rely on the notion of learning progress, making the assumption that the good next tasks are the ones on which the learner is making the fastest progress or digress. In this work, we first propose a simpler and improved version of these algorithms. We then argue that the notion of learning progress itself has several shortcomings that lead to a low sample efficiency for the learner. We finally propose a new algorithm, based on the notion of mastering rate, that significantly outperforms learning progress-based algorithms.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

Large language models (LLMs) can perform remarkably complex tasks, yet the fine-grained details of how these capabilities emerge during pretraining remain poorly understood. Scaling laws on validation loss tell us how much a model improves with additional compute, but not what skills it acquires in which order. To remedy this, we propose the Implicit Curriculum Hypothesis: pretraining follows a compositional and predictable curriculum across models and data mixtures. We test this by designing a suite of simple, composable tasks spanning retrieval, morphological transformations, coreference, logical reasoning, and mathematics. Using these tasks, we track emergence points across four model families spanning sizes from 410M-13B parameters. We find that emergence orderings of when models reach fixed accuracy thresholds are strikingly consistent (ρ= .81 across 45 model pairs), and that composite tasks most often emerge after their component tasks. Furthermore, we find that this structure is encoded in model representations: tasks with similar function vector representations also tend to follow similar trajectories in training. By using the space of representations derived from our task set, we can effectively predict the training trajectories of simple held-out compositional tasks throughout the course of pretraining (R^2 = .68-.84 across models) without previously evaluating them. Together, these results suggest that pretraining is more structured than loss curves reveal: skills emerge in a compositional order that is consistent across models and readable from their internals.