Daily Papers

Universal multimodal embedding (UME) maps heterogeneous inputs into a shared retrieval space with a single model. Recent approaches improve UME by generating explicit chain-of-thought (CoT) rationales before extracting embeddings, enabling multimodal large language models to better infer complex query intent. However, explicit CoT incurs substantial inference overhead and can compress rich multimodal evidence into a narrow textual bottleneck. We propose PLUME, a latent reasoning framework that advances UME by replacing verbalized CoT with a short autoregressive rollout of continuous latent states. To support diverse multimodal queries, PLUME further introduces a semantic-anchor-guided transition adapter that steers latent rollout along different reasoning trajectories under the same fixed computation budget. To stabilize training, PLUME adopts a progressive explicit-to-latent curriculum that uses verbalized reasoning only as a temporary training scaffold and gradually transfers this behavior into hidden-state computation, eliminating explicit CoT at inference. On the 78-task MMEB-v2 benchmark, PLUME outperforms strong explicit-CoT UME baselines while reducing reasoning from hundreds of generated tokens to fewer than 10 latent steps, delivering over 30x faster inference. PLUME is especially well suited to retrieval settings where relevant evidence is dense, structurally complex, and difficult to organize through verbalized intermediate rationales, such as video and visual document retrieval. These results show that structured latent computation can preserve the benefits of intermediate reasoning without the overhead of explicit rationale generation, providing a stronger and more efficient paradigm for practical retrieval systems.

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.

Parallel thinking has emerged as a novel approach for enhancing the reasoning capabilities of large language models (LLMs) by exploring multiple reasoning paths concurrently. However, activating such capabilities through training remains challenging, as existing methods predominantly rely on supervised fine-tuning (SFT) over synthetic data, which encourages teacher-forced imitation rather than exploration and generalization. Different from them, we propose Parallel-R1, the first reinforcement learning (RL) framework that enables parallel thinking behaviors for complex real-world reasoning tasks. Our framework employs a progressive curriculum that explicitly addresses the cold-start problem in training parallel thinking with RL. We first use SFT on prompt-generated trajectories from easier tasks to instill the parallel thinking ability, then transition to RL to explore and generalize this skill on harder problems. Experiments on various math benchmarks, including MATH, AMC23, and AIME, show that Parallel-R1 successfully instills parallel thinking, leading to 8.4% accuracy improvements over the sequential thinking model trained directly on challenging tasks with RL. Further analysis reveals a clear shift in the model's thinking behavior: at an early stage, it uses parallel thinking as an exploration strategy, while in a later stage, it uses the same capability for multi-perspective verification. Most significantly, we validate parallel thinking as a mid-training exploration scaffold, where this temporary exploratory phase unlocks a higher performance ceiling after RL, yielding a 42.9% improvement over the baseline on AIME25. Our model, data, and code will be open-source at https://github.com/zhengkid/Parallel-R1.

The superior performance of modern deep networks usually comes with a costly training procedure. This paper presents a new curriculum learning approach for the efficient training of visual backbones (e.g., vision Transformers). Our work is inspired by the inherent learning dynamics of deep networks: we experimentally show that at an earlier training stage, the model mainly learns to recognize some 'easier-to-learn' discriminative patterns within each example, e.g., the lower-frequency components of images and the original information before data augmentation. Driven by this phenomenon, we propose a curriculum where the model always leverages all the training data at each epoch, while the curriculum starts with only exposing the 'easier-to-learn' patterns of each example, and introduces gradually more difficult patterns. To implement this idea, we 1) introduce a cropping operation in the Fourier spectrum of the inputs, which enables the model to learn from only the lower-frequency components efficiently, 2) demonstrate that exposing the features of original images amounts to adopting weaker data augmentation, and 3) integrate 1) and 2) and design a curriculum learning schedule with a greedy-search algorithm. The resulting approach, EfficientTrain, is simple, general, yet surprisingly effective. As an off-the-shelf method, it reduces the wall-time training cost of a wide variety of popular models (e.g., ResNet, ConvNeXt, DeiT, PVT, Swin, and CSWin) by >1.5x on ImageNet-1K/22K without sacrificing accuracy. It is also effective for self-supervised learning (e.g., MAE). Code is available at https://github.com/LeapLabTHU/EfficientTrain.

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.

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.

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.

Few-shot video action recognition is an effective approach to recognizing new categories with only a few labeled examples, thereby reducing the challenges associated with collecting and annotating large-scale video datasets. Existing methods in video action recognition rely on large labeled datasets from the same domain. However, this setup is not realistic as novel categories may come from different data domains that may have different spatial and temporal characteristics. This dissimilarity between the source and target domains can pose a significant challenge, rendering traditional few-shot action recognition techniques ineffective. To address this issue, in this work, we propose a novel cross-domain few-shot video action recognition method that leverages self-supervised learning and curriculum learning to balance the information from the source and target domains. To be particular, our method employs a masked autoencoder-based self-supervised training objective to learn from both source and target data in a self-supervised manner. Then a progressive curriculum balances learning the discriminative information from the source dataset with the generic information learned from the target domain. Initially, our curriculum utilizes supervised learning to learn class discriminative features from the source data. As the training progresses, we transition to learning target-domain-specific features. We propose a progressive curriculum to encourage the emergence of rich features in the target domain based on class discriminative supervised features in the source domain. %a schedule that helps with this transition. We evaluate our method on several challenging benchmark datasets and demonstrate that our approach outperforms existing cross-domain few-shot learning techniques. Our code is available at https://github.com/Sarinda251/CDFSL-V{https://github.com/Sarinda251/CDFSL-V}

While explicit Chain-of-Thought (CoT) equips Large Language Models (LLMs) with strong reasoning capabilities, it requires models to verbalize every intermediate step in text tokens, constraining the model thoughts to the discrete vocabulary space. Recently, reasoning in continuous latent space has emerged as a promising alternative, enabling more robust inference and flexible computation beyond discrete token constraints. However, current latent paradigms often suffer from feature collapse and instability, stemming from distribution mismatches when recurrently using hidden states as the input embeddings, or alignment issues when relying on assistant models. To address this, we propose Latent Thoughts Tuning (LT-Tuning), a framework that redefines how latent thoughts are constructed and deployed. Instead of relying solely on raw hidden states, our method introduces a Context-Prediction-Fusion mechanism that jointly leveraging contextual hidden states and predictive semantic guidance from the vocabulary embedding space. Combined with a progressive three-stage curriculum learning pipeline, LT-Tuning also enables dynamically switching between latent and explicit thinking modes. Experiments demonstrate that our method outperforms existing latent reasoning baselines, effectively mitigating feature collapse and achieving robust reasoning accuracy.

Background: Recursive reasoning models achieve strong performance through iterative refinement, allowing small networks to match large language models. However, training is computationally expensive, often requiring 36 GPU-hours for Sudoku extreme. Existing models use fixed recursion depth and uniform supervision weighting, leading to inefficient training. Objectives: We propose CGAR (Curriculum-Guided Adaptive Recursion), applying curriculum learning to architectural depth. CGAR introduces Progressive Depth Curriculum (PDC) to dynamically adjust recursion depth and Hierarchical Supervision Weighting (HSW) to apply exponentially decaying importance to supervision steps. Methods: PDC implements a three-stage schedule transitioning from shallow (2, 1) to full depth (6, 3) configurations, providing 41.4% FLOPs reduction. HSW applies exponential decay to supervision steps, achieving 40% gradient variance reduction and accelerated convergence. Results: On Sudoku-Extreme, CGAR achieves 1.71x training speedup (10.93 to 6.38 hours) with only a 0.63% accuracy drop (86.65% to 86.02%). PDC alone achieves 2.26x speedup with 85.47% accuracy, showing a Pareto improvement in efficiency and quality. HSW provides 1.61x speedup. CGAR-trained models show superior inference efficiency with 100% halting accuracy and 11% fewer reasoning steps. Conclusions: CGAR enables efficient training of recursive models on modest hardware. By treating depth as a scheduled parameter, it achieves substantial savings and prevents overfitting, making these models practical for neurosymbolic AI and program synthesis. https://github.com/Kaleemullahqasim/CGAR and huggingface.co/Kaleemullah/trm-cgar-sudoku.

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.

Recent advances in reinforcement learning (RL)-based post-training have led to notable improvements in large language models (LLMs), particularly in enhancing their reasoning capabilities to handle complex tasks. However, most existing methods treat the training data as a unified whole, overlooking the fact that modern LLM training often involves a mixture of data from diverse distributions-varying in both source and difficulty. This heterogeneity introduces a key challenge: how to adaptively schedule training across distributions to optimize learning efficiency. In this paper, we present a principled curriculum learning framework grounded in the notion of distribution-level learnability. Our core insight is that the magnitude of policy advantages reflects how much a model can still benefit from further training on a given distribution. Based on this, we propose a distribution-level curriculum learning framework for RL-based LLM post-training, which leverages the Upper Confidence Bound (UCB) principle to dynamically adjust sampling probabilities for different distrubutions. This approach prioritizes distributions with either high average advantage (exploitation) or low sample count (exploration), yielding an adaptive and theoretically grounded training schedule. We instantiate our curriculum learning framework with GRPO as the underlying RL algorithm and demonstrate its effectiveness on logic reasoning datasets with multiple difficulties and sources. Our experiments show that our framework significantly improves convergence speed and final performance, highlighting the value of distribution-aware curriculum strategies in LLM post-training. Code: https://github.com/ZhentingWang/DUMP.

The development of state-of-the-art large language models is commonly understood as a two-stage process involving pre-training and post-training. We point out the need for an additional intermediate stage called reinforcement mid-training with potential for strong performance gains. In this paper, we formally define the problem and identify three key challenges: (1) inefficient training due to excessive reasoning steps, (2) disregard of the imbalanced token entropy distribution, and (3) underutilization of token information. To address these challenges, we propose RMT, a framework for efficient, adaptive, and unified reinforcement mid-training with various innovative components. In particular, we first introduce a dynamic token budget mechanism that constrains unnecessary reasoning steps and mitigates model overthinking. Next, we design a curriculum-based adaptive sampling method that fosters a progressive learning trajectory from easy to hard tokens. Finally, we present a dual training strategy that combines reinforcement learning with next-token prediction, ensuring targeted learning on key tokens and full exploitation of all token information. Extensive experiments demonstrate the superiority of RMT over state-of-the-art methods, achieving up to +64.91% performance improvement with only 21% of the reasoning length in language modeling. We also show that checkpoints obtained after reinforcement mid-training can benefit the subsequent post-training, yielding up to +18.76% improvement in the mathematical domain.

Despite recent advances in multimodal reasoning, representing auxiliary geometric constructions remains a fundamental challenge for multimodal large language models (MLLMs). Such constructions are absent from the original diagram and must be introduced before theorems apply. Existing approaches predominantly rely on explicit construction paradigms, including text-based geometric specification, visual-token interleaving during reasoning, and tool-augmented geometric execution. However, these methods either fail to faithfully represent complex spatial relationships, incur representation mismatch between discrete symbols and continuous geometric structures, or rely on external capabilities that hinder end-to-end optimization. To address these limitations, we propose LatentGeo, a framework that learns continuous latent visual representations to internalize auxiliary geometric constructions without pixel-level rendering or external executors. We design a three-stage curriculum that progressively aligns and internalizes these latent representations through auxiliary visual supervision, followed by LaGDPO, a latent-aware reinforcement learning procedure that stabilizes latent representations during policy optimization while improving end-task correctness. To systematically evaluate construction-centric representation quality, we introduce GeoAux, a new benchmark targeting visually dependent geometry problems, and conduct experiments on GeoAux and MathVerse. Results show that LatentGeo achieves substantial gains on geometric reasoning tasks, particularly those requiring auxiliary constructions. Extensive analyses and ablation studies further validate the effectiveness of each component in our framework.

