Daily Papers

Growing efforts to improve knowledge distillation (KD) in large language models (LLMs) replace dense teacher supervision with selective distillation, which uses a subset of token positions, vocabulary classes, or training samples for supervision. However, it remains unclear which importance signals, selection policies, and their interplay are most effective. In this work, we revisit where and how to distill in autoregressive LLMs. We disentangle selective KD along the position, class, and sample axes and systematically compare importance signals and selection policies. Then, guided by this analysis, we identify underexplored opportunities and introduce student-entropy-guided position selection (SE-KD). Across a suite of benchmarks, SE-KD often improves accuracy, downstream task adherence, and memory efficiency over dense distillation. Extending this approach across the class and sample axes (SE-KD 3X) yields complementary efficiency gains that make offline teacher caching feasible. In practice, this reduces wall time by 70% and peak memory by 18%, while cutting storage usage by 80% over prior methods without sacrificing performance.

On-policy knowledge distillation (OPD) trains a student on its own rollouts under token-level supervision from a teacher. Not all token positions matter equally, but existing views of token importance are incomplete. We ask a direct question: which tokens carry the most useful learning signal in OPD? Our answer is that informative tokens come from two regions: positions with high student entropy, and positions with low student entropy plus high teacher--student divergence, where the student is overconfident and wrong. Empirically, student entropy is a strong first-order proxy: retaining 50% of tokens with entropy-based sampling matches or exceeds all-token training while reducing peak memory by up to 47%. But entropy alone misses a second important region. When we isolate low-entropy, high-divergence tokens, training on fewer than 10% of all tokens nearly matches full-token baselines, showing that overconfident tokens carry dense corrective signal despite being nearly invisible to entropy-only rules. We organize these findings with TIP (Token Importance in on-Policy distillation), a two-axis taxonomy over student entropy and teacher--student divergence, and give a theoretical explanation for why entropy is useful yet structurally incomplete. This view motivates type-aware token selection rules that combine uncertainty and disagreement. We validate this picture across three teacher--student pairs spanning Qwen3, Llama, and Qwen2.5 on MATH-500 and AIME 2024/2025, and on the DeepPlanning benchmark for long-horizon agentic planning, where Q3-only training on <20% of tokens surpasses full-token OPD. Our experiments are implemented by extending the OPD repository https://github.com/HJSang/OPSD_OnPolicyDistillation, which supports memory-efficient distillation of larger models under limited GPU budgets.

Knowledge distillation (KD) is a general neural network training approach that uses a teacher model to guide the student model. Existing works mainly study KD from the network output side (e.g., trying to design a better KD loss function), while few have attempted to understand it from the input side. Especially, its interplay with data augmentation (DA) has not been well understood. In this paper, we ask: Why do some DA schemes (e.g., CutMix) inherently perform much better than others in KD? What makes a "good" DA in KD? Our investigation from a statistical perspective suggests that a good DA scheme should reduce the covariance of the teacher-student cross-entropy. A practical metric, the stddev of teacher's mean probability (T. stddev), is further presented and well justified empirically. Besides the theoretical understanding, we also introduce a new entropy-based data-mixing DA scheme, CutMixPick, to further enhance CutMix. Extensive empirical studies support our claims and demonstrate how we can harvest considerable performance gains simply by using a better DA scheme in knowledge distillation.

Learned image compression (LIC) methods have recently outperformed traditional codecs such as VVC in rate-distortion performance. However, their large models and high computational costs have limited their practical adoption. In this paper, we first construct a high-capacity teacher model by integrating Swin-Transformer V2-based attention modules, additional residual blocks, and expanded latent channels, thus achieving enhanced compression performance. Building on this foundation, we propose a Feature and Entropy-based Distillation Strategy (FEDS) that transfers key knowledge from the teacher to a lightweight student model. Specifically, we align intermediate feature representations and emphasize the most informative latent channels through an entropy-based loss. A staged training scheme refines this transfer in three phases: feature alignment, channel-level distillation, and final fine-tuning. Our student model nearly matches the teacher across Kodak (1.24\% BD-Rate increase), Tecnick (1.17\%), and CLIC (0.55\%) while cutting parameters by about 63\% and accelerating encoding/decoding by around 73\%. Moreover, ablation studies indicate that FEDS generalizes effectively to transformer-based networks. The experimental results demonstrate our approach strikes a compelling balance among compression performance, speed, and model parameters, making it well-suited for real-time or resource-limited scenarios.

This paper analyzes Cross-Entropy (CE) loss in knowledge distillation (KD) for recommender systems. KD for recommender systems targets at distilling rankings, especially among items most likely to be preferred, and can only be computed on a small subset of items. Considering these features, we reveal the connection between CE loss and NDCG in the field of KD. We prove that when performing KD on an item subset, minimizing CE loss maximizes the lower bound of NDCG, only if an assumption of closure is satisfied. It requires that the item subset consists of the student's top items. However, this contradicts our goal of distilling rankings of the teacher's top items. We empirically demonstrate the vast gap between these two kinds of top items. To bridge the gap between our goal and theoretical support, we propose Rejuvenated Cross-Entropy for Knowledge Distillation (RCE-KD). It splits the top items given by the teacher into two subsets based on whether they are highly ranked by the student. For the subset that defies the condition, a sampling strategy is devised to use teacher-student collaboration to approximate our assumption of closure. We also combine the losses on the two subsets adaptively. Extensive experiments demonstrate the effectiveness of our method. Our code is available at https://github.com/BDML-lab/RCE-KD.

Entropy and its various generalizations are important in many fields, including mathematical statistics, communication theory, physics and computer science, for characterizing the amount of information associated with a probability distribution. In this paper we propose goodness-of-fit statistics for the multivariate Student and multivariate Pearson type II distributions, based on the maximum entropy principle and a class of estimators for Renyi entropy based on nearest neighbour distances. We prove the L2-consistency of these statistics using results on the subadditivity of Euclidean functionals on nearest neighbour graphs, and investigate their rate of convergence and asymptotic distribution using Monte Carlo methods.

