Daily Papers

Few-step sampling reduces the cost of streaming video generation. Distribution Matching Distillation (DMD) supervises few-step generators with a separate fake-score network, which adds training memory and computation and must track the evolving generator. We extend APEX to streaming video by using condition shifting to estimate the velocity field of the generated distribution within the generator. The original text condition selects generation, while a shifted condition selects fake estimation using the same parameters. This removes the independent fake network while retaining S2-Avatar's frozen reference teacher, Self-Replay Forcing, and perceptual regularization. We evaluate APEX on 180-second videos using three backbone evaluations per block and a one-step spatial Refiner, with a 70-case human study and a 320-case StreamAV-Bench comparison. Compared with S2-Avatar, APEX achieves higher video instruction fulfillment on the Progressive track (3.856 versus 3.831) and higher visual aesthetics across both tracks (0.641898 versus 0.632606). Human raters favor APEX most strongly on instruction following, with +30.0% net preference, followed by consistency and video quality at +4.3% each. Motion quality favors S2-Avatar, audiovisual synchronization is predominantly tied, and usability is unchanged. Separate measurements under matched training settings show 4.4% lower peak allocated GPU memory per GPU and 9.2% shorter mean iteration time than DMD.

Where do learning signals come from when there is no ground truth in post-training? We propose turning exploration into supervision through Compute as Teacher (CaT), which converts the model's own exploration at inference-time into reference-free supervision by synthesizing a single reference from a group of parallel rollouts and then optimizing toward it. Concretely, the current policy produces a group of rollouts; a frozen anchor (the initial policy) reconciles omissions and contradictions to estimate a reference, turning extra inference-time compute into a teacher signal. We turn this into rewards in two regimes: (i) verifiable tasks use programmatic equivalence on final answers; (ii) non-verifiable tasks use self-proposed rubrics-binary, auditable criteria scored by an independent LLM judge, with reward given by the fraction satisfied. Unlike selection methods (best-of-N, majority, perplexity, or judge scores), synthesis may disagree with the majority and be correct even when all rollouts are wrong; performance scales with the number of rollouts. As a test-time procedure, CaT improves Gemma 3 4B, Qwen 3 4B, and Llama 3.1 8B (up to +27% on MATH-500; +12% on HealthBench). With reinforcement learning (CaT-RL), we obtain further gains (up to +33% and +30%), with the trained policy surpassing the initial teacher signal.

Long-horizon large language model (LLM) agents commonly retain their complete interaction history until compaction is triggered at a predefined threshold. We study Continuous Context Management (CCM), which performs compaction at every turn to prevent interaction history from accumulating in the active prompt. At each turn, a CCM agent emits an updated memory together with an environment action; its next prompt contains the original task, retained memory, and newest observation rather than the complete transcript. We first evaluate CCM without fine-tuning on TerminalBench-2 using Claude Sonnet 4.6, Claude Opus 4.6, GLM-5, and Kimi K3. CCM substantially reduces cumulative input usage and active-prompt size, although it lowers task success for most models while preserving performance for Kimi K3. We use GRPO with privileged full-history distillation to improve CCM in open-weight models. A frozen copy of the student's initial model scores each sampled student action under the complete history reconstructed from that student's rollout, providing dense action-token supervision without a separate teacher rollout or reference solution. On WebShop, this objective substantially improves CCM over GRPO at both evaluated model scales and surpasses full-history GRPO for Qwen3-4B-Instruct, though not for Qwen3-8B. On Endless Terminals, the augmented method provides a modest improvement over GRPO, with both CCM policies outperforming the untrained full-history baseline. These results demonstrate that CCM is a viable inference paradigm for agents operating with substantially reduced retained context and that its performance can be improved through reinforcement learning with privileged full-history distillation.