Reinforcement learning with verifiable rewards (RLVR) has demonstrated superior performance in enhancing the reasoning capability of large language models (LLMs). However, this accuracy-oriented learning paradigm often suffers from entropy collapse, which reduces policy exploration and limits reasoning capabilities. To address this challenge, we propose an efficient reinforcement learning framework that leverages entropy signals at both the semantic and token levels to improve reasoning. From the data perspective, we introduce semantic entropy-guided curriculum learning, organizing training data from low to high semantic entropy to guide progressive optimization from easier to more challenging tasks. For the algorithmic design, we adopt non-uniform token treatment by imposing KL regularization on low-entropy tokens that critically impact policy exploration and applying stronger constraints on high-covariance portions within these tokens. By jointly optimizing data organization and algorithmic design, our method effectively mitigates entropy collapse and enhances LLM reasoning. Experimental results across 6 benchmarks with 3 different parameter-scale base models demonstrate that our method outperforms other entropy-based approaches in improving reasoning.

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.

Multistep instructions, such as recipes and how-to guides, greatly benefit from visual aids, such as a series of images that accompany the instruction steps. While Large Language Models (LLMs) have become adept at generating coherent textual steps, Large Vision/Language Models (LVLMs) are less capable of generating accompanying image sequences. The most challenging aspect is that each generated image needs to adhere to the relevant textual step instruction, as well as be visually consistent with earlier images in the sequence. To address this problem, we propose an approach for generating consistent image sequences, which integrates a Latent Diffusion Model (LDM) with an LLM to transform the sequence into a caption to maintain the semantic coherence of the sequence. In addition, to maintain the visual coherence of the image sequence, we introduce a copy mechanism to initialise reverse diffusion processes with a latent vector iteration from a previously generated image from a relevant step. Both strategies will condition the reverse diffusion process on the sequence of instruction steps and tie the contents of the current image to previous instruction steps and corresponding images. Experiments show that the proposed approach is preferred by humans in 46.6% of the cases against 26.6% for the second best method. In addition, automatic metrics showed that the proposed method maintains semantic coherence and visual consistency across steps in both domains.

Reinforcement Learning (RL) algorithms are often known for sample inefficiency and difficult generalization. Recently, Unsupervised Environment Design (UED) emerged as a new paradigm for zero-shot generalization by simultaneously learning a task distribution and agent policies on the generated tasks. This is a non-stationary process where the task distribution evolves along with agent policies; creating an instability over time. While past works demonstrated the potential of such approaches, sampling effectively from the task space remains an open challenge, bottlenecking these approaches. To this end, we introduce CLUTR: a novel unsupervised curriculum learning algorithm that decouples task representation and curriculum learning into a two-stage optimization. It first trains a recurrent variational autoencoder on randomly generated tasks to learn a latent task manifold. Next, a teacher agent creates a curriculum by maximizing a minimax REGRET-based objective on a set of latent tasks sampled from this manifold. Using the fixed-pretrained task manifold, we show that CLUTR successfully overcomes the non-stationarity problem and improves stability. Our experimental results show CLUTR outperforms PAIRED, a principled and popular UED method, in the challenging CarRacing and navigation environments: achieving 10.6X and 45\% improvement in zero-shot generalization, respectively. CLUTR also performs comparably to the non-UED state-of-the-art for CarRacing, while requiring 500X fewer environment interactions.

Byte Language Models (BLMs) have emerged as a promising direction for scaling language models beyond tokenization. However, existing BLMs typically require training from scratch on trillions of bytes, making them prohibitively expensive. In this paper, we propose an efficient distillation recipe that converts existing token-trained LLMs into BLMs while retaining comparable capabilities. Our recipe follows a two-stage curriculum: (1) Progressive Knowledge Distillation, which aligns byte-level representations with the embeddings of the token-trained teacher model; and (2) Byte-Level Supervised Fine-Tuning, which enables end-to-end generation entirely in the byte space. We validate our approach across multiple model families, including Llama, Qwen, and OLMo, and demonstrate that the distilled BLMs retain most of the teacher models' performance using only approximately 125B bytes.

Multimodal reasoning aims to enhance the capabilities of MLLMs by incorporating intermediate reasoning steps before reaching the final answer. It has evolved from text-only reasoning to the integration of visual information, enabling the thought process to be conveyed through both images and text. Despite its effectiveness, current multimodal reasoning methods depend on explicit reasoning steps that require labor-intensive vision-text annotations and inherently introduce significant inference latency. To address these issues, we introduce multimodal latent reasoning with the advantages of multimodal representation, reduced annotation, and inference efficiency. To facilicate it, we propose Interleaved Vision-Text Latent Reasoning (IVT-LR), which injects both visual and textual information in the reasoning process within the latent space. Specifically, IVT-LR represents each reasoning step by combining two implicit parts: latent text (the hidden states from the previous step) and latent vision (a set of selected image embeddings). We further introduce a progressive multi-stage training strategy to enable MLLMs to perform the above multimodal latent reasoning steps. Experiments on M3CoT and ScienceQA demonstrate that our IVT-LR method achieves an average performance increase of 5.45% in accuracy, while simultaneously achieving a speed increase of over 5 times compared to existing approaches. Code available at https://github.com/FYYDCC/IVT-LR.

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

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.

Can a model learn to escape its own learning plateau? Reinforcement learning methods for finetuning large reasoning models stall on datasets with low initial success rates, and thus little training signal. We investigate a fundamental question: Can a pretrained LLM leverage latent knowledge to generate an automated curriculum for problems it cannot solve? To explore this, we design SOAR: A self-improvement framework designed to surface these pedagogical signals through meta-RL. A teacher copy of the model proposes synthetic problems for a student copy, and is rewarded with its improvement on a small subset of hard problems. Critically, SOAR grounds the curriculum in measured student progress rather than intrinsic proxy rewards. Our study on the hardest subsets of mathematical benchmarks (0/128 success) reveals three core findings. First, we show that it is possible to realize bi-level meta-RL that unlocks learning under sparse, binary rewards by sharpening a latent capacity of pretrained models to generate useful stepping stones. Second, grounded rewards outperform intrinsic reward schemes used in prior LLM self-play, reliably avoiding the instability and diversity collapse modes they typically exhibit. Third, analyzing the generated questions reveals that structural quality and well-posedness are more critical for learning progress than solution correctness. Our results suggest that the ability to generate useful stepping stones does not require the preexisting ability to actually solve the hard problems, paving a principled path to escape reasoning plateaus without additional curated data.

Diffusion-based generative models have emerged as powerful tools in the realm of generative modeling. Despite extensive research on denoising across various timesteps and noise levels, a conflict persists regarding the relative difficulties of the denoising tasks. While various studies argue that lower timesteps present more challenging tasks, others contend that higher timesteps are more difficult. To address this conflict, our study undertakes a comprehensive examination of task difficulties, focusing on convergence behavior and changes in relative entropy between consecutive probability distributions across timesteps. Our observational study reveals that denoising at earlier timesteps poses challenges characterized by slower convergence and higher relative entropy, indicating increased task difficulty at these lower timesteps. Building on these observations, we introduce an easy-to-hard learning scheme, drawing from curriculum learning, to enhance the training process of diffusion models. By organizing timesteps or noise levels into clusters and training models with ascending orders of difficulty, we facilitate an order-aware training regime, progressing from easier to harder denoising tasks, thereby deviating from the conventional approach of training diffusion models simultaneously across all timesteps. Our approach leads to improved performance and faster convergence by leveraging benefits of curriculum learning, while maintaining orthogonality with existing improvements in diffusion training techniques. We validate these advantages through comprehensive experiments in image generation tasks, including unconditional, class-conditional, and text-to-image generation.

Large language models excel at short-horizon reasoning tasks, but performance drops as reasoning horizon lengths increase. Existing approaches to combat this rely on inference-time scaffolding or costly step-level supervision, neither of which scales easily. In this work, we introduce a scalable method to bootstrap long-horizon reasoning capabilities using only existing, abundant short-horizon data. Our approach synthetically composes simple problems into complex, multi-step dependency chains of arbitrary length. We train models on this data using outcome-only rewards under a curriculum that automatically increases in complexity, allowing RL training to be scaled much further without saturating. Empirically, our method generalizes remarkably well: curriculum training on composed 6th-grade level math problems (GSM8K) boosts accuracy on longer, competition-level benchmarks (GSM-Symbolic, MATH-500, AIME) by up to 2.06x. It also transfers significantly to diverse out-of-distribution ReasoningGym domains and long-context benchmarks, indicating broader generalization. Importantly, our long-horizon improvements are significantly higher than baselines even at high pass@k, showing that models can learn new reasoning paths under RL. Theoretically, we show that curriculum RL with outcome rewards achieves an exponential improvement in sample complexity over full-horizon training, providing training signal comparable to dense supervision. h1 therefore introduces an efficient path towards scaling RL for long-horizon problems using only existing data.

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.

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.

Large Language Models (LLMs) have demonstrated impressive reasoning capabilities, especially when guided by explicit chain-of-thought (CoT) reasoning that verbalizes intermediate steps. While CoT improves both interpretability and accuracy, its dependence on natural language reasoning limits the model's expressive bandwidth. Latent reasoning tackles this bottleneck by performing multi-step inference entirely in the model's continuous hidden state, eliminating token-level supervision. To advance latent reasoning research, this survey provides a comprehensive overview of the emerging field of latent reasoning. We begin by examining the foundational role of neural network layers as the computational substrate for reasoning, highlighting how hierarchical representations support complex transformations. Next, we explore diverse latent reasoning methodologies, including activation-based recurrence, hidden state propagation, and fine-tuning strategies that compress or internalize explicit reasoning traces. Finally, we discuss advanced paradigms such as infinite-depth latent reasoning via masked diffusion models, which enable globally consistent and reversible reasoning processes. By unifying these perspectives, we aim to clarify the conceptual landscape of latent reasoning and chart future directions for research at the frontier of LLM cognition. An associated GitHub repository collecting the latest papers and repos is available at: https://github.com/multimodal-art-projection/LatentCoT-Horizon/.

Large Language Models (LLMs) excel in solving mathematical problems, yet their performance is often limited by the availability of high-quality, diverse training data. Existing methods focus on augmenting datasets through rephrasing or difficulty progression but overlook the specific failure modes of LLMs. This results in synthetic questions that the model can already solve, providing minimal performance gains. To address this, we propose WarriorMath, a defect-aware framework for mathematical problem solving that integrates both targeted data synthesis and progressive training. In the synthesis stage, we employ multiple expert LLMs in a collaborative process to generate, critique, and refine problems. Questions that base LLMs fail to solve are identified and iteratively improved through expert-level feedback, producing high-quality, defect-aware training data. In the training stage, we introduce a progressive learning framework that iteratively fine-tunes the model using increasingly challenging data tailored to its weaknesses. Experiments on six mathematical benchmarks show that WarriorMath outperforms strong baselines by 12.57% on average, setting a new state-of-the-art. Our results demonstrate the effectiveness of a defect-aware, multi-expert framework for improving mathematical ability.

Modern language models rely on static vocabularies, fixed before pretraining, in contrast to the adaptive vocabulary acquisition observed in human language learning. To bridge this gap, we introduce vocabulary curriculum learning, an approach that improves pretraining efficiency with log-linear scaling gains relative to vocabulary size. Our method alternates between entropy-guided vocabulary expansion and model optimization, enabling models to learn transferable representations across diverse tokenization granularities. This approach naturally gives rise to an optimal computation allocation pattern: longer tokens capture predictable content, while shorter tokens focus on more complex, harder-to-predict contexts. Experiments on small-scale GPT models demonstrate improved scaling efficiency, reinforcing the effectiveness of dynamic tokenization. We release our code to support further research and plan to extend our experiments to larger models and diverse domains.

Domain-specific large language models (LLMs), typically developed by fine-tuning a pre-trained general-purpose LLM on specialized datasets, represent a significant advancement in applied AI. A common strategy in LLM fine-tuning is curriculum learning, which pre-orders training samples based on metrics like difficulty to improve learning efficiency compared to a random sampling strategy. However, most existing methods for LLM fine-tuning rely on a static curriculum, designed prior to training, which lacks adaptability to the model's evolving needs during fine-tuning. To address this, we propose EDCO, a novel framework based on two key concepts: inference entropy and dynamic curriculum orchestration. Inspired by recent findings that maintaining high answer entropy benefits long-term reasoning gains, EDCO prioritizes samples with high inference entropy in a continuously adapted curriculum. EDCO integrates three core components: an efficient entropy estimator that uses prefix tokens to approximate full-sequence entropy, an entropy-based curriculum generator that selects data points with the highest inference entropy, and an LLM trainer that optimizes the model on the selected curriculum. Comprehensive experiments in communication, medicine and law domains, EDCO outperforms traditional curriculum strategies for fine-tuning Qwen3-4B and Llama3.2-3B models under supervised and reinforcement learning settings. Furthermore, the proposed efficient entropy estimation reduces computational time by 83.5% while maintaining high accuracy.