On-policy distillation is a promising approach for transferring knowledge between language models, where a student learns from dense token-level signals along its own trajectories. This framework typically uses reverse KL divergence, encouraging the student to match the teacher's high-confidence predictions. However, we show that the mode-seeking property of reverse KL reduces generation diversity and yields unstable learning signals when the teacher distribution has high entropy. To address this, we introduce Entropy-Aware On-Policy Distillation. Our key idea is augmenting the standard reverse KL objective with forward KL when teacher entropy is high, capturing the full range of plausible outputs while retaining precise imitation elsewhere. It balances mode-seeking precision with mode-covering robustness without sacrificing on-policy training efficiency. Experiments show that our method maintains generation diversity (sustained token-level entropy) and improves student-teacher alignment (lower forward KL on high-entropy tokens). Across six math reasoning benchmarks, this yields Pass@8 accuracy gains of +1.37 for Qwen3-0.6B-Base, +2.39 for Qwen3-1.7B-Base, and +5.05 for Qwen3-4B-Base compared to baseline on-policy distillation methods. These results demonstrate that accounting for teacher uncertainty is essential for maintaining diversity and achieving effective knowledge transfer.

Multiple Instance Learning (MIL) has demonstrated effectiveness in analyzing whole slide images (WSIs), yet it often encounters overfitting challenges in real-world applications, particularly in the form of attention over-concentration. While existing methods to alleviate this issue introduce complex modules or processing steps, such as multiple-stage training and teacher-student distillation, this paper proposes a simple yet effective regularization: Attention Entropy Maximization (AEM). Motivated by our investigation revealing a positive correlation between attention entropy and model performance, AEM incorporates a negative entropy loss for attention values into the standard MIL framework, penalizing overly concentrated attention and encouraging the model to consider a broader range of informative regions in WSIs, potentially improving its generalization capabilities. Compared to existing overfitting mitigation methods, our AEM approach offers advantages of simplicity, efficiency, and versatility. It requires no additional modules or processing steps, involves only one hyperparameter, and demonstrates compatibility with MIL frameworks and techniques. These advantages make AEM particularly attractive for practical applications. We evaluate AEM on three benchmark datasets, demonstrating consistent performance improvements over existing methods. Furthermore, AEM shows high versatility, integrating effectively with four feature extractors, two advanced MIL frameworks, three attention mechanisms, and Subsampling augmentation technique. The source code is available at https://github.com/dazhangyu123/AEM.

Knowledge distillation can be a cost-effective technique to distill knowledge in Large Language Models, if the teacher output logits can be pre-computed and cached. However, successfully applying this to pre-training remains largely unexplored. In this work, we prove that naive approaches for sparse knowledge distillation such as caching Top-K probabilities, while intuitive, provide biased estimates of teacher probability distribution to the student, resulting in suboptimal performance and calibration. We propose an importance-sampling-based method `Random Sampling Knowledge Distillation', which provides unbiased estimates, preserves the gradient in expectation, and requires storing significantly sparser logits. Our method enables faster training of student models with marginal overhead (<10%) compared to cross-entropy based training, while maintaining competitive performance compared to full distillation, across a range of model sizes from 300M to 3B.

Knowledge Distillation (KD) can transfer the reasoning abilities of large models to smaller ones, which can reduce the costs to generate Chain-of-Thoughts for reasoning tasks. KD methods typically ask the student to mimic the teacher's distribution over the entire output. However, a student with limited capacity can be overwhelmed by such extensive supervision causing a distribution mismatch, especially in complex reasoning tasks. We propose Token-Selective Dual Knowledge Distillation (TSD-KD), a framework for student-centric distillation. TSD-KD focuses on distilling important tokens for reasoning and encourages the student to explain reasoning in its own words. TSD-KD combines indirect and direct distillation. Indirect distillation uses a weak form of feedback based on preference ranking. The student proposes candidate responses generated on its own; the teacher re-ranks those candidates as indirect feedback without enforcing its entire distribution. Direct distillation uses distribution matching; however, it selectively distills tokens based on the relative confidence between teacher and student. Finally, we add entropy regularization to maintain the student's confidence during distillation. Overall, our method provides the student with targeted and indirect feedback to support its own reasoning process and to facilitate self-improvement. The experiments show the state-of-the-art performance of TSD-KD on 10 challenging reasoning benchmarks, outperforming the baseline and runner-up in accuracy by up to 54.4\% and 40.3\%, respectively. Notably, a student trained by TSD-KD even outperformed its own teacher model in four cases by up to 20.3\%. The source code is available at https://github.com/kmswin1/TSD-KD.

The prior drift is crucial in Continual Test-Time Adaptation (CTTA) methods that only use unlabeled test data, as it can cause significant error propagation. In this paper, we introduce VCoTTA, a variational Bayesian approach to measure uncertainties in CTTA. At the source stage, we transform a pre-trained deterministic model into a Bayesian Neural Network (BNN) via a variational warm-up strategy, injecting uncertainties into the model. During the testing time, we employ a mean-teacher update strategy using variational inference for the student model and exponential moving average for the teacher model. Our novel approach updates the student model by combining priors from both the source and teacher models. The evidence lower bound is formulated as the cross-entropy between the student and teacher models, along with the Kullback-Leibler (KL) divergence of the prior mixture. Experimental results on three datasets demonstrate the method's effectiveness in mitigating prior drift within the CTTA framework.

