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Jun 3

When Are Teacher Tokens Reliable? Position-Weighted On-Policy Self-Distillation for Reasoning

On-policy self-distillation (OPSD) trains a student on its own rollouts using a privileged teacher, but its standard objective weights all generated tokens equally, implicitly treating the privileged teacher target as equally reliable at every student-visited prefix. Existing entropy-based OPD methods relax this uniformity by modulating token-level supervision with teacher entropy, but high teacher entropy in reasoning has an ambiguous reliability meaning: it can reflect either non-viable uncertainty or benign solution diversity. To identify this phenomenon, we introduce a branch-viability diagnostic. Specifically, we record next-token alternatives from the privileged-answer teacher prompt, force each alternative after the student prompt plus its on-policy spine prefix, and test whether the resulting student-template continuation recovers the correct answer. On Qwen3-4B, we find that an oriented within-sequence position score is the strongest tested predictor of teacher-token reliability, reaching an area-under-ROC-curve (AUROC) of 0.83; local uncertainty scores are at most 0.57. Motivated by this trajectory-level structure, we propose Position-Weighted On-Policy Self-Distillation (PW-OPSD), which applies an increasing position weight while keeping the same student rollout, privileged teacher pass, and clipped forward-KL target as OPSD. In our comprehensive evaluations with different random seeds, the diagnostic-derived PW-OPSD improves AIME 2024 and AIME 2025 Avg@12 by +1.0 and +1.1 points, and a generalization evaluation on two larger-scale models from different families, DeepSeek-R1-Distill-Llama-8B and Olmo-3-7B-Think, also demonstrates consistent aggregate Avg@12 improvements. These results show that teacher-token reliability in reasoning distillation is trajectory-structured and can be utilized without additional teacher computation.

  • 5 authors
·
May 19

CREF: An LLM-based Conversational Software Repair Framework for Programming Tutors

Program repair techniques offer cost-saving benefits for debugging within software development and programming education scenarios. With the proven effectiveness of Large Language Models (LLMs) in code-related tasks, researchers have explored their potential for program repair. However, it is crucial to recognize that existing repair benchmarks may have influenced LLM training data, potentially causing data leakage. To evaluate LLMs' realistic repair capabilities, (1) we introduce an extensive, non-crawled benchmark, referred to as TutorCode, comprising 1,239 C++ defect codes and associated information such as tutor guidance, solution description, failing test cases, and the corrected code. Our work assesses the repair performance of 12 LLMs on TutorCode, measuring repair correctness (TOP-5 and AVG-5) and patch precision (RPSR). (2) We then provide a comprehensive investigation into which types of extra information can help LLMs improve their performance in repairing defects. Among these types, tutor guidance was found to be the most effective information in enhancing LLM repair capabilities. To fully harness LLMs' conversational capabilities and the benefits of augmented information, (3) we introduce a novel conversational semi-automatic repair framework CREF assisting human tutor. It demonstrates a remarkable AVG-5 improvement of 17.2%-24.6% compared to the baseline, achieving an impressive AVG-5 of 76.6% when utilizing GPT-4. These results highlight the potential for enhancing LLMs' repair capabilities through interactions with tutors and historical conversations involving incorrect responses. The successful application of CREF in a real-world educational setting demonstrates its effectiveness in reducing tutors' workload and improving students' learning experience, while also showcasing its promise for facilitating other software engineering tasks, such as code review.

  • 8 authors
·
Jun 19, 2024

ResRL: Boosting LLM Reasoning via Negative Sample Projection Residual Reinforcement Learning

Reinforcement Learning with Verifiable Rewards (RLVR) enhances reasoning of Large Language Models (LLMs) but usually exhibits limited generation diversity due to the over-incentivization of positive rewards. Although methods like Negative Sample Reinforcement (NSR) mitigate this issue by upweighting penalty from negative samples, they may suppress the semantic distributions shared between positive and negative responses. To boost reasoning ability without losing diversity, this paper proposes negative sample projection Residual Reinforcement Learning (ResRL) that decouples similar semantic distributions among positive and negative responses. We theoretically link Lazy Likelihood Displacement (LLD) to negative-positive head-gradient interference and derive a single-forward proxy that upper-bounds representation alignment to guide conservative advantage reweighting. ResRL then projects negative-token hidden representations onto an SVD-based low-rank positive subspace and uses projection residuals to modulate negative gradients, improving reasoning while preserving diversity and outperforming strong baselines on average across twelve benchmarks spanning Mathematics, Code, Agent Tasks, and Function Calling. Notably, ResRL surpasses NSR on mathematical reasoning by 9.4\% in Avg@16 and 7.0\% in Pass@128. Code is available at https://github.com/1229095296/ResRL.git.