Reinforcement finetuning (RFT) has shown great potential for enhancing the mathematical reasoning capabilities of large language models (LLMs), but it is often sample- and compute-inefficient, requiring extensive training. In this work, we introduce AdaRFT (Adaptive Curriculum Reinforcement Finetuning), a method that significantly improves both the efficiency and final accuracy of RFT through adaptive curriculum learning. AdaRFT dynamically adjusts the difficulty of training problems based on the model's recent reward signals, ensuring that the model consistently trains on tasks that are challenging but solvable. This adaptive sampling strategy accelerates learning by maintaining an optimal difficulty range, avoiding wasted computation on problems that are too easy or too hard. AdaRFT requires only a lightweight extension to standard RFT algorithms like Proximal Policy Optimization (PPO), without modifying the reward function or model architecture. Experiments on competition-level math datasets-including AMC, AIME, and IMO-style problems-demonstrate that AdaRFT significantly improves both training efficiency and reasoning performance. We evaluate AdaRFT across multiple data distributions and model sizes, showing that it reduces the number of training steps by up to 2x and improves accuracy by a considerable margin, offering a more scalable and effective RFT framework.

Current multimodal latent reasoning often relies on external supervision (e.g., auxiliary images), ignoring intrinsic visual attention dynamics. In this work, we identify a critical Perception Gap in distillation: student models frequently mimic a teacher's textual output while attending to fundamentally divergent visual regions, effectively relying on language priors rather than grounded perception. To bridge this, we propose LaViT, a framework that aligns latent visual thoughts rather than static embeddings. LaViT compels the student to autoregressively reconstruct the teacher's visual semantics and attention trajectories prior to text generation, employing a curriculum sensory gating mechanism to prevent shortcut learning. Extensive experiments show that LaViT significantly enhances visual grounding, achieving up to +16.9% gains on complex reasoning tasks and enabling a compact 3B model to outperform larger open-source variants and proprietary models like GPT-4o.

Uniform-state discrete diffusion models hold the promise of fast text generation due to their inherent ability to self-correct. However, they are typically outperformed by autoregressive models and masked diffusion models. In this work, we narrow this performance gap by leveraging a key insight: Uniform-state diffusion processes naturally emerge from an underlying Gaussian diffusion. Our method, Duo, transfers powerful techniques from Gaussian diffusion to improve both training and sampling. First, we introduce a curriculum learning strategy guided by the Gaussian process, doubling training speed by reducing variance. Models trained with curriculum learning surpass autoregressive models in zero-shot perplexity on 3 of 7 benchmarks. Second, we present Discrete Consistency Distillation, which adapts consistency distillation from the continuous to the discrete setting. This algorithm unlocks few-step generation in diffusion language models by accelerating sampling by two orders of magnitude. We provide the code and model checkpoints on the project page: http://s-sahoo.github.io/duo

LLMs have fundamentally transformed dense retrieval, upgrading backbones from discriminative encoders to generative architectures. However, a critical disconnect remains: while LLMs possess strong reasoning capabilities, current retrievers predominantly utilize them as static encoders, leaving their potential for complex reasoning unexplored. To address this, existing approaches typically adopt rewrite-then-retrieve pipelines to generate explicit CoT rationales before retrieval. However, this incurs prohibitive latency. In this paper, we propose LaSER, a novel self-distillation framework that internalizes explicit reasoning into the latent space of dense retrievers. Operating on a shared LLM backbone, LaSER introduces a dual-view training mechanism: an Explicit view that explicitly encodes ground-truth reasoning paths, and a Latent view that performs implicit latent thinking. To bridge the gap between these views, we design a multi-grained alignment strategy. Beyond standard output alignment, we introduce a trajectory alignment mechanism that synchronizes the intermediate latent states of the latent path with the semantic progression of the explicit reasoning segments. This allows the retriever to think silently and effectively without autoregressive text generation. Extensive experiments on both in-domain and out-of-domain reasoning-intensive benchmarks demonstrate that LaSER significantly outperforms state-of-the-art baselines. Furthermore, analyses across diverse backbones and model scales validate the robustness of our approach, confirming that our unified learning framework is essential for eliciting effective latent thinking. Our method successfully combines the reasoning depth of explicit CoT pipelines with the inference efficiency of standard dense retrievers.

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.

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/.

While modern visual generation models excel at creating aesthetically pleasing natural images, they struggle with producing or editing structured visuals like charts, diagrams, and mathematical figures, which demand composition planning, text rendering, and multimodal reasoning for factual fidelity. To address this, we present the first comprehensive, systematic investigation of this domain, encompassing data construction, model training, and an evaluation benchmark. First, we construct a large-scale dataset of 1.3 million high-quality structured image pairs derived from executable drawing programs and augmented with chain-of-thought reasoning annotations. Building on it, we train a unified model that integrates a VLM with FLUX.1 Kontext via a lightweight connector for enhanced multimodal understanding. A three-stage training curriculum enables progressive feature alignment, knowledge infusion, and reasoning-augmented generation, further boosted by an external reasoner at inference time. Finally, we introduce StructBench, a novel benchmark for generation and editing with over 1,700 challenging instances, and an accompanying evaluation metric, StructScore, which employs a multi-round Q\&A protocol to assess fine-grained factual accuracy. Evaluations of 15 models reveal that even leading closed-source systems remain far from satisfactory. Our model attains strong editing performance, and inference-time reasoning yields consistent gains across diverse architectures. By releasing the dataset, model, and benchmark, we aim to advance unified multimodal foundations for structured visuals.

Large language models (LLMs), when guided by explicit textual plans, can perform reliable step-by-step reasoning during problem-solving. However, generating accurate and effective textual plans remains challenging due to LLM hallucinations and the high diversity of task-specific questions. To address this, we draw inspiration from human Implicit Cognition (IC), the subconscious process by which decisions are guided by compact, generalized patterns learned from past experiences without requiring explicit verbalization. We propose iCLP, a novel framework that enables LLMs to adaptively generate latent plans (LPs), which are compact encodings of effective reasoning instructions. iCLP first distills explicit plans from existing step-by-step reasoning trajectories. It then learns discrete representations of these plans via a vector-quantized autoencoder coupled with a codebook. Finally, by fine-tuning LLMs on paired latent plans and corresponding reasoning steps, the models learn to perform implicit planning during reasoning. Experimental results on mathematical reasoning and code generation tasks demonstrate that, with iCLP, LLMs can plan in latent space while reasoning in language space. This approach yields significant improvements in both accuracy and efficiency and, crucially, demonstrates strong cross-domain generalization while preserving the interpretability of chain-of-thought reasoning.

Directly learning from examples of random difficulty levels is often challenging for both humans and machine learning models. A more effective strategy involves exposing learners to examples in a progressive order, from easy to difficult. Curriculum Learning (CL) has been proposed to implement this strategy in machine learning model training. However, two key challenges persist in CL framework design: defining the difficulty of training data and determining the appropriate amount of data to input at each training step. This paper presents a Psychology-based Unified Dynamic Framework for Curriculum Learning (PUDF), drawing inspiration from psychometrics. We quantify the difficulty of training data by applying Item Response Theory (IRT) to responses from Artificial Crowds (AC). This theory-driven IRT-AC approach leads to global (i.e., model-independent) and interpretable difficulty values. Leveraging IRT, we propose a Dynamic Data Selection via Model Ability Estimation (DDS-MAE) strategy to schedule the appropriate amount of data during model training. Since our difficulty labeling and model ability estimation are based on a consistent theory, namely IRT, their values are comparable within the same scope, potentially leading to a faster convergence compared to the other CL methods. Experimental results demonstrate that fine-tuning pre-trained language models with PUDF enhances their performance on the GLUE benchmark. Moreover, PUDF surpasses other state-of-the-art (SOTA) CL methods on the GLUE benchmark. We further explore the components of PUDF, namely the difficulty measurer (IRT-AC) and the training scheduler (DDS-MAE) qualitatively and quantitatively. Lastly, we conduct an ablation study to clarify which components of PUDF contribute to faster convergence and higher accuracy.

Direct Preference Optimization (DPO) has been proposed as an effective and efficient alternative to reinforcement learning from human feedback (RLHF). In this paper, we propose a novel and enhanced version of DPO based on curriculum learning for text-to-image generation. Our method is divided into two training stages. First, a ranking of the examples generated for each prompt is obtained by employing a reward model. Then, increasingly difficult pairs of examples are sampled and provided to a text-to-image generative (diffusion or consistency) model. Generated samples that are far apart in the ranking are considered to form easy pairs, while those that are close in the ranking form hard pairs. In other words, we use the rank difference between samples as a measure of difficulty. The sampled pairs are split into batches according to their difficulty levels, which are gradually used to train the generative model. Our approach, Curriculum DPO, is compared against state-of-the-art fine-tuning approaches on nine benchmarks, outperforming the competing methods in terms of text alignment, aesthetics and human preference. Our code is available at https://github.com/CroitoruAlin/Curriculum-DPO.

Long chain-of-thought~(CoT) has become a dominant paradigm for enhancing the reasoning capability of large reasoning models~(LRMs); however, the performance gains often come with a substantial increase in reasoning budget. Recent studies show that existing CoT paradigms tend to induce systematic overthinking, unnecessarily coupling reasoning capability with reasoning cost. Most prior approaches reduce token usage through post hoc techniques such as token compression, truncation, or length penalties, without explicitly addressing the core mechanisms of reasoning. We propose Draft-Thinking, which guides models to first learn a concise draft-style reasoning structure that retains only the critical reasoning steps. Through a progressive curriculum learning, the model stably internalizes this efficient reasoning pattern as its capability scales. Moreover, Draft-Thinking introduces adaptive prompting, which elevates reasoning depth to a flexible, model-selectable behavior. Extensive experiments demonstrate that Draft-Thinking substantially reduces reasoning budget while largely preserving reasoning performance; for example, on MATH500, it achieves an 82.6\% reduction in reasoning budget at the cost of only a 2.6\% performance drop.

Fill-in-the-Middle (FIM) models play a vital role in code completion tasks, leveraging both prefix and suffix context to provide more accurate and contextually relevant suggestions. This paper presents approaches to improve FIM code completion while addressing the challenge of maintaining low latency for real-time coding assistance. We enhance FIM code completion by incorporating context and curriculum examples in the training process. We identify patterns where completion suggestions fail more frequently, revealing complexities that smaller language models struggle with. To address these challenges, we develop a curriculum dataset by extracting hard-to-complete patterns from code repositories and generate context examples using semantic and static analysis tools (e.g. TSC compiler). We fine-tune various sized models, including StarCoder and DeepSeek, on this enhanced dataset. Our evaluation encompasses three key dimensions: the Santa Coder FIM task, the Amazon CCEval benchmark, and a new Multi-Line Infilling evaluation benchmark derived from SWE-bench. Comprehensive ablation studies across multiple model sizes reveal that while all fine-tuned models show improvements, the performance gains are more pronounced for smaller parameter models and incorporating difficult-to-complete examples, as part of curriculum learning, improves the code completion performance. This finding is particularly significant given the latency constraints of code completion tasks. While larger models like GPT and Claude perform well in multi-line completions but are prohibitively challenging to use given high latency, and our fine-tuned models achieve a balance between performance and latency. Finally, we validate our approach through online A/B testing, demonstrating tangible improvements in Completion Acceptance Rate (CAR) and Completion Persistence Rate (CPR), with zero latency impact.