There has been much interest in deploying deep learning algorithms on low-powered devices, including smartphones, drones, and medical sensors. However, full-scale deep neural networks are often too resource-intensive in terms of energy and storage. As a result, the bulk part of the machine learning operation is therefore often carried out on an edge server, where the data is compressed and transmitted. However, compressing data (such as images) leads to transmitting information irrelevant to the supervised task. Another popular approach is to split the deep network between the device and the server while compressing intermediate features. To date, however, such split computing strategies have barely outperformed the aforementioned naive data compression baselines due to their inefficient approaches to feature compression. This paper adopts ideas from knowledge distillation and neural image compression to compress intermediate feature representations more efficiently. Our supervised compression approach uses a teacher model and a student model with a stochastic bottleneck and learnable prior for entropy coding (Entropic Student). We compare our approach to various neural image and feature compression baselines in three vision tasks and found that it achieves better supervised rate-distortion performance while maintaining smaller end-to-end latency. We furthermore show that the learned feature representations can be tuned to serve multiple downstream tasks.

Large Language Models (LLMs) have transformed listwise document reranking by enabling global reasoning over candidate sets, yet single models often struggle to balance fine-grained relevance scoring with holistic cross-document analysis. We propose DeepAgentRank (\DeAR), an open-source framework that decouples these tasks through a dual-stage approach, achieving superior accuracy and interpretability. In Stage 1, we distill token-level relevance signals from a frozen 13B LLaMA teacher into a compact \{3, 8\}B student model using a hybrid of cross-entropy, RankNet, and KL divergence losses, ensuring robust pointwise scoring. In Stage 2, we attach a second LoRA adapter and fine-tune on 20K GPT-4o-generated chain-of-thought permutations, enabling listwise reasoning with natural-language justifications. Evaluated on TREC-DL19/20, eight BEIR datasets, and NovelEval-2306, \DeAR surpasses open-source baselines by +5.1 nDCG@5 on DL20 and achieves 90.97 nDCG@10 on NovelEval, outperforming GPT-4 by +3.09. Without fine-tuning on Wikipedia, DeAR also excels in open-domain QA, achieving 54.29 Top-1 accuracy on Natural Questions, surpassing baselines like MonoT5, UPR, and RankGPT. Ablations confirm that dual-loss distillation ensures stable calibration, making \DeAR a highly effective and interpretable solution for modern reranking systems.Dataset and code available at https://github.com/DataScienceUIBK/DeAR-Reranking..

Knowledge Distillation (KD) is increasingly adopted to transfer capabilities from large language models to smaller ones, offering significant improvements in efficiency and utility while often surpassing standard fine-tuning. Beyond performance, KD is also explored as a privacy-preserving mechanism to mitigate the risk of training data leakage. While training data memorization has been extensively studied in standard pre-training and fine-tuning settings, its dynamics in a knowledge distillation setup remain poorly understood. In this work, we study memorization across the KD pipeline using three large language model (LLM) families (Pythia, OLMo-2, Qwen-3) and three datasets (FineWeb, Wikitext, Nemotron-CC-v2). We find: (1) distilled models memorize significantly less training data than standard fine-tuning (reducing memorization by more than 50%); (2) some examples are inherently easier to memorize and account for a large fraction of memorization during distillation (over ~95%); (3) student memorization is predictable prior to distillation using features based on zlib entropy, KL divergence, and perplexity; and (4) while soft and hard distillation have similar overall memorization rates, hard distillation poses a greater risk: it inherits 2.7times more teacher-specific examples than soft distillation. Overall, we demonstrate that distillation can provide both improved generalization and reduced memorization risks compared to standard fine-tuning.

Collective motion in fish schools exemplifies emergent self-organization in active matter systems, yet computational tools for simulating and analyzing these dynamics remain fragmented across research groups. We present dewi-kadita, an open-source Python library implementing the three-dimensional Couzin zone-based model with comprehensive entropy diagnostics tailored for marine collective behavior research. The library introduces seven information-theoretic metrics -- school cohesion entropy, polarization entropy, depth stratification entropy, angular momentum entropy, nearest-neighbor entropy, velocity correlation entropy, and school shape entropy -- that characterize distinct organizational features inaccessible to classical order parameters. These metrics combine into an Oceanic Schooling Index (OSI) providing a single scalar measure of collective disorder. Validation across four canonical configurations (swarm, torus, dynamic parallel, highly parallel) confirms correct reproduction of known phase behaviors: the swarm maintains disorder with polarization P < 0.1 and OSI approx 0.71, while the highly parallel state achieves P = 0.998 with OSI = 0.24 and velocity correlation entropy vanishing to zero. The entropy framework successfully discriminates the torus and dynamic parallel configurations that exhibit comparable order parameter magnitudes through different organizational mechanisms. Numba just-in-time (JIT) compilation accelerates pairwise interaction calculations by 10--100times, enabling simulations of 150--250 agents over 1000--2000 time steps within five minutes on standard workstation hardware. NetCDF4 output ensures interoperability with oceanographic analysis tools. The library addresses the need for standardized, reproducible infrastructure in collective behavior modeling analogous to established molecular dynamics codes.

This paper presents the Entropy-Driven Unified Process Reward Model (EDU-PRM), a novel framework that approximates state-of-the-art performance in process supervision while drastically reducing training costs. EDU-PRM introduces an entropy-guided dynamic step partitioning mechanism, using logit distribution entropy to pinpoint high-uncertainty regions during token generation dynamically. This self-assessment capability enables precise step-level feedback without manual fine-grained annotation, addressing a critical challenge in process supervision. Experiments on the Qwen2.5-72B model with only 7,500 EDU-PRM-generated training queries demonstrate accuracy closely approximating the full Qwen2.5-72B-PRM (71.1% vs. 71.6%), achieving a 98% reduction in query cost compared to prior methods. This work establishes EDU-PRM as an efficient approach for scalable process reward model training.