Recent large-scale ASR models already achieve strong Mandarin recognition accuracy and have some ability to recognize Chinese dialects. However, their dialect recognition accuracy is still limited in real-world speech. Direct dialect adaptation can lower dialect CER, but it may also raise Mandarin CER. We therefore study how to adapt a capable ASR model to improve multi-dialect recognition without degrading Mandarin recognition. We adopt an adaptation pipeline where continual pre-training (CPT) and dialect supervised fine-tuning (SFT) provide a strong foundation, and On-Policy Self-Distillation (OPSD) serves as the final refinement. OPSD addresses the train--test mismatch in autoregressive ASR by training the student model on its own decoded prefixes while a frozen teacher, conditioned on the reference transcript as privileged context, provides soft token-level targets. This replaces hard cross-entropy updates on dialect data with distillation, preserving Mandarin ability while refining dialect recognition. We instantiate the framework with Qwen3-ASR-1.7B and evaluate it on public and internal Mandarin and dialect test sets. Under matched refinement data and schedule, OPSD improves dialect recognition without raising Mandarin CER, whereas continued teacher-forced fine-tuning increases Mandarin CER. We will release the model weights and evaluation scripts.

On-policy distillation (OPD) can succeed with surprisingly few training questions, motivating a view of questions as carriers of distributional knowledge transfer. How can we assess whether a newly generated question is valuable for distillation, and learn to generate better questions---without access to its correct answer? We introduce Ask-to-Distill (\method), a framework that treats synthetic questions as distribution elicitors and optimizes the teacher supervision they expose along student-generated trajectories. A student-initialized synthesizer is optimized using a distributional surrogate for question value, computed from a frozen student--teacher pair without reference answers, correctness rewards, or per-candidate student updates. The reward combines teacher--student disagreement with teacher probability mass on the student's candidate support, together with length and diversity controls. The generated questions are filtered and deduplicated into a prompt-only bank for standard OPD. Across mathematical reasoning, code generation, and agentic tasks, our method improves average performance and teacher-gap recovery over unoptimized student-generated prompts and KL-filtered real questions, while matching or exceeding real-bank OPD in the evaluated settings. Signal analyses further show that optimized questions can elicit denser supervision and more total signal from shorter student responses, supporting elicited distributional supervision as an objective for synthetic distillation data. Our code, data and models are publicly available at https://github.com/GasolSun36/Ask_to_Distill.

On-policy self-distillation (OPSD) trains a model on its own rollouts and uses a frozen copy to provide dense token-level targets conditioned on a reference target. This works well for LLM reasoning, but a direct extension to multimodal large language models (MLLMs) can create a shortcut: the privileged target may guide tokens mainly based on the text reference target rather than the image. We propose ViGOS, a visually grounded OPSD framework for MLLM post-training. The student first writes a visual description and then reasons toward the final answer. For valid rollouts, an image-only perception teacher supervises the description, while a privileged reasoning teacher supervises the reasoning and final answer on the same student prefix. A reference teacher is used only for invalid rollouts to recover the output format. Across general vision-language, expert reasoning, visual math, spatial grounding, and visual-language-prior benchmarks, ViGOS keeps the main benefits of OPSD and improves image-grounded behavior in shortcut-prone settings.

On-policy distillation (OPD) trains a student model by having it generate trajectories, then matching its next-token predictions with an external teacher's next-token predictions. This provides dense, token-level supervision to the student. On-policy self-distillation (OPSD) eliminates the need for the external teacher. Specifically, a second frozen copy of the student model, now given the ground truth in its context, serves as the teacher. The student model only receives the problem and learns to mimic the privileged teacher model, while the teacher remains frozen throughout training. Previous work showed that freezing the teacher is useful for training stability, but we argue that this can prevent the teacher from incorporating the improvements learned by the student during training. Our primary contribution is to address this limitation with a recursive framework built around two complementary components. First, we let the privileged teacher co-evolve with the student so that revision learned in one round can guide the next, a process we refer to as Dynamic Co-Evolution (DCE). Second, because stronger revision can also make responses too verbose and self-critical, we additionally train on shorter, verified rewrites of the model's own on-policy responses. We call this complementary objective Self-Refined Concise Learning (SRCL). Overall, our comprehensive evaluations show that DCE+SRCL outperforms OPSD across multiple model scales and four competition-level mathematics benchmarks. Specifically, on Qwen3-8B, DCE+SRCL reaches 65.97% Average@12, outperforming OPSD by 35.62 percentage points while reducing mean output length by 7.80% relative to DCE alone.