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 describe our team's contribution to the STRICT-SMALL track of the BabyLM Challenge. The challenge requires training a language model from scratch using only a relatively small training dataset of ten million words. We experiment with three variants of cognitively-motivated curriculum learning and analyze their effect on the performance of the model on linguistic evaluation tasks. In the vocabulary curriculum, we analyze methods for constraining the vocabulary in the early stages of training to simulate cognitively more plausible learning curves. In the data curriculum experiments, we vary the order of the training instances based on i) infant-inspired expectations and ii) the learning behavior of the model. In the objective curriculum, we explore different variations of combining the conventional masked language modeling task with a more coarse-grained word class prediction task to reinforce linguistic generalization capabilities. Our results did not yield consistent improvements over our own non-curriculum learning baseline across a range of linguistic benchmarks; however, we do find marginal gains on select tasks. Our analysis highlights key takeaways for specific combinations of tasks and settings which benefit from our proposed curricula. We moreover determine that careful selection of model architecture, and training hyper-parameters yield substantial improvements over the default baselines provided by the BabyLM challenge.

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.

Due to the scarcity of high-quality data, large language models (LLMs) are often trained on mixtures of data with varying quality levels, even after sophisticated data curation. A natural approach to better leverage high-quality data is curriculum-based pretraining, where the model is trained on data sorted in ascending order of quality as determined by a quality metric. However, prior studies have reported limited improvements from such curriculum-based pretraining strategies. This work identifies a critical factor constraining these methods: the incompatibility between the ascending data quality order and the decaying learning rate (LR) schedule. We find that while curriculum-based training substantially outperforms random shuffling when using a constant LR, its advantage diminishes under standard LR decay schedules. Our experiments show this incompatibility can be mitigated by two simple strategies: (1) employing a more moderate LR decay schedule, where the final LR is only moderately smaller than the peak LR, and (2) replacing LR decay with model averaging, i.e., computing a weighted average of the final few checkpoints. By combining these strategies, we improve the average score on a suite of standard benchmarks by 1.64% over random shuffling, without additional data refinement. Validated on 1.5B-parameter models trained over 30B tokens with various data-quality metrics, our findings call for a re-evaluation of curriculum-based LLM pretraining and underscore the potential of co-designing data curricula with optimization methods.

Large Language Models (LLMs) excel at multi-step reasoning problems with explicit chain-of-thought (CoT), but verbose traces incur significant computational costs and memory overhead, and often carry redundant, stylistic artifacts. Latent reasoning has emerged as an efficient alternative that internalizes the thought process, but it suffers from a critical lack of supervision, limiting its effectiveness on complex, natural-language reasoning traces. In this work, we propose KaVa, the first framework that bridges this gap by distilling knowledge directly from a compressed KV-cache of the teacher into a latent-reasoning student via self-distillation, leveraging the representational flexibility of continuous latent tokens to align stepwise KV trajectories. We show that the abstract, unstructured knowledge within compressed KV-cache, which lacks direct token correspondence, can serve as a rich supervisory signal for a latent reasoning student. Empirically, the approach consistently outperforms strong latent baselines, exhibits markedly smaller degradation from equation-only to natural-language traces, and scales to larger backbones while preserving efficiency. These results establish compressed KV-cache distillation as a scalable supervision signal for latent reasoning, combining the accuracy of CoT-trained teachers with the efficiency and deployability of latent inference.

Multimodal embedding models aim to yield informative unified representations that empower diverse cross-modal tasks. Despite promising developments in the evolution from CLIP-based dual-tower architectures to large vision-language models, prior works still face unavoidable challenges in real-world applications and business scenarios, such as the limited modality support, unstable training mechanisms, and industrial domain gaps. In this work, we introduce SAIL-Embedding, an omni-modal embedding foundation model that addresses these issues through tailored training strategies and architectural design. In the optimization procedure, we propose a multi-stage training scheme to boost the multifaceted effectiveness of representation learning. Specifically, the content-aware progressive training aims to enhance the model's adaptability to diverse downstream tasks and master enriched cross-modal proficiency. The collaboration-aware recommendation enhancement training further adapts multimodal representations for recommendation scenarios by distilling knowledge from sequence-to-item and ID-to-item embeddings while mining user historical interests. Concurrently, we develop the stochastic specialization and dataset-driven pattern matching to strengthen model training flexibility and generalizability. Experimental results show that SAIL-Embedding achieves SOTA performance compared to other methods in different retrieval tasks. In online experiments across various real-world scenarios integrated with our model, we observe a significant increase in Lifetime (LT), which is a crucial indicator for the recommendation experience. For instance, the model delivers the 7-day LT gain of +0.158% and the 14-day LT gain of +0.144% in the Douyin-Selected scenario. For the Douyin feed rank model, the match features produced by SAIL-Embedding yield a +0.08% AUC gain.

While state-of-the-art vision-language models (VLMs) have demonstrated remarkable capabilities in complex visual-text tasks, their success heavily relies on massive model scaling, limiting their practical deployment. Small-scale VLMs offer a more practical alternative but face significant challenges when trained with traditional supervised fine-tuning (SFT), particularly in two aspects: out-of-domain (OOD) generalization and reasoning abilities, which significantly lags behind the contemporary Large language models (LLMs). To address these challenges, we propose Curriculum Reinforcement Finetuning (Curr-ReFT), a novel post-training paradigm specifically designed for small-scale VLMs. Inspired by the success of reinforcement learning in LLMs, Curr-ReFT comprises two sequential stages: (1) Curriculum Reinforcement Learning, which ensures steady progression of model capabilities through difficulty-aware reward design, transitioning from basic visual perception to complex reasoning tasks; and (2) Rejected Sampling-based Self-improvement, which maintains the fundamental capabilities of VLMs through selective learning from high-quality multimodal and language examples. Extensive experiments demonstrate that models trained with Curr-ReFT paradigm achieve state-of-the-art performance across various visual tasks in both in-domain and out-of-domain settings. Moreover, our Curr-ReFT enhanced 3B model matches the performance of 32B-parameter models, demonstrating that efficient training paradigms can effectively bridge the gap between small and large models.

Text-to-image (T2I) generation has achieved remarkable progress, yet existing methods often lack the ability to dynamically reason and refine during generation--a hallmark of human creativity. Current reasoning-augmented paradigms most rely on explicit thought processes, where intermediate reasoning is decoded into discrete text at fixed steps with frequent image decoding and re-encoding, leading to inefficiencies, information loss, and cognitive mismatches. To bridge this gap, we introduce LatentMorph, a novel framework that seamlessly integrates implicit latent reasoning into the T2I generation process. At its core, LatentMorph introduces four lightweight components: (i) a condenser for summarizing intermediate generation states into compact visual memory, (ii) a translator for converting latent thoughts into actionable guidance, (iii) a shaper for dynamically steering next image token predictions, and (iv) an RL-trained invoker for adaptively determining when to invoke reasoning. By performing reasoning entirely in continuous latent spaces, LatentMorph avoids the bottlenecks of explicit reasoning and enables more adaptive self-refinement. Extensive experiments demonstrate that LatentMorph (I) enhances the base model Janus-Pro by 16% on GenEval and 25% on T2I-CompBench; (II) outperforms explicit paradigms (e.g., TwiG) by 15% and 11% on abstract reasoning tasks like WISE and IPV-Txt, (III) while reducing inference time by 44% and token consumption by 51%; and (IV) exhibits 71% cognitive alignment with human intuition on reasoning invocation.

Recent work on enhancing the reasoning abilities of large language models (LLMs) has introduced explicit length control as a means of constraining computational cost while preserving accuracy. However, existing approaches rely on fixed-length training budgets, which do not take advantage of the natural progression from exploration to compression during learning. In this work, we propose a curriculum learning strategy for length-controlled reasoning using Group Relative Policy Optimization (GRPO). Our method starts with generous token budgets and gradually tightens them over training, encouraging models to first discover effective solution strategies and then distill them into more concise reasoning traces. We augment GRPO with a reward function that balances three signals: task correctness (via verifier feedback), length efficiency, and formatting adherence (via structural tags). Experiments on GSM8K, MATH500, SVAMP, College Math, and GSM+ demonstrate that curriculum-based training consistently outperforms fixed-budget baselines at the same final budget, achieving higher accuracy and significantly improved token efficiency. We further ablate the impact of reward weighting and decay schedule design, showing that progressive constraint serves as a powerful inductive bias for training efficient reasoning models. Our code and checkpoints are released at: https://github.com/hammoudhasan/curriculum_grpo.

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.

Large-scale vision-language models (VLMs) have recently achieved remarkable multimodal understanding, but their massive size makes them impractical for deployment on mobile or edge devices. This raises the need for compact yet capable VLMs that can efficiently learn from powerful large teachers. However, distilling knowledge from a large teacher to a small student remains challenging due to their large size gap: the student often fails to reproduce the teacher's complex, high-dimensional representations, leading to unstable learning and degraded performance. To address this, we propose Masters (Masking Teacher and Reinforcing Student), a mask-progressive reinforcement learning (RL) distillation framework. Masters first masks non-dominant weights of the teacher to reduce unnecessary complexity, then progressively restores the teacher by gradually increasing its capacity during training. This strategy allows the student to learn richer representations from the teacher in a smooth and stable manner. To further refine knowledge transfer, Masters integrates an offline RL stage with two complementary rewards: an accuracy reward that measures the correctness of the generated responses, and a distillation reward that quantifies the ease of transferring responses from teacher to student. Unlike online think-answer RL paradigms that are computationally expensive and generate lengthy responses, our offline RL leverages pre-generated responses from masked teachers. These provide rich yet efficient guidance, enabling students to achieve strong performance without requiring the think-answer process.

Probabilistic Circuits (PCs) are a general and unified computational framework for tractable probabilistic models that support efficient computation of various inference tasks (e.g., computing marginal probabilities). Towards enabling such reasoning capabilities in complex real-world tasks, Liu et al. (2022) propose to distill knowledge (through latent variable assignments) from less tractable but more expressive deep generative models. However, it is still unclear what factors make this distillation work well. In this paper, we theoretically and empirically discover that the performance of a PC can exceed that of its teacher model. Therefore, instead of performing distillation from the most expressive deep generative model, we study what properties the teacher model and the PC should have in order to achieve good distillation performance. This leads to a generic algorithmic improvement as well as other data-type-specific ones over the existing latent variable distillation pipeline. Empirically, we outperform SoTA TPMs by a large margin on challenging image modeling benchmarks. In particular, on ImageNet32, PCs achieve 4.06 bits-per-dimension, which is only 0.34 behind variational diffusion models (Kingma et al., 2021).

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

Autoregressive decoding in Large Language Models (LLMs) is inherently sequential, creating a latency bottleneck that scales linearly with output length. While ``Decomposition-and-Fill'' methods like Skeleton-of-Thought attempt to parallelize generation via external orchestration, they suffer from coherence drift due to the lack of cross-stream communication. In this work, we introduce the Parallel Decoder Transformer (PDT), a parameter-efficient architecture that embeds coordination primitives directly into the inference process of a frozen pre-trained model. Instead of retraining the base model, PDT injects lightweight Speculative Note Conditioning (SNC) adapters that allow parallel decoding streams to synchronize via a shared, dynamic latent space. We formulate coordination as a speculative consensus problem, where sibling streams broadcast semantic ``notes'' to a global bus, gated by a learned verification head. We validate our approach on a 50,000-step curriculum using a frozen 20B-parameter backbone. Our results demonstrate that PDT achieves effective self-correction, reaching 77.8\% precision in coverage prediction and recovering approximate serial semantics without modifying the trunk weights. This establishes PDT as a scalable, efficient alternative to full model fine-tuning for structured parallel generation.

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.

The ability of large language models (LLMs) to follow instructions is crucial to real-world applications. Despite recent advances, several studies have highlighted that LLMs struggle when faced with challenging instructions, especially those that include complex constraints, hindering their effectiveness in various tasks. To address this challenge, we introduce Conifer, a novel instruction tuning dataset, designed to enhance LLMs to follow multi-level instructions with complex constraints. Utilizing GPT-4, we curate the dataset by a series of LLM-driven refinement processes to ensure high quality. We also propose a progressive learning scheme that emphasizes an easy-to-hard progression, and learning from process feedback. Models trained with Conifer exhibit remarkable improvements in instruction-following abilities, especially for instructions with complex constraints. On several instruction-following benchmarks, our 7B model outperforms the state-of-the-art open-source 7B models, even exceeds the performance of models 10 times larger on certain metrics. All the code and Conifer dataset are available at https://www.github.com/ConiferLM/Conifer.