We investigate the time evolution of the Boltzmann entropy of a dilute gas of N particles, N>>1, as it undergoes a free expansion doubling its volume. The microstate of the system, a point in the 4N dimensional phase space, changes in time via Hamiltonian dynamics. Its entropy, at any time t, is given by the logarithm of the phase space volume of all the microstates giving rise to its macrostate at time t. The macrostates that we consider are defined by coarse graining the one-particle phase space into cells Δ_α. The initial and final macrostates of the system are equilibrium states in volumes V and 2V, with the same energy E and particle number N. Their entropy per particle is given, for sufficiently large systems, by the thermodynamic entropy as a function of the particle and energy density, whose leading term is independent of the size of the Δ_α. The intermediate (non-equilibrium) entropy does however depend on the size of the cells Δ_α. Its change with time is due to (i) dispersal in physical space from free motion and to (ii) the collisions between particles which change their velocities. The former depends strongly on the size of the velocity coarse graining Δv: it produces entropy at a rate proportional to Δv. This dependence is investigated numerically and analytically for a dilute two-dimensional gas of hard discs. It becomes significant when the mean free path between collisions is of the same order or larger than the length scale of the initial spatial inhomogeneity. In the opposite limit, the rate of entropy production is essentially independent of Δv and is given by the Boltzmann equation for the limit Δvrightarrow 0. We show that when both processes are active the time dependence of the entropy has a scaling form involving the ratio of the rates of its production by the two processes.

Entropy serves as a critical metric for measuring the diversity of outputs generated by large language models (LLMs), providing valuable insights into their exploration capabilities. While recent studies increasingly focus on monitoring and adjusting entropy to better balance exploration and exploitation in reinforcement fine-tuning (RFT), a principled understanding of entropy dynamics during this process is yet to be thoroughly investigated. In this paper, we establish a theoretical framework for analyzing the entropy dynamics during the RFT process, which begins with a discriminant expression that quantifies entropy change under a single logit update. This foundation enables the derivation of a first-order expression for entropy change, which can be further extended to the update formula of Group Relative Policy Optimization (GRPO). The corollaries and insights drawn from the theoretical analysis inspire the design of entropy control methods, and also offer a unified lens for interpreting various entropy-based methods in existing studies. We provide empirical evidence to support the main conclusions of our analysis and demonstrate the effectiveness of the derived entropy-discriminator clipping methods. This study yields novel insights into RFT training dynamics, providing theoretical support and practical strategies for optimizing the exploration-exploitation balance during LLM fine-tuning.

In this work we present a new method for the estimation of Mutual Information (MI) between random variables. Our approach is based on an original interpretation of the Girsanov theorem, which allows us to use score-based diffusion models to estimate the Kullback Leibler divergence between two densities as a difference between their score functions. As a by-product, our method also enables the estimation of the entropy of random variables. Armed with such building blocks, we present a general recipe to measure MI, which unfolds in two directions: one uses conditional diffusion process, whereas the other uses joint diffusion processes that allow simultaneous modelling of two random variables. Our results, which derive from a thorough experimental protocol over all the variants of our approach, indicate that our method is more accurate than the main alternatives from the literature, especially for challenging distributions. Furthermore, our methods pass MI self-consistency tests, including data processing and additivity under independence, which instead are a pain-point of existing methods.

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

Knowledge Distillation (KD) trains a smaller student model using a large, pre-trained teacher model, with temperature as a key hyperparameter controlling the softness of output probabilities. Traditional methods use a fixed temperature throughout training, which is suboptimal. Moreover, architectural differences between teacher and student often result in mismatched logit magnitudes. We demonstrate that students benefit from softer probabilities early in training but require sharper probabilities in later stages. We introduce Dynamic Temperature Scheduler (DTS), which adjusts temperature dynamically based on the cross-entropy loss gap between teacher and student. To our knowledge, this is the first temperature scheduling method that adapts based on the divergence between teacher and student distributions. Our method integrates seamlessly with existing KD frameworks. We validate DTS across multiple KD strategies on vision (CIFAR-100, Tiny-ImageNet) and NLP tasks (GLUE, Dolly, SelfIns, UnNI, S-NI), consistently outperforming static-temperature baselines. Code is available at https://github.com/Sibgat-Ul/DTS.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

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.

Large Reasoning Models (LRMs) have achieved impressive performance on complex reasoning tasks by generating detailed chain-of-thought (CoT) explanations. However, these responses are often excessively long, containing redundant reasoning steps that inflate inference cost and reduce usability. Controlling the length of generated reasoning without sacrificing accuracy remains an open challenge. Through a systematic empirical analysis, we reveal a consistent positive correlation between model entropy and response length at different reasoning stages across diverse LRMs: the thinking phase exhibits higher entropy, reflecting exploratory behavior of longer responses, while the final answer phase shows lower entropy, indicating a more deterministic solution. This observation suggests that entropy at different reasoning stages can serve as a control knob for balancing conciseness and performance. Based on this insight, this paper introduces Phase Entropy Aware Reward (PEAR), a reward mechanism that incorporating phase-dependent entropy into the reward design. Instead of treating all tokens uniformly, PEAR penalize excessive entropy during the thinking phase and allowing moderate exploration at the final answer phase, which encourages models to generate concise reasoning traces that retain sufficient flexibility to solve the task correctly. This enables adaptive control of response length without relying on explicit length targets or rigid truncation rules. Extensive experiments across four benchmarks demonstrate that PEAR consistently reduces response length while sustaining competitive accuracy across model scales. In addition, PEAR demonstrates strong out-of-distribution (OOD) robustness beyond the training distribution. Our code is available at: https://github.com/iNLP-Lab/PEAR.