When a large language model handles a multi-turn task and a user proposes a change but ultimately rejects it, the model should continue as if nothing changed. We find a surprising failure: merely mentioning a rejected change can derail task execution, even when the user's final intent remains unchanged. To systematically study language model behavior under evolving user intent, we introduce Intent-Eval, a controlled benchmark spanning tool actions, code, databases, and mathematics. Across diverse tasks, models are vulnerable to both rejected proposals and superseded requirements, consistent with mentioned-as-in-effect confusion: conversational content is treated as active requirements even after it has been rejected or replaced. Accuracy degradation can deepen or persist as interaction continues, highlighting the need to distinguish what has been mentioned from what remains in effect. Building on this insight, we propose Intent-OPSD, a decision-conditioned on-policy self-distillation framework with Teacher and Student initialized from the same model. The frozen Teacher provides active-intent supervision from the complete task matching the user's decision, training the Student on the full dialogue to follow active requirements reflecting user intent.

The platonic representation hypothesis suggests that sufficiently large models converge to a shared representation geometry, even across modalities. Motivated by this, we ask: Can the semantic knowledge of a language model efficiently improve a vision model? As an answer, we introduce TextTeacher, a simple auxiliary objective that injects text embeddings as additional information into image classification training. TextTeacher uses readily available image captions, a pre-trained and frozen text encoder, and a lightweight projection to produce semantic anchors that efficiently guide representations during training while leaving the inference-time model unchanged. On ImageNet with standard ViT backbones, TextTeacher improves accuracy by up to +2.7 percentage points (p.p.) and yields consistent transfer gains (on average +1.0 p.p.) under the same recipe and compute. It outperforms vision knowledge distillation, yielding more accuracy at a constant compute budget or similar accuracy, but 33% faster. Our analysis indicates that TextTeacher acts as a feature-space preconditioner, shaping deeper layers in the first stages of training, and aiding generalization by supplying complementary semantic cues. TextTeacher adds negligible overhead, requires no costly multimodal training of the target model and preserves the simplicity and latency of pure vision models. Project page with code and captions: https://nauen-it.de/publications/text-teacher

Pretrained transformers use little of their depth to follow references in context. Thirteen base models reliably follow only 1.4-3.6 lines, and extra pretrained loops add little. A task-trained rank-8 LoRA at one early layer extends this computation with all model weights frozen. Qwen3-8B improves from 15.5% to 99% exact accuracy on 24-line chains; a longer-trained LoRA reaches 50 lines. Ouro-1.4B reaches 60 lines after four loops and at least 160 after eight. The LoRA starts a relay: program lines pass on their chain identity through a short range of middle layers. Frozen heads read progressively further up the chain, and removing parent-line attention stops the relay. A frozen-model measurement locates the last useful intervention layer within tolerance in three of four held-out models. Task-specific LoRAs also improve MuSiQue. Default answers therefore understate the computation accessible through a tiny edit. Code and an interactive demo are available at https://lunamos.github.io/stop-thinking-too-early/

Industrial anomaly detection (IAD) requires identifying fine-grained deviations from normal visual patterns. Multimodal large language models (MLLMs) can improve recognition accuracy by comparing query images with references at inference time, but these benefits rely on additional retrieval and processing. We investigate whether the benefits of reference comparison can instead be internalized in the model parameters. Access to references during training allows a reference-aware teacher to supervise a query-only student. However, the teacher may favor plausible responses based on query cues or language priors rather than valid visual information. We propose ADOPD, a reference-privileged on-policy distillation framework. The teacher evaluates student-generated rollouts under matched and mismatched references. The matched-reference teacher-to-student log-ratio defines the token-level learning direction, specifying what the student should learn. The likelihood gap between the two reference views estimates reference-specific support and calibrates the sequence-level weight. ADOPD achieves 77.31% average accuracy on the MMAD benchmark under zero-shot inference, improving the Qwen3-VL-4B backbone by 6.14 points and outperforming its one-shot setting by 2.64 points. Experiments show that ADOPD learns a fine-grained anomaly inspection strategy from reference comparison. The project will be available at https://github.com/withTai/ADOPD.