Large language models (LLMs) demonstrate strong reasoning abilities with chain-of-thought prompting, but explicit reasoning introduces substantial computational overhead. Recent work on latent reasoning reduces this cost by reasoning in latent space without explicit supervision, but performance drops significantly. Our preliminary experiments suggest that this degradation stems from the unstructured latent space, which makes fitting latent tokens difficult. To address this, we restrict the latent space to the column space of the LLM vocabulary, treating latent reasoning as a superposition over vocabulary probabilities. Once latent reasoning concludes, it collapses into an eigenstate of explicit reasoning to yield the final answer. Based on this idea, we propose Latent-SFT, a two-stage learning framework. In the first stage, we design two specialized attention masks to guide the Latent Token Encoder in generating latent tokens, allowing the LLM to produce the correct answer conditioned on them. In the second stage, the Latent Token Encoder is discarded, and the LLM is directly trained to generate these latent tokens autonomously for latent reasoning, optimized with KL and CE losses. Latent-SFT sets a new state of the art on GSM8k, matching explicit SFT performance while cutting reasoning chains by up to 4 times and outperforming prior latent methods. On Math500 and AIME24, lexical probability-based latent reasoning also clearly surpasses hidden-state-based approaches. Our metrics of effective compression rate and effective global parallelism further show that latent reasoning is both the compression of a single path and the superposition of multiple paths.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

Conventional Vision Transformer simplifies visual modeling by standardizing input resolutions, often disregarding the variability of natural visual data and compromising spatial-contextual fidelity. While preliminary explorations have superficially investigated native resolution modeling, existing approaches still lack systematic analysis from a visual representation perspective. To bridge this gap, we introduce UniViTAR, a family of homogeneous vision foundation models tailored for unified visual modality and native resolution scenario in the era of multimodal. Our framework first conducts architectural upgrades to the vanilla paradigm by integrating multiple advanced components. Building upon these improvements, a progressive training paradigm is introduced, which strategically combines two core mechanisms: (1) resolution curriculum learning, transitioning from fixed-resolution pretraining to native resolution tuning, thereby leveraging ViT's inherent adaptability to variable-length sequences, and (2) visual modality adaptation via inter-batch image-video switching, which balances computational efficiency with enhanced temporal reasoning. In parallel, a hybrid training framework further synergizes sigmoid-based contrastive loss with feature distillation from a frozen teacher model, thereby accelerating early-stage convergence. Finally, trained exclusively on public datasets, externsive experiments across multiple model scales from 0.3B to 1B demonstrate its effectiveness.

The dominant paradigm for instruction tuning is the random-shuffled training of maximally diverse instruction-response pairs. This paper explores the potential benefits of applying a structured cognitive learning approach to instruction tuning in contemporary large language models like ChatGPT and GPT-4. Unlike the previous conventional randomized instruction dataset, we propose a highly structured synthetic dataset that mimics the progressive and organized nature of human education. We curate our dataset by aligning it with educational frameworks, incorporating meta information including its topic and cognitive rigor level for each sample. Our dataset covers comprehensive fine-grained topics spanning diverse educational stages (from middle school to graduate school) with various questions for each topic to enhance conceptual depth using Bloom's taxonomy-a classification framework distinguishing various levels of human cognition for each concept. The results demonstrate that this cognitive rigorous training approach yields significant performance enhancements - +3.06 on the MMLU benchmark and an additional +1.28 on AI2 Reasoning Challenge (hard set) - compared to conventional randomized training, all while avoiding additional computational costs. This research highlights the potential of leveraging human learning principles to enhance the capabilities of language models in comprehending and responding to complex instructions and tasks.

Large Language Models (LLMs) are changing the coding paradigm, known as vibe coding, yet synthesizing algorithmically sophisticated and robust code still remains a critical challenge. Incentivizing the deep reasoning capabilities of LLMs is essential to overcoming this hurdle. Reinforcement Fine-Tuning (RFT) has emerged as a promising strategy to address this need. However, most existing approaches overlook the heterogeneous difficulty and granularity inherent in test cases, leading to an imbalanced distribution of reward signals and consequently biased gradient updates during training. To address this, we propose Test-driven and cApability-adaptive cuRriculum reinfOrcement fine-Tuning (TAROT). TAROT systematically constructs, for each problem, a four-tier test suite (basic, intermediate, complex, edge), providing a controlled difficulty landscape for curriculum design and evaluation. Crucially, TAROT decouples curriculum progression from raw reward scores, enabling capability-conditioned evaluation and principled selection from a portfolio of curriculum policies rather than incidental test-case difficulty composition. This design fosters stable optimization and more efficient competency acquisition. Extensive experimental results reveal that the optimal curriculum for RFT in code generation is closely tied to a model's inherent capability, with less capable models achieving greater gains with an easy-to-hard progression, whereas more competent models excel under a hard-first curriculum. TAROT provides a reproducible method that adaptively tailors curriculum design to a model's capability, thereby consistently improving the functional correctness and robustness of the generated code. All code and data are released to foster reproducibility and advance community research at https://github.com/deep-diver/TAROT.

Unified Multimodal Models (UMMs) have demonstrated remarkable performance in text-to-image generation (T2I) and editing (TI2I), whether instantiated as assembled unified frameworks which couple powerful vision-language model (VLM) with diffusion-based generator, or as naive Unified Multimodal Models with an early fusion of understanding and generation modalities. We contend that in current unified frameworks, the crucial capability of multimodal generative reasoning which encompasses instruction understanding, grounding, and image referring for identity preservation and faithful reconstruction, is intrinsically entangled with high-fidelity synthesis. In this work, we introduce Query-Kontext, a novel approach that bridges the VLM and diffusion model via a multimodal ``kontext'' composed of semantic cues and coarse-grained image conditions encoded from multimodal inputs. This design delegates the complex ability of multimodal generative reasoning to powerful VLM while reserving diffusion model's role for high-quality visual synthesis. To achieve this, we propose a three-stage progressive training strategy. First, we connect the VLM to a lightweight diffusion head via multimodal kontext tokens to unleash the VLM's generative reasoning ability. Second, we scale this head to a large, pre-trained diffusion model to enhance visual detail and realism. Finally, we introduce a low-level image encoder to improve image fidelity and perform instruction tuning on downstream tasks. Furthermore, we build a comprehensive data pipeline integrating real, synthetic, and open-source datasets, covering diverse multimodal reference-to-image scenarios, including image generation, instruction-driven editing, customized generation, and multi-subject composition. Experiments show that our approach matches strong unified baselines and even outperforms task-specific state-of-the-art methods in several cases.

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.

Latent space is rapidly emerging as a native substrate for language-based models. While modern systems are still commonly understood through explicit token-level generation, an increasing body of work shows that many critical internal processes are more naturally carried out in continuous latent space than in human-readable verbal traces. This shift is driven by the structural limitations of explicit-space computation, including linguistic redundancy, discretization bottlenecks, sequential inefficiency, and semantic loss. This survey aims to provide a unified and up-to-date landscape of latent space in language-based models. We organize the survey into five sequential perspectives: Foundation, Evolution, Mechanism, Ability, and Outlook. We begin by delineating the scope of latent space, distinguishing it from explicit or verbal space and from the latent spaces commonly studied in generative visual models. We then trace the field's evolution from early exploratory efforts to the current large-scale expansion. To organize the technical landscape, we examine existing work through the complementary lenses of mechanism and ability. From the perspective of Mechanism, we identify four major lines of development: Architecture, Representation, Computation, and Optimization. From the perspective of Ability, we show how latent space supports a broad capability spectrum spanning Reasoning, Planning, Modeling, Perception, Memory, Collaboration, and Embodiment. Beyond consolidation, we discuss the key open challenges, and outline promising directions for future research. We hope this survey serves not only as a reference for existing work, but also as a foundation for understanding latent space as a general computational and systems paradigm for next-generation intelligence.

Diffusion models, a powerful and universal generative AI technology, have achieved tremendous success in computer vision, audio, reinforcement learning, and computational biology. In these applications, diffusion models provide flexible high-dimensional data modeling, and act as a sampler for generating new samples under active guidance towards task-desired properties. Despite the significant empirical success, theory of diffusion models is very limited, potentially slowing down principled methodological innovations for further harnessing and improving diffusion models. In this paper, we review emerging applications of diffusion models, understanding their sample generation under various controls. Next, we overview the existing theories of diffusion models, covering their statistical properties and sampling capabilities. We adopt a progressive routine, beginning with unconditional diffusion models and connecting to conditional counterparts. Further, we review a new avenue in high-dimensional structured optimization through conditional diffusion models, where searching for solutions is reformulated as a conditional sampling problem and solved by diffusion models. Lastly, we discuss future directions about diffusion models. The purpose of this paper is to provide a well-rounded theoretical exposure for stimulating forward-looking theories and methods of diffusion models.

In this paper we revisit the idea of pseudo-labeling in the context of semi-supervised learning where a learning algorithm has access to a small set of labeled samples and a large set of unlabeled samples. Pseudo-labeling works by applying pseudo-labels to samples in the unlabeled set by using a model trained on the combination of the labeled samples and any previously pseudo-labeled samples, and iteratively repeating this process in a self-training cycle. Current methods seem to have abandoned this approach in favor of consistency regularization methods that train models under a combination of different styles of self-supervised losses on the unlabeled samples and standard supervised losses on the labeled samples. We empirically demonstrate that pseudo-labeling can in fact be competitive with the state-of-the-art, while being more resilient to out-of-distribution samples in the unlabeled set. We identify two key factors that allow pseudo-labeling to achieve such remarkable results (1) applying curriculum learning principles and (2) avoiding concept drift by restarting model parameters before each self-training cycle. We obtain 94.91% accuracy on CIFAR-10 using only 4,000 labeled samples, and 68.87% top-1 accuracy on Imagenet-ILSVRC using only 10% of the labeled samples. The code is available at https://github.com/uvavision/Curriculum-Labeling

Empowerment has the potential to help agents learn large skillsets, but is not yet a scalable solution for training general-purpose agents. Recent empowerment methods learn diverse skillsets by maximizing the mutual information between skills and states; however, these approaches require a model of the transition dynamics, which can be challenging to learn in realistic settings with high-dimensional and stochastic observations. We present Latent-Predictive Empowerment (LPE), an algorithm that can compute empowerment in a more practical manner. LPE learns large skillsets by maximizing an objective that is a principled replacement for the mutual information between skills and states and that only requires a simpler latent-predictive model rather than a full simulator of the environment. We show empirically in a variety of settings--including ones with high-dimensional observations and highly stochastic transition dynamics--that our empowerment objective (i) learns similar-sized skillsets as the leading empowerment algorithm that assumes access to a model of the transition dynamics and (ii) outperforms other model-based approaches to empowerment.

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.

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.

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.

Real-world digital environments are highly diverse and dynamic. These characteristics cause agents to frequently encounter unseen scenarios and distribution shifts, making continual learning in specific environments essential for computer-use agents (CUAs). However, a key challenge lies in obtaining high-quality and environment-grounded agent data without relying on costly human annotation. In this work, we introduce ACuRL, an Autonomous Curriculum Reinforcement Learning framework that continually adapts agents to specific environments with zero human data. The agent first explores target environments to acquire initial experiences. During subsequent iterative training, a curriculum task generator leverages these experiences together with feedback from the previous iteration to synthesize new tasks tailored for the agent's current capabilities. To provide reliable reward signals, we introduce CUAJudge, a robust automatic evaluator for CUAs that achieves 93% agreement with human judgments. Empirically, our method effectively enables both intra-environment and cross-environment continual learning, yielding 4-22% performance gains without catastrophic forgetting on existing environments. Further analyses show highly sparse updates (e.g., 20% parameters), which helps explain the effective and robust adaptation. Our data and code are available at https://github.com/OSU-NLP-Group/ACuRL.