We establish a fundamental connection between score-based diffusion models and non-equilibrium thermodynamics by deriving performance limits based on entropy rates. Our main theoretical contribution is a lower bound on the negative log-likelihood of the data that relates model performance to entropy rates of diffusion processes. We numerically validate this bound on a synthetic dataset and investigate its tightness. By building a bridge to entropy rates - system, intrinsic, and exchange entropy - we provide new insights into the thermodynamic operation of these models, drawing parallels to Maxwell's demon and implications for thermodynamic computing hardware. Our framework connects generative modeling performance to fundamental physical principles through stochastic thermodynamics.

Knowledge distillation is a model compression technique in which a compact "student" network is trained to replicate the predictive behavior of a larger "teacher" network. In logit-based knowledge distillation, it has become the de facto approach to augment cross-entropy with a distillation term. Typically, this term is either a KL divergence that matches marginal probabilities or a correlation-based loss that captures intra- and inter-class relationships. In every case, it acts as an additional term to cross-entropy. This term has its own weight, which must be carefully tuned. In this paper, we adopt a choice-theoretic perspective and recast knowledge distillation under the Plackett-Luce model by interpreting teacher logits as "worth" scores. We introduce "Plackett-Luce Distillation (PLD)", a weighted list-wise ranking loss. In PLD, the teacher model transfers knowledge of its full ranking of classes, weighting each ranked choice by its own confidence. PLD directly optimizes a single "teacher-optimal" ranking. The true label is placed first, followed by the remaining classes in descending teacher confidence. This process yields a convex and translation-invariant surrogate that subsumes weighted cross-entropy. Empirically, across CIFAR-100, ImageNet-1K, and MS-COCO, PLD achieves consistent gains across diverse architectures and distillation objectives, including divergence-based, correlation-based, and feature-based methods, in both homogeneous and heterogeneous teacher-student pairs.

Recent reasoning Large Language Models (LLMs) demonstrate remarkable problem-solving abilities but often generate long thinking traces whose utility is unclear. Our work aims to improve their efficiency, enabling them to reach high performance without overthinking. First, we analyze the entropy of token probabilities in reasoning traces. Across three models, we observe a consistent U-shaped entropy pattern: high entropy on easy problems despite high accuracy, low entropy on problems with medium difficulty, and high entropy on hard problems reflecting uncertainty. Specifically, we notice 22--25\% entropy reduction from easy to medium difficulty regions, suggesting an {overthinking} phenomenon on easy instances. Building on these insights, we introduce DiffAdapt, a lightweight framework that selects Easy/Normal/Hard inference strategies per question based on their difficulty and reasoning trace entropy. Each inference strategy consists of a fixed prompt, temperature and maximum token length. In contrast to existing efficiency optimization methods, our approach does not fine-tune base LLM but a small probe that classifies LLM's final hidden state, allowing inexpensive adaptation. We comprehensively evaluate our method on five models and eight benchmarks. Our method achieves comparable or improved accuracy while reducing token usage by up to 22.4\%, establishing a practical path toward compute-efficient reasoning.

While Reinforcement Learning with Verifiable Rewards (RLVR) can enhance LLM reasoning, its training process poses a critical risk: entropy collapse. This phenomenon is a rapid loss of policy diversity, stemming from the exploration-exploitation imbalance and leading to a lack of generalization. Recent entropy-intervention methods aim to prevent entropy collapse, yet their underlying mechanisms remain unclear. In this paper, we conduct a quantitative analysis to reveal token-level entropy changes and how existing entropy intervention methods help avoid entropy collapse. Our findings point out a fundamental limitation of existing methods: they attempt to control entropy dynamics indirectly. By only affecting related factors, such as the advantage signal and generation probability, their effectiveness is inherently limited and could potentially fail. To address this limitation, we introduce an entropy-change-aware reweighting scheme, namely Stabilizing Token-level Entropy-changE via Reweighting (STEER), that adaptively stabilizes entropy dynamics through fine-grained token-level adjustments. Our approach mitigates over-exploitation while fostering robust exploration. Extensive experiments demonstrate that STEER significantly mitigates entropy collapse, stabilizes entropy dynamics, and achieves stronger downstream performance across various mathematical reasoning benchmarks \footnote{Our code is available at https://github.com/zz-haooo/STEER.

The statistical mechanics of Gibbs is a juxtaposition of subjective, probabilistic ideas on the one hand and objective, mechanical ideas on the other. In this paper, we follow the path set out by Jaynes, including elements added subsequently to that original work, to explore the consequences of the purely statistical point of view. We show how standard methods in the equilibrium theory could have been derived simply from a description of the available problem information. In addition, our presentation leads to novel insights into questions associated with symmetry and non-equilibrium statistical mechanics. Two surprising consequences to be explored in further work are that (in)distinguishability factors are automatically predicted from the problem formulation and that a quantity related to the thermodynamic entropy production is found by considering information loss in non-equilibrium processes. Using the problem of ion channel thermodynamics as an example, we illustrate the idea of building up complexity by successively adding information to create progressively more complex descriptions of a physical system. Our result is that such statistical mechanical descriptions can be used to create transparent, computable, experimentally-relevant models that may be informed by more detailed atomistic simulations. We also derive a theory for the kinetic behavior of this system, identifying the nonequilibrium `process' free energy functional. The Gibbs relation for this functional is a fluctuation-dissipation theorem applicable arbitrarily far from equilibrium, that captures the effect of non-local and time-dependent behavior from transient driving forces. Based on this work, it is clear that statistical mechanics is a general tool for constructing the relationships between constraints on system information.

Knowledge distillation involves transferring soft labels from a teacher to a student using a shared temperature-based softmax function. However, the assumption of a shared temperature between teacher and student implies a mandatory exact match between their logits in terms of logit range and variance. This side-effect limits the performance of student, considering the capacity discrepancy between them and the finding that the innate logit relations of teacher are sufficient for student to learn. To address this issue, we propose setting the temperature as the weighted standard deviation of logit and performing a plug-and-play Z-score pre-process of logit standardization before applying softmax and Kullback-Leibler divergence. Our pre-process enables student to focus on essential logit relations from teacher rather than requiring a magnitude match, and can improve the performance of existing logit-based distillation methods. We also show a typical case where the conventional setting of sharing temperature between teacher and student cannot reliably yield the authentic distillation evaluation; nonetheless, this challenge is successfully alleviated by our Z-score. We extensively evaluate our method for various student and teacher models on CIFAR-100 and ImageNet, showing its significant superiority. The vanilla knowledge distillation powered by our pre-process can achieve favorable performance against state-of-the-art methods, and other distillation variants can obtain considerable gain with the assistance of our pre-process.

Hallucination in large language models (LLMs) can be detected by assessing the uncertainty of model outputs, typically measured using entropy. Semantic entropy (SE) enhances traditional entropy estimation by quantifying uncertainty at the semantic cluster level. However, as modern LLMs generate longer one-sentence responses, SE becomes less effective because it overlooks two crucial factors: intra-cluster similarity (the spread within a cluster) and inter-cluster similarity (the distance between clusters). To address these limitations, we propose a simple black-box uncertainty quantification method inspired by nearest neighbor estimates of entropy. Our approach can also be easily extended to white-box settings by incorporating token probabilities. Additionally, we provide theoretical results showing that our method generalizes semantic entropy. Extensive empirical results demonstrate its effectiveness compared to semantic entropy across two recent LLMs (Phi3 and Llama3) and three common text generation tasks: question answering, text summarization, and machine translation. Our code is available at https://github.com/BigML-CS-UCLA/SNNE.

We show how to extract from a sufficiently long time series of stationary fluctuations of chemical reactions an estimate of the entropy production. This method, which is based on recent work on fluctuation theorems, is direct, non-invasive, does not require any knowledge about the underlying dynamics, and is applicable even when only partial information is available. We apply it to simple stochastic models of chemical reactions involving a finite number of states, and for this case, we study how the estimate of dissipation is affected by the degree of coarse-graining present in the input data.

We present a concise dynamical picture of infant-driven household chaos. The framework has three postulations: recurrent daily chaos, overall entropy growth in household organization, and transient local ordering episodes with switching rules (a volatile Maxwell-demon effect). We illustrate entropy growth with a two-region toy model (organizer vs. play area), where entropy production is nonnegative and long-time behavior is typically play-area dominated. We also model toy diffusion and curiosity-driven behavior, where novelty matters more than punishment in the short term, while gradual learning still occurs.

The present work explores the theoretical limits of Machine Learning (ML) within the framework of Kolmogorov's theory of Algorithmic Probability, which clarifies the notion of entropy as Expected Kolmogorov Complexity and formalizes other fundamental concepts such as Occam's razor via Levin's Universal Distribution. As a fundamental application, we develop Maximum Entropy methods that allow us to derive the Erdos--Kac Law in Probabilistic Number Theory, and establish the impossibility of discovering a formula for primes using Machine Learning via the Prime Coding Theorem.

This paper aims to overcome a major obstacle in scaling RL for reasoning with LLMs, namely the collapse of policy entropy. Such phenomenon is consistently observed across vast RL runs without entropy intervention, where the policy entropy dropped sharply at the early training stage, this diminished exploratory ability is always accompanied with the saturation of policy performance. In practice, we establish a transformation equation R=-a*e^H+b between entropy H and downstream performance R. This empirical law strongly indicates that, the policy performance is traded from policy entropy, thus bottlenecked by its exhaustion, and the ceiling is fully predictable H=0, R=-a+b. Our finding necessitates entropy management for continuous exploration toward scaling compute for RL. To this end, we investigate entropy dynamics both theoretically and empirically. Our derivation highlights that, the change in policy entropy is driven by the covariance between action probability and the change in logits, which is proportional to its advantage when using Policy Gradient-like algorithms. Empirical study shows that, the values of covariance term and entropy differences matched exactly, supporting the theoretical conclusion. Moreover, the covariance term stays mostly positive throughout training, further explaining why policy entropy would decrease monotonically. Through understanding the mechanism behind entropy dynamics, we motivate to control entropy by restricting the update of high-covariance tokens. Specifically, we propose two simple yet effective techniques, namely Clip-Cov and KL-Cov, which clip and apply KL penalty to tokens with high covariances respectively. Experiments show that these methods encourage exploration, thus helping policy escape entropy collapse and achieve better downstream performance.

Active matter systems, from self-propelled colloids to motile bacteria, are characterized by the conversion of free energy into useful work at the microscopic scale. These systems generically involve physics beyond the reach of equilibrium statistical mechanics, and a persistent challenge has been to understand the nature of their nonequilibrium states. The entropy production rate and the magnitude of the steady-state probability current provide quantitative ways to do so by measuring the breakdown of time-reversal symmetry and the strength of nonequilibrium transport of measure. Yet, their efficient computation has remained elusive, as they depend on the system's unknown and high-dimensional probability density. Here, building upon recent advances in generative modeling, we develop a deep learning framework that estimates the score of this density. We show that the score, together with the microscopic equations of motion, gives direct access to the entropy production rate, the probability current, and their decomposition into local contributions from individual particles, spatial regions, and degrees of freedom. To represent the score, we introduce a novel, spatially-local transformer-based network architecture that learns high-order interactions between particles while respecting their underlying permutation symmetry. We demonstrate the broad utility and scalability of the method by applying it to several high-dimensional systems of interacting active particles undergoing motility-induced phase separation (MIPS). We show that a single instance of our network trained on a system of 4096 particles at one packing fraction can generalize to other regions of the phase diagram, including systems with as many as 32768 particles. We use this observation to quantify the spatial structure of the departure from equilibrium in MIPS as a function of the number of particles and the packing fraction.