In this work, we investigate how Large Language Models (LLMs) adapt their internal representations when encountering inputs of increasing difficulty, quantified as the degree of out-of-distribution (OOD) shift. We reveal a consistent and quantifiable phenomenon: as task difficulty increases, whether through harder reasoning questions, longer contexts, or adding answer choices, the last hidden states of LLMs become substantially sparser. In short, \textit{the farther the shift, the sparser the representations}. This sparsity--difficulty relation is observable across diverse models and domains, suggesting that language models respond to unfamiliar or complex inputs by concentrating computation into specialized subspaces in the last hidden state. Through a series of controlled analyses with a learning dynamic explanation, we demonstrate that this sparsity is not incidental but an adaptive mechanism for stabilizing reasoning under OOD. Leveraging this insight, we design Sparsity-Guided Curriculum In-Context Learning (SG-ICL), a strategy that explicitly uses representation sparsity to schedule few-shot demonstrations, leading to considerable performance enhancements. Our study provides new mechanistic insights into how LLMs internalize OOD challenges. The source code is available at the URL: https://github.com/MingyuJ666/sparsityLLM.

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.

Large language models (LLMs) have demonstrated remarkable reasoning capabilities through test-time scaling approaches, particularly when fine-tuned with chain-of-thought (CoT) data distilled from more powerful large reasoning models (LRMs). However, these reasoning chains often contain verbose elements that mirror human problem-solving, categorized as progressive reasoning (the essential solution development path) and functional elements (verification processes, alternative solution approaches, and error corrections). While progressive reasoning is crucial, the functional elements significantly increase computational demands during test-time inference. We introduce PIR (Perplexity-based Importance Refinement), a principled framework that quantitatively evaluates the importance of each reasoning step based on its impact on answer prediction confidence. PIR systematically identifies and selectively prunes only low-importance functional steps while preserving progressive reasoning components, creating optimized training data that maintains the integrity of the core solution path while reducing verbosity. Models fine-tuned on PIR-optimized data exhibit superior test-time scaling properties, generating more concise reasoning chains while achieving improved accuracy (+0.9\% to +6.6\%) with significantly reduced token usage (-3\% to -41\%) across challenging reasoning benchmarks (AIME, AMC, and GPQA Diamond). Our approach demonstrates strong generalizability across different model sizes, data sources, and token budgets, offering a practical solution for deploying reasoning-capable LLMs in scenarios where efficient test-time scaling, response time, and computational efficiency are valuable constraints.

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 .

Recent work shows that reinforcement learning(RL) can markedly sharpen the reasoning ability of large language models (LLMs) by prompting them to "think before answering." Yet whether and how these gains transfer to audio-language reasoning remains largely unexplored. We extend the Group-Relative Policy Optimization (GRPO) framework from DeepSeek-R1 to a Large Audio-Language Model (LALM), and construct a 32k sample multiple-choice corpus. Using a two-stage regimen supervised fine-tuning on structured and unstructured chains-of-thought, followed by curriculum-guided GRPO, we systematically compare implicit vs. explicit, and structured vs. free form reasoning under identical architectures. Our structured audio reasoning model, SARI (Structured Audio Reasoning via Curriculum-Guided Reinforcement Learning), achieves a 16.35% improvement in average accuracy over the base model Qwen2-Audio-7B-Instruct. Furthermore, the variant built upon Qwen2.5-Omni reaches state-of-the-art performance of 67.08% on the MMAU test-mini benchmark. Ablation experiments show that on the base model we use: (i) SFT warm-up is important for stable RL training, (ii) structured chains yield more robust generalization than unstructured ones, and (iii) easy-to-hard curricula accelerate convergence and improve final performance. These findings demonstrate that explicit, structured reasoning and curriculum learning substantially enhances audio-language understanding.

Large language models (LLMs), while driving a new wave of interactive AI applications across numerous domains, suffer from high inference costs and heavy cloud dependency. Motivated by the redundancy phenomenon in linguistics, we propose a progressive inference paradigm over cloud and edge, i.e., firstly generating the sketch of the answer by LLMs at cloud, and then conducting parallel extension to fill in details by small models (SLMs) at edge. Progressive inference offers potential benefits to improve throughput and reduce inference latency while facing key implementation challenges, including decreased response quality from SLMs, a tradeoff between the brevity and comprehensiveness of sketches, as well as increased latency caused by network transmission and edge inference. In this work, we propose and implement PICE, an LLM serving system with semantic-level cloud-edge collaboration, enhancing inference throughput and quality through dynamic inference task scheduling, ensemble learning, and parallel edge inference. Extensive testbed experiments illustrate that our approach achieves 1.5-2times throughput enhancement and up to 43% latency reduction, while also potentially enhancing the quality compared to SOTA systems.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

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.

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.

We consider the task of data-to-text generation, which aims to create textual output from non-linguistic input. We focus on generating long-form text, i.e., documents with multiple paragraphs, and propose a neural model enhanced with a planning component responsible for organizing high-level information in a coherent and meaningful way. We infer latent plans sequentially with a structured variational model, while interleaving the steps of planning and generation. Text is generated by conditioning on previous variational decisions and previously generated text. Experiments on two data-to-text benchmarks (RotoWire and MLB) show that our model outperforms strong baselines and is sample efficient in the face of limited training data (e.g., a few hundred instances).

Multimodal Large Language Models (MLLMs) have demonstrated impressive capabilities across various tasks, but still struggle with complex mathematical reasoning. Existing research primarily focuses on dataset construction and method optimization, often overlooking two critical aspects: comprehensive knowledge-driven design and model-centric data space modeling. In this paper, we introduce We-Math 2.0, a unified system that integrates a structured mathematical knowledge system, model-centric data space modeling, and a reinforcement learning (RL)-based training paradigm to comprehensively enhance the mathematical reasoning abilities of MLLMs. The key contributions of We-Math 2.0 are fourfold: (1) MathBook Knowledge System: We construct a five-level hierarchical system encompassing 491 knowledge points and 1,819 fundamental principles. (2) MathBook-Standard & Pro: We develop MathBook-Standard, a dataset that ensures broad conceptual coverage and flexibility through dual expansion. Additionally, we define a three-dimensional difficulty space and generate 7 progressive variants per problem to build MathBook-Pro, a challenging dataset for robust training. (3) MathBook-RL: We propose a two-stage RL framework comprising: (i) Cold-Start Fine-tuning, which aligns the model with knowledge-oriented chain-of-thought reasoning; and (ii) Progressive Alignment RL, leveraging average-reward learning and dynamic data scheduling to achieve progressive alignment across difficulty levels. (4) MathBookEval: We introduce a comprehensive benchmark covering all 491 knowledge points with diverse reasoning step distributions. Experimental results show that MathBook-RL performs competitively with existing baselines on four widely-used benchmarks and achieves strong results on MathBookEval, suggesting promising generalization in mathematical reasoning.

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.

Large Language Models (LLMs) have made notable progress in mathematical reasoning, yet they often rely on single-paradigm reasoning that limits their effectiveness across diverse tasks. In this paper, we introduce Chain-of-Reasoning (CoR), a novel unified framework that integrates multiple reasoning paradigms--Natural Language Reasoning (NLR), Algorithmic Reasoning (AR), and Symbolic Reasoning (SR)--to enable synergistic collaboration. CoR generates multiple potential answers using different reasoning paradigms and synthesizes them into a coherent final solution. We propose a Progressive Paradigm Training (PPT) strategy that allows models to progressively master these paradigms, culminating in the development of CoR-Math-7B. Experimental results demonstrate that CoR-Math-7B significantly outperforms current SOTA models, achieving up to a 41.0% absolute improvement over GPT-4 in theorem proving tasks and a 7.9% improvement over RL-based methods in arithmetic tasks. These results showcase the enhanced mathematical comprehensive ability of our model, achieving significant performance gains on specific tasks and enabling zero-shot generalization across tasks.

Sparse reward environments in reinforcement learning (RL) pose significant challenges for exploration, often leading to inefficient or incomplete learning processes. To tackle this issue, this work proposes a teacher-student RL framework that leverages Large Language Models (LLMs) as "teachers" to guide the agent's learning process by decomposing complex tasks into subgoals. Due to their inherent capability to understand RL environments based on a textual description of structure and purpose, LLMs can provide subgoals to accomplish the task defined for the environment in a similar fashion to how a human would do. In doing so, three types of subgoals are proposed: positional targets relative to the agent, object representations, and language-based instructions generated directly by the LLM. More importantly, we show that it is possible to query the LLM only during the training phase, enabling agents to operate within the environment without any LLM intervention. We assess the performance of this proposed framework by evaluating three state-of-the-art open-source LLMs (Llama, DeepSeek, Qwen) eliciting subgoals across various procedurally generated environment of the MiniGrid benchmark. Experimental results demonstrate that this curriculum-based approach accelerates learning and enhances exploration in complex tasks, achieving up to 30 to 200 times faster convergence in training steps compared to recent baselines designed for sparse reward environments.

Aiming at efficient and dense chain-of-thought (CoT) reasoning, latent reasoning methods fine-tune Large Language Models (LLMs) to substitute discrete language tokens with continuous latent tokens. These methods consume fewer tokens compared to the conventional language CoT reasoning and have the potential to plan in a dense latent space. However, current latent tokens are generally supervised based on imitating language labels. Considering that there can be multiple equivalent but diverse CoT labels for a question, passively imitating an arbitrary one may lead to inferior latent token representations and latent reasoning policies, undermining the potential planning ability and resulting in clear gaps between training and testing. In this work, we emphasize the importance of active planning over the representation space of latent tokens in achieving the optimal latent reasoning policy. So, we propose the Active Latent Planning method (ATP-Latent), which models the supervision process of latent tokens as a conditional variational auto-encoder (VAE) to obtain a smoother latent space. Moreover, to facilitate the most reasonable latent reasoning policy, ATP-Latent conducts reinforcement learning (RL) with an auxiliary coherence reward, which is calculated based on the consistency between VAE-decoded contents of latent tokens, enabling a guided RL process. In experiments on LLaMA-1B, ATP-Latent demonstrates +4.1\% accuracy and -3.3\% tokens on four benchmarks compared to advanced baselines. Codes are available on https://github.com/zz1358m/ATP-Latent-master.

Visual tokens consume substantial computational resources in multi-modal large models (MLLMs), significantly compromising their efficiency. Recent works have attempted to improve efficiency by compressing visual tokens during training, either through modifications to model components or by introducing additional parameters. However, they often overlook the increased learning difficulty caused by such compression, as the model's parameter space struggles to quickly adapt to the substantial perturbations in the feature space induced by token compression. In this work, we propose to develop Efficient MLLMs via Progressive Consistency Distillation (EPIC), a progressive learning framework. Specifically, by decomposing the feature space perturbations introduced by token compression along the token-wise and layer-wise dimensions, we introduce token consistency distillation and layer consistency distillation, respectively, aiming to reduce the training difficulty by leveraging guidance from a teacher model and following a progressive learning trajectory. Extensive experiments demonstrate the superior effectiveness, robustness, and generalization capabilities of our proposed framework.

Multimodal Large Language Models (MLLMs) excel in solving text-based mathematical problems, but they struggle with mathematical diagrams since they are primarily trained on natural scene images. For humans, visual aids generally enhance problem-solving, but MLLMs perform worse as information shifts from textual to visual modality. This decline is mainly due to their shortcomings in aligning images and text. To tackle aforementioned challenges, we propose Math-PUMA, a methodology focused on Progressive Upward Multimodal Alignment. This approach is designed to improve the mathematical reasoning skills of MLLMs through a three-stage training process, with the second stage being the critical alignment stage. We first enhance the language model's mathematical reasoning capabilities with extensive set of textual mathematical problems. We then construct a multimodal dataset with varying degrees of textual and visual information, creating data pairs by presenting each problem in at least two forms. By leveraging the Kullback-Leibler (KL) divergence of next-token prediction distributions to align visual and textual modalities, consistent problem-solving abilities are ensured. Finally, we utilize multimodal instruction tuning for MLLMs with high-quality multimodal data. Experimental results on multiple mathematical reasoning benchmarks demonstrate that the MLLMs trained with Math-PUMA surpass most open-source MLLMs. Our approach effectively narrows the performance gap for problems presented in different modalities. The code and data are available at: https://github.com/wwzhuang01/Math-PUMA.