Entropy and mutual information in neural networks provide rich information on the learning process, but they have proven difficult to compute reliably in high dimensions. Indeed, in noisy and high-dimensional data, traditional estimates in ambient dimensions approach a fixed entropy and are prohibitively hard to compute. To address these issues, we leverage data geometry to access the underlying manifold and reliably compute these information-theoretic measures. Specifically, we define diffusion spectral entropy (DSE) in neural representations of a dataset as well as diffusion spectral mutual information (DSMI) between different variables representing data. First, we show that they form noise-resistant measures of intrinsic dimensionality and relationship strength in high-dimensional simulated data that outperform classic Shannon entropy, nonparametric estimation, and mutual information neural estimation (MINE). We then study the evolution of representations in classification networks with supervised learning, self-supervision, or overfitting. We observe that (1) DSE of neural representations increases during training; (2) DSMI with the class label increases during generalizable learning but stays stagnant during overfitting; (3) DSMI with the input signal shows differing trends: on MNIST it increases, while on CIFAR-10 and STL-10 it decreases. Finally, we show that DSE can be used to guide better network initialization and that DSMI can be used to predict downstream classification accuracy across 962 models on ImageNet. The official implementation is available at https://github.com/ChenLiu-1996/DiffusionSpectralEntropy.

We present a SemiEmpirical Theory of Learning (SETOL) that explains the remarkable performance of State-Of-The-Art (SOTA) Neural Networks (NNs). We provide a formal explanation of the origin of the fundamental quantities in the phenomenological theory of Heavy-Tailed Self-Regularization (HTSR): the heavy-tailed power-law layer quality metrics, alpha and alpha-hat. In prior work, these metrics have been shown to predict trends in the test accuracies of pretrained SOTA NN models, importantly, without needing access to either testing or training data. Our SETOL uses techniques from statistical mechanics as well as advanced methods from random matrix theory and quantum chemistry. The derivation suggests new mathematical preconditions for ideal learning, including a new metric, ERG, which is equivalent to applying a single step of the Wilson Exact Renormalization Group. We test the assumptions and predictions of SETOL on a simple 3-layer multilayer perceptron (MLP), demonstrating excellent agreement with the key theoretical assumptions. For SOTA NN models, we show how to estimate the individual layer qualities of a trained NN by simply computing the empirical spectral density (ESD) of the layer weight matrices and plugging this ESD into our SETOL formulas. Notably, we examine the performance of the HTSR alpha and the SETOL ERG layer quality metrics, and find that they align remarkably well, both on our MLP and on SOTA NNs.

Verifying the provenance of content is crucial to the function of many organizations, e.g., educational institutions, social media platforms, firms, etc. This problem is becoming increasingly difficult as text generated by Large Language Models (LLMs) becomes almost indistinguishable from human-generated content. In addition, many institutions utilize in-house LLMs and want to ensure that external, non-sanctioned LLMs do not produce content within the institution. In this paper, we answer the following question: Given a piece of text, can we identify whether it was produced by LLM A or B (where B can be a human)? We model LLM-generated text as a sequential stochastic process with complete dependence on history and design zero-shot statistical tests to distinguish between (i) the text generated by two different sets of LLMs A (in-house) and B (non-sanctioned) and also (ii) LLM-generated and human-generated texts. We prove that the type I and type II errors for our tests decrease exponentially in the text length. In designing our tests, we derive concentration inequalities on the difference between log-perplexity and the average entropy of the string under A. Specifically, for a given string, we demonstrate that if the string is generated by A, the log-perplexity of the string under A converges to the average entropy of the string under A, except with an exponentially small probability in string length. We also show that if B generates the text, except with an exponentially small probability in string length, the log-perplexity of the string under A converges to the average cross-entropy of B and A. Lastly, we present preliminary experimental results to support our theoretical results. By enabling guaranteed (with high probability) finding of the origin of harmful LLM-generated text with arbitrary size, we can help combat misinformation.

Uncertainty estimation is crucial for evaluating Large Language Models (LLMs), particularly in high-stakes domains where incorrect answers result in significant consequences. Numerous approaches consider this problem, while focusing on a specific type of uncertainty, ignoring others. We investigate what estimates, specifically token-wise entropy and model-as-judge (MASJ), would work for multiple-choice question-answering tasks for different question topics. Our experiments consider three LLMs: Phi-4, Mistral, and Qwen of different sizes from 1.5B to 72B and 14 topics. While MASJ performs similarly to a random error predictor, the response entropy predicts model error in knowledge-dependent domains and serves as an effective indicator of question difficulty: for biology ROC AUC is 0.73. This correlation vanishes for the reasoning-dependent domain: for math questions ROC-AUC is 0.55. More principally, we found out that the entropy measure required a reasoning amount. Thus, data-uncertainty related entropy should be integrated within uncertainty estimates frameworks, while MASJ requires refinement. Moreover, existing MMLU-Pro samples are biased, and should balance required amount of reasoning for different subdomains to provide a more fair assessment of LLMs performance.

Entropy minimization (EM) trains the model to concentrate even more probability mass on its most confident outputs. We show that this simple objective alone, without any labeled data, can substantially improve large language models' (LLMs) performance on challenging math, physics, and coding tasks. We explore three approaches: (1) EM-FT minimizes token-level entropy similarly to instruction finetuning, but on unlabeled outputs drawn from the model; (2) EM-RL: reinforcement learning with negative entropy as the only reward to maximize; (3) EM-INF: inference-time logit adjustment to reduce entropy without any training data or parameter updates. On Qwen-7B, EM-RL, without any labeled data, achieves comparable or better performance than strong RL baselines such as GRPO and RLOO that are trained on 60K labeled examples. Furthermore, EM-INF enables Qwen-32B to match or exceed the performance of proprietary models like GPT-4o, Claude 3 Opus, and Gemini 1.5 Pro on the challenging SciCode benchmark, while being 3x more efficient than self-consistency and sequential refinement. Our findings reveal that many pretrained LLMs possess previously underappreciated reasoning capabilities that can be effectively elicited through entropy minimization alone, without any labeled data or even any parameter updates.