While recently Multimodal Large Language Models (MM-LLMs) have made exciting strides, they mostly fall prey to the limitation of only input-side multimodal understanding, without the ability to produce content in multiple modalities. As we humans always perceive the world and communicate with people through various modalities, developing any-to-any MM-LLMs capable of accepting and delivering content in any modality becomes essential to human-level AI. To fill the gap, we present an end-to-end general-purpose any-to-any MM-LLM system, NExT-GPT. We connect an LLM with multimodal adaptors and different diffusion decoders, enabling NExT-GPT to perceive inputs and generate outputs in arbitrary combinations of text, images, videos, and audio. By leveraging the existing well-trained highly-performing encoders and decoders, NExT-GPT is tuned with only a small amount of parameter (1%) of certain projection layers, which not only benefits low-cost training and also facilitates convenient expansion to more potential modalities. Moreover, we introduce a modality-switching instruction tuning (MosIT) and manually curate a high-quality dataset for MosIT, based on which NExT-GPT is empowered with complex cross-modal semantic understanding and content generation. Overall, our research showcases the promising possibility of building an AI agent capable of modeling universal modalities, paving the way for more human-like AI research in the community.

Recently, Multimodal Large Language Models (MLLMs) have been widely integrated into diffusion frameworks primarily as text encoders to tackle complex tasks such as spatial reasoning. However, this paradigm suffers from two critical limitations: (i) MLLMs text encoder exhibits insufficient reasoning depth. Single-step encoding fails to activate the Chain-of-Thought process, which is essential for MLLMs to provide accurate guidance for complex tasks. (ii) The guidance remains invariant during the decoding process. Invariant guidance during decoding prevents DiT from progressively decomposing complex instructions into actionable denoising steps, even with correct MLLM encodings. To this end, we propose Endogenous Chain-of-Thought (EndoCoT), a novel framework that first activates MLLMs' reasoning potential by iteratively refining latent thought states through an iterative thought guidance module, and then bridges these states to the DiT's denoising process. Second, a terminal thought grounding module is applied to ensure the reasoning trajectory remains grounded in textual supervision by aligning the final state with ground-truth answers. With these two components, the MLLM text encoder delivers meticulously reasoned guidance, enabling the DiT to execute it progressively and ultimately solve complex tasks in a step-by-step manner. Extensive evaluations across diverse benchmarks (e.g., Maze, TSP, VSP, and Sudoku) achieve an average accuracy of 92.1%, outperforming the strongest baseline by 8.3 percentage points.

We introduce Generalized Instruction Tuning (called GLAN), a general and scalable method for instruction tuning of Large Language Models (LLMs). Unlike prior work that relies on seed examples or existing datasets to construct instruction tuning data, GLAN exclusively utilizes a pre-curated taxonomy of human knowledge and capabilities as input and generates large-scale synthetic instruction data across all disciplines. Specifically, inspired by the systematic structure in human education system, we build the taxonomy by decomposing human knowledge and capabilities to various fields, sub-fields and ultimately, distinct disciplines semi-automatically, facilitated by LLMs. Subsequently, we generate a comprehensive list of subjects for every discipline and proceed to design a syllabus tailored to each subject, again utilizing LLMs. With the fine-grained key concepts detailed in every class session of the syllabus, we are able to generate diverse instructions with a broad coverage across the entire spectrum of human knowledge and skills. Extensive experiments on large language models (e.g., Mistral) demonstrate that GLAN excels in multiple dimensions from mathematical reasoning, coding, academic exams, logical reasoning to general instruction following without using task-specific training data of these tasks. In addition, GLAN allows for easy customization and new fields or skills can be added by simply incorporating a new node into our taxonomy.

Reinforcement learning from verifiable rewards (RLVR) has improved the reasoning abilities of LLMs, yet a fundamental limitation remains: models cannot learn from problems that are too difficult to solve under their current policy, as these yield no meaningful reward signal. We propose a simple yet effective solution based on task reformulation. We transform challenging open-ended problems into cognitively simpler variants -- such as multiple-choice and cloze formats -- that preserve the original answer while reducing the effective search space and providing denser learning signals. These reformulations span a spectrum from discriminative to generative tasks, which we exploit to bootstrap learning: models first learn from structured, easier formats, and this knowledge transfers back to improve performance on the original open-ended problems. Building on this insight, we introduce Cog-DRIFT, a framework that constructs reformulated variants and organizes them into an adaptive curriculum based on difficulty. Training progresses from easier to harder formats, enabling the model to learn from problems that previously yielded zero signal under standard RL post-training. Cog-DRIFT not only improves on the originally unsolvable hard problems (absolute +10.11% for Qwen and +8.64% for Llama) but also generalizes well to other held-out datasets. Across 2 models and 6 reasoning benchmarks, our method consistently outperforms standard GRPO and strong guided-exploration baselines. On average, Cog-DRIFT shows +4.72% (Qwen) and +3.23% (Llama) improvements over the second-best baseline. We further show that Cog-DRIFT improves pass@k at test time, and the curriculum improves sample efficiency. Overall, our results highlight task reformulation and curriculum learning as an effective paradigm for overcoming the exploration barrier in LLM post-training.

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.

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.

We propose TraceRL, a trajectory-aware reinforcement learning framework for diffusion language models (DLMs) that incorporates preferred inference trajectory into post-training, and is applicable across different architectures. Equipped with a diffusion-based value model that enhances training stability, we demonstrate improved reasoning performance on complex math and coding tasks. Besides, it can also be applied to adapt block-specific models to larger blocks, which improves sampling flexibility. Employing TraceRL, we derive a series of state-of-the-art diffusion language models, namely TraDo. Although smaller than 7B-scale AR models, TraDo-4B-Instruct still consistently outperforms them across complex math reasoning tasks. TraDo-8B-Instruct achieves relative accuracy improvements of 6.1% over Qwen2.5-7B-Instruct and 51.3% over Llama3.1-8B-Instruct on mathematical reasoning benchmarks. Through curriculum learning, we also derive the first long-CoT DLM, outperforming Qwen2.5-7B-Instruct on MATH500 with an 18.1% relative accuracy gain. To facilitate reproducible research and practical applications, we release a comprehensive open-source framework for building, training, and deploying diffusion LLMs across diverse architectures. The framework integrates accelerated KV-cache techniques and inference engines for both inference and reinforcement learning, and includes implementations of various supervised fine-tuning and RL methods for mathematics, coding, and general tasks. Code and Models: https://github.com/Gen-Verse/dLLM-RL

In recent years, the development of Large Language Models (LLMs) has significantly advanced, extending their capabilities to multimodal tasks through Multimodal Large Language Models (MLLMs). However, video understanding remains a challenging area due to the dynamic and information-dense nature of videos. Existing models struggle with the trade-off between spatial resolution and temporal coverage when processing video content. We present Keye-VL-1.5, which addresses fundamental challenges in video comprehension through three key innovations. First, we introduce a novel Slow-Fast video encoding strategy that dynamically allocates computational resources based on inter-frame similarity, processing key frames with significant visual changes at higher resolution (Slow pathway) while handling relatively static frames with increased temporal coverage at lower resolution (Fast pathway). Second, we implement a progressive four-stage pre-training methodology that systematically extends the model's context length from 8K to 128K tokens, enabling processing of longer videos and more complex visual content. Third, we develop a comprehensive post-training pipeline focusing on reasoning enhancement and human preference alignment, incorporating a 5-step chain-of-thought data construction process, iterative GSPO-based reinforcement learning with progressive prompt hinting for difficult cases, and alignment training. Through extensive evaluation on public benchmarks and rigorous internal human assessment, Keye-VL-1.5 demonstrates significant improvements over existing models, particularly excelling in video understanding tasks while maintaining competitive performance on general multimodal benchmarks.

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a prevailing paradigm for enhancing reasoning in Multimodal Large Language Models (MLLMs). However, relying solely on outcome supervision risks reward hacking, where models learn spurious reasoning patterns to satisfy final answer checks. While recent rubric-based approaches offer fine-grained supervision signals, they suffer from high computational costs of instance-level generation and inefficient training dynamics caused by treating all rubrics as equally learnable. In this paper, we propose Stratified Rubric-based Curriculum Learning (RuCL), a novel framework that reformulates curriculum learning by shifting the focus from data selection to reward design. RuCL generates generalized rubrics for broad applicability and stratifies them based on the model's competence. By dynamically adjusting rubric weights during training, RuCL guides the model from mastering foundational perception to tackling advanced logical reasoning. Extensive experiments on various visual reasoning benchmarks show that RuCL yields a remarkable +7.83% average improvement over the Qwen2.5-VL-7B model, achieving a state-of-the-art accuracy of 60.06%.

When large language models (LLMs) exceed human-level capabilities, it becomes increasingly challenging to provide full-scale and accurate supervisions for these models. Weak-to-strong learning, which leverages a less capable model to unlock the latent abilities of a stronger model, proves valuable in this context. Yet, the efficacy of this approach for complex reasoning tasks is still untested. Furthermore, tackling reasoning tasks under the weak-to-strong setting currently lacks efficient methods to avoid blindly imitating the weak supervisor including its errors. In this paper, we introduce a progressive learning framework that enables the strong model to autonomously refine its training data, without requiring input from either a more advanced model or human-annotated data. This framework begins with supervised fine-tuning on a selective small but high-quality dataset, followed by preference optimization on contrastive samples identified by the strong model itself. Extensive experiments on the GSM8K and MATH datasets demonstrate that our method significantly enhances the reasoning capabilities of Llama2-70b using three separate weak models. This method is further validated in a forward-looking experimental setup, where Llama3-8b-instruct effectively supervises Llama3-70b on the highly challenging OlympicArena dataset. This work paves the way for a more scalable and sophisticated strategy to enhance AI reasoning powers. All relevant code and resources are available in https://github.com/GAIR-NLP/weak-to-strong-reasoning.

This paper aims to efficiently enable Large Language Models (LLMs) to use multimodal tools. Advanced proprietary LLMs, such as ChatGPT and GPT-4, have shown great potential for tool usage through sophisticated prompt engineering. Nevertheless, these models typically rely on prohibitive computational costs and publicly inaccessible data. To address these challenges, we propose the GPT4Tools based on self-instruct to enable open-source LLMs, such as LLaMA and OPT, to use tools. It generates an instruction-following dataset by prompting an advanced teacher with various multi-modal contexts. By using the Low-Rank Adaptation (LoRA) optimization, our approach facilitates the open-source LLMs to solve a range of visual problems, including visual comprehension and image generation. Moreover, we provide a benchmark to evaluate the ability of LLMs to use tools, which is performed in both zero-shot and fine-tuning ways. Extensive experiments demonstrate the effectiveness of our method on various language models, which not only significantly improves the accuracy of invoking seen tools, but also enables the zero-shot capacity for unseen tools. The code and demo are available at https://github.com/StevenGrove/GPT4Tools.

Large language models (LLMs) have made significant advances in complex reasoning tasks, yet they remain bottlenecked by two core challenges: architectural inefficiency due to reliance on Transformers, and a lack of structured fine-tuning for high-difficulty domains. We introduce \ourmodel, an attention-free language model that addresses both issues through architectural and data-centric innovations. Built on the state space dual (SSD) layers of Mamba-2, our model eliminates the need for self-attention and key-value caching, enabling fixed-memory, constant-time inference. To train it for complex reasoning, we propose a two-phase curriculum fine-tuning strategy based on the PromptCoT synthesis paradigm, which generates pedagogically structured problems via abstract concept selection and rationale-guided generation. On benchmark evaluations, \ourmodel-7B outperforms strong Transformer and hybrid models of comparable scale, and even surpasses the much larger Gemma3-27B by 2.6\% on AIME 24, 0.6\% on AIME 25, and 3.0\% on Livecodebench. These results highlight the potential of state space models as efficient and scalable alternatives to attention-based architectures for high-capacity reasoning.

Multi-agent systems (MAS) extend large language models (LLMs) from independent single-model reasoning to coordinative system-level intelligence. While existing LLM agents depend on text-based mediation for reasoning and communication, we take a step forward by enabling models to collaborate directly within the continuous latent space. We introduce LatentMAS, an end-to-end training-free framework that enables pure latent collaboration among LLM agents. In LatentMAS, each agent first performs auto-regressive latent thoughts generation through last-layer hidden embeddings. A shared latent working memory then preserves and transfers each agent's internal representations, ensuring lossless information exchange. We provide theoretical analyses establishing that LatentMAS attains higher expressiveness and lossless information preservation with substantially lower complexity than vanilla text-based MAS. In addition, empirical evaluations across 9 comprehensive benchmarks spanning math and science reasoning, commonsense understanding, and code generation show that LatentMAS consistently outperforms strong single-model and text-based MAS baselines, achieving up to 14.6% higher accuracy, reducing output token usage by 70.8%-83.7%, and providing 4x-4.3x faster end-to-end inference. These results demonstrate that our new latent collaboration framework enhances system-level reasoning quality while offering substantial efficiency gains without any additional training. Code and data are fully open-sourced at https://github.com/Gen-Verse/LatentMAS.

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.

Compared to image-text pair data, interleaved corpora enable Vision-Language Models (VLMs) to understand the world more naturally like humans. However, such existing datasets are crawled from webpage, facing challenges like low knowledge density, loose image-text relations, and poor logical coherence between images. On the other hand, the internet hosts vast instructional videos (e.g., online geometry courses) that are widely used by humans to learn foundational subjects, yet these valuable resources remain underexplored in VLM training. In this paper, we introduce a high-quality multimodal textbook corpus with richer foundational knowledge for VLM pretraining. It collects over 2.5 years of instructional videos, totaling 22,000 class hours. We first use an LLM-proposed taxonomy to systematically gather instructional videos. Then we progressively extract and refine visual (keyframes), audio (ASR), and textual knowledge (OCR) from the videos, and organize as an image-text interleaved corpus based on temporal order. Compared to its counterparts, our video-centric textbook offers more coherent context, richer knowledge, and better image-text alignment. Experiments demonstrate its superb pretraining performance, particularly in knowledge- and reasoning-intensive tasks like ScienceQA and MathVista. Moreover, VLMs pre-trained on our textbook exhibit outstanding interleaved context awareness, leveraging visual and textual cues in their few-shot context for task solving~Our code are available at \url{https://github.com/DAMO-NLP-SG/multimodal_textbook}.

The process of instruction tuning aligns pre-trained large language models (LLMs) with open-domain instructions and human-preferred responses. While several studies have explored autonomous approaches to distilling and annotating instructions from more powerful proprietary LLMs, such as ChatGPT, they often neglect the impact of task distributions and the varying difficulty of instructions of the training sets. This oversight can lead to imbalanced knowledge capabilities and poor generalization powers of small student LLMs. To address this challenge, we introduce Task-Aware Curriculum Planning for Instruction Refinement (TAPIR), a multi-round distillation framework with balanced task distributions and dynamic difficulty adjustment. This approach utilizes an oracle LLM to select instructions that are difficult for a student LLM to follow and distill instructions with balanced task distributions. By incorporating curriculum planning, our approach systematically escalates the difficulty levels, progressively enhancing the student LLM's capabilities. We rigorously evaluate TAPIR using two widely recognized benchmarks, including AlpacaEval 2.0 and MT-Bench. The empirical results demonstrate that the student LLMs, trained with our method and less training data, outperform larger instruction-tuned models and strong distillation baselines. The improvement is particularly notable in complex tasks, such as logical reasoning and code generation.

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.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

A major challenge in the Deep RL (DRL) community is to train agents able to generalize their control policy over situations never seen in training. Training on diverse tasks has been identified as a key ingredient for good generalization, which pushed researchers towards using rich procedural task generation systems controlled through complex continuous parameter spaces. In such complex task spaces, it is essential to rely on some form of Automatic Curriculum Learning (ACL) to adapt the task sampling distribution to a given learning agent, instead of randomly sampling tasks, as many could end up being either trivial or unfeasible. Since it is hard to get prior knowledge on such task spaces, many ACL algorithms explore the task space to detect progress niches over time, a costly tabula-rasa process that needs to be performed for each new learning agents, although they might have similarities in their capabilities profiles. To address this limitation, we introduce the concept of Meta-ACL, and formalize it in the context of black-box RL learners, i.e. algorithms seeking to generalize curriculum generation to an (unknown) distribution of learners. In this work, we present AGAIN, a first instantiation of Meta-ACL, and showcase its benefits for curriculum generation over classical ACL in multiple simulated environments including procedurally generated parkour environments with learners of varying morphologies. Videos and code are available at https://sites.google.com/view/meta-acl .

Large Language Models (LLMs) have achieved impressive performance on complex reasoning tasks with Chain-of-Thought (CoT) prompting. However, conventional CoT relies on reasoning steps explicitly verbalized in natural language, introducing inefficiencies and limiting its applicability to abstract reasoning. To address this, there has been growing research interest in latent CoT reasoning, where inference occurs within latent spaces. By decoupling reasoning from language, latent reasoning promises richer cognitive representations and more flexible, faster inference. Researchers have explored various directions in this promising field, including training methodologies, structural innovations, and internal reasoning mechanisms. This paper presents a comprehensive overview and analysis of this reasoning paradigm. We begin by proposing a unified taxonomy from four perspectives: token-wise strategies, internal mechanisms, analysis, and applications. We then provide in-depth discussions and comparative analyses of representative methods, highlighting their design patterns, strengths, and open challenges. We aim to provide a structured foundation for advancing this emerging direction in LLM reasoning. The relevant papers will be regularly updated at https://github.com/EIT-NLP/Awesome-Latent-CoT.

Large Language Models (LLMs) and agent-based systems often struggle with compositional generalization due to a data bottleneck in which complex skill combinations follow a long-tailed, power-law distribution, limiting both instruction-following performance and generalization in agent-centric tasks. To address this challenge, we propose STEPS, a Skill Taxonomy guided Entropy-based Post-training data Synthesis framework for generating compositionally challenging data. STEPS explicitly targets compositional generalization by uncovering latent relationships among skills and organizing them into an interpretable, hierarchical skill taxonomy using structural information theory. Building on this taxonomy, we formulate data synthesis as a constrained information maximization problem, selecting skill combinations that maximize marginal structural information within the hierarchy while preserving semantic coherence. Experiments on challenging instruction-following benchmarks show that STEPS outperforms existing data synthesis baselines, while also yielding improved compositional generalization in downstream agent-based evaluations.

Latent Diffusion Models (LDMs) enable high-quality image synthesis while avoiding excessive compute demands by training a diffusion model in a compressed lower-dimensional latent space. Here, we apply the LDM paradigm to high-resolution video generation, a particularly resource-intensive task. We first pre-train an LDM on images only; then, we turn the image generator into a video generator by introducing a temporal dimension to the latent space diffusion model and fine-tuning on encoded image sequences, i.e., videos. Similarly, we temporally align diffusion model upsamplers, turning them into temporally consistent video super resolution models. We focus on two relevant real-world applications: Simulation of in-the-wild driving data and creative content creation with text-to-video modeling. In particular, we validate our Video LDM on real driving videos of resolution 512 x 1024, achieving state-of-the-art performance. Furthermore, our approach can easily leverage off-the-shelf pre-trained image LDMs, as we only need to train a temporal alignment model in that case. Doing so, we turn the publicly available, state-of-the-art text-to-image LDM Stable Diffusion into an efficient and expressive text-to-video model with resolution up to 1280 x 2048. We show that the temporal layers trained in this way generalize to different fine-tuned text-to-image LDMs. Utilizing this property, we show the first results for personalized text-to-video generation, opening exciting directions for future content creation. Project page: https://research.nvidia.com/labs/toronto-ai/VideoLDM/

Parallel test-time scaling (TTS) is a pivotal approach for enhancing large language models (LLMs), typically by sampling multiple token-based chains-of-thought in parallel and aggregating outcomes through voting or search. Recent advances in latent reasoning, where intermediate reasoning unfolds in continuous vector spaces, offer a more efficient alternative to explicit Chain-of-Thought, yet whether such latent models can similarly benefit from parallel TTS remains open, mainly due to the absence of sampling mechanisms in continuous space, and the lack of probabilistic signals for advanced trajectory aggregation. \ This work enables parallel TTS for latent reasoning models by addressing the above issues. For sampling, we introduce two uncertainty-inspired stochastic strategies: Monte Carlo Dropout and Additive Gaussian Noise. For aggregation, we design a Latent Reward Model (LatentRM) trained with step-wise contrastive objective to score and guide latent reasoning. Extensive experiments and visualization analyses show that both sampling strategies scale effectively with compute and exhibit distinct exploration dynamics, while LatentRM enables effective trajectory selection. Together, our explorations open a new direction for scalable inference in continuous spaces. Code released at https://github.com/YRYangang/LatentTTS.

Autoregressive video world models predict future visual observations conditioned on actions. While effective over short horizons, these models often struggle with long-horizon generation, as small prediction errors accumulate over time. Prior methods alleviate this by introducing pre-trained teacher models and sequence-level distribution matching, which incur additional computational cost and fail to prevent error propagation beyond the training horizon. In this work, we propose LIVE, a Long-horizon Interactive Video world modEl that enforces bounded error accumulation via a novel cycle-consistency objective, thereby eliminating the need for teacher-based distillation. Specifically, LIVE first performs a forward rollout from ground-truth frames and then applies a reverse generation process to reconstruct the initial state. The diffusion loss is subsequently computed on the reconstructed terminal state, providing an explicit constraint on long-horizon error propagation. Moreover, we provide an unified view that encompasses different approaches and introduce progressive training curriculum to stabilize training. Experiments demonstrate that LIVE achieves state-of-the-art performance on long-horizon benchmarks, generating stable, high-quality videos far beyond training rollout lengths.

Curriculum learning plays a crucial role in enhancing the training efficiency of large language models (LLMs) on reasoning tasks. However, existing methods often fail to adequately account for variations in prompt difficulty or rely on simplistic filtering mechanisms to select prompt datasets within a narrow criterion range, resulting in significant computational waste. In this work, we approach the problem from the perspective of reinforcement learning gradient optimization, offering a systematic and theoretical investigation into how to improve the training efficiency of LLMs. We identify two key factors influencing training efficiency: the selection of training prompts and the allocation of rollout quantities across different prompts. Our theoretical analysis reveals that the sampling distribution of prompts dictates the convergence rate of gradient descent, while the allocation of the rollout quantity influences the consistency and stability of overall gradient updates. Based on these insights, we propose CurES, an efficient training method that accelerates convergence and employs Bayesian posterior estimation to minimize computational overhead. Experiments demonstrate that our CurES outperforms Group Relative Policy Optimization (GRPO) by +3.30 points and +4.82 points with 1.5B and 7B models, respectively. Additionally, CurES exhibits faster convergence compared to baselines, including GRPO.

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.

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

We introduce LongCat-Flash-Omni, a state-of-the-art open-source omni-modal model with 560 billion parameters, excelling at real-time audio-visual interaction. By adopting a curriculum-inspired progressive training strategy that transitions from simpler to increasingly complex modality sequence modeling tasks, LongCat-Flash-Omni attains comprehensive multimodal capabilities while maintaining strong unimodal capability. Building upon LongCat-Flash, which adopts a high-performance Shortcut-connected Mixture-of-Experts (MoE) architecture with zero-computation experts, LongCat-Flash-Omni integrates efficient multimodal perception and speech reconstruction modules. Despite its immense size of 560B parameters (with 27B activated), LongCat-Flash-Omni achieves low-latency real-time audio-visual interaction. For training infrastructure, we developed a modality-decoupled parallelism scheme specifically designed to manage the data and model heterogeneity inherent in large-scale multimodal training. This innovative approach demonstrates exceptional efficiency by sustaining over 90% of the throughput achieved by text-only training. Extensive evaluations show that LongCat-Flash-Omni achieves state-of-the-art performance on omni-modal benchmarks among open-source models. Furthermore, it delivers highly competitive results across a wide range of modality-specific tasks, including text, image, and video understanding, as well as audio understanding and generation. We provide a comprehensive overview of the model architecture design, training procedures, and data strategies, and open-source the model to foster future research and development in the community.