RL training of multi-turn LLM agents is inherently unstable, and reasoning quality directly determines task performance. Entropy is widely used to track reasoning stability. However, entropy only measures diversity within the same input, and cannot tell whether reasoning actually responds to different inputs. In RAGEN-2, we find that even with stable entropy, models can rely on fixed templates that look diverse but are input-agnostic. We call this template collapse, a failure mode invisible to entropy and all existing metrics. To diagnose this failure, we decompose reasoning quality into within-input diversity (Entropy) and cross-input distinguishability (Mutual Information, MI), and introduce a family of mutual information proxies for online diagnosis. Across diverse tasks, mutual information correlates with final performance much more strongly than entropy, making it a more reliable proxy for reasoning quality. We further explain template collapse with a signal-to-noise ratio (SNR) mechanism. Low reward variance weakens task gradients, letting regularization terms dominate and erase cross-input reasoning differences. To address this, we propose SNR-Aware Filtering to select high-signal prompts per iteration using reward variance as a lightweight proxy. Across planning, math reasoning, web navigation, and code execution, the method consistently improves both input dependence and task performance.

Can we learn more from data than existed in the generating process itself? Can new and useful information be constructed from merely applying deterministic transformations to existing data? Can the learnable content in data be evaluated without considering a downstream task? On these questions, Shannon information and Kolmogorov complexity come up nearly empty-handed, in part because they assume observers with unlimited computational capacity and fail to target the useful information content. In this work, we identify and exemplify three seeming paradoxes in information theory: (1) information cannot be increased by deterministic transformations; (2) information is independent of the order of data; (3) likelihood modeling is merely distribution matching. To shed light on the tension between these results and modern practice, and to quantify the value of data, we introduce epiplexity, a formalization of information capturing what computationally bounded observers can learn from data. Epiplexity captures the structural content in data while excluding time-bounded entropy, the random unpredictable content exemplified by pseudorandom number generators and chaotic dynamical systems. With these concepts, we demonstrate how information can be created with computation, how it depends on the ordering of the data, and how likelihood modeling can produce more complex programs than present in the data generating process itself. We also present practical procedures to estimate epiplexity which we show capture differences across data sources, track with downstream performance, and highlight dataset interventions that improve out-of-distribution generalization. In contrast to principles of model selection, epiplexity provides a theoretical foundation for data selection, guiding how to select, generate, or transform data for learning systems.

Transfer entropy (TE) is an information theoretic measure that reveals the directional flow of information between processes, providing valuable insights for a wide range of real-world applications. This work proposes Transfer Entropy Estimation via Transformers (TREET), a novel attention-based approach for estimating TE for stationary processes. The proposed approach employs Donsker-Varadhan representation to TE and leverages the attention mechanism for the task of neural estimation. We propose a detailed theoretical and empirical study of the TREET, comparing it to existing methods on a dedicated estimation benchmark. To increase its applicability, we design an estimated TE optimization scheme that is motivated by the functional representation lemma, and use it to estimate the capacity of communication channels with memory, which is a canonical optimization problem in information theory. We further demonstrate how an optimized TREET can be used to estimate underlying densities, providing experimental results. Finally, we apply TREET to feature analysis of patients with Apnea, demonstrating its applicability to real-world physiological data. Our work, applied with state-of-the-art deep learning methods, opens a new door for communication problems which are yet to be solved.

We discovered the underlying physics in Next-token Prediction (NTP). We identified the law of information conservation within NTP and proposed the First Law of Information Capacity (IC-1), demonstrating that the essence of intelligence emergence in auto-regressive models is fundamentally a process of information transfer. We also introduced Landauer's Principle into NTP, formulating the Second Law of Information Capacity (IC-2), which establishes the relationship between auto-regressive model training and energy consumption. Additionally, we presented several corollaries, which hold practical significance for production practices. Finally, we validated the compatibility and complementarity of our findings with existing theories.

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

Adversarial training is a practical approach for improving the robustness of deep neural networks against adversarial attacks. Although bringing reliable robustness, the performance toward clean examples is negatively affected after adversarial training, which means a trade-off exists between accuracy and robustness. Recently, some studies have tried to use knowledge distillation methods in adversarial training, achieving competitive performance in improving the robustness but the accuracy for clean samples is still limited. In this paper, to mitigate the accuracy-robustness trade-off, we introduce the Multi-Teacher Adversarial Robustness Distillation (MTARD) to guide the model's adversarial training process by applying a strong clean teacher and a strong robust teacher to handle the clean examples and adversarial examples, respectively. During the optimization process, to ensure that different teachers show similar knowledge scales, we design the Entropy-Based Balance algorithm to adjust the teacher's temperature and keep the teachers' information entropy consistent. Besides, to ensure that the student has a relatively consistent learning speed from multiple teachers, we propose the Normalization Loss Balance algorithm to adjust the learning weights of different types of knowledge. A series of experiments conducted on public datasets demonstrate that MTARD outperforms the state-of-the-art adversarial training and distillation methods against various adversarial attacks.

For RL algorithms, appropriate entropy control is crucial to their effectiveness. To control the policy entropy, a commonly used method is entropy regularization, which is adopted in various popular RL algorithms including PPO, SAC and A3C. Although entropy regularization proves effective in robotic and games RL conventionally, studies found that it gives weak to no gains in LLM-RL training. In this work, we study the issues of entropy bonus in LLM-RL setting. Specifically, we first argue that the conventional entropy regularization suffers from the LLM's extremely large response space and the sparsity of the optimal outputs. As a remedy, we propose AEnt, an entropy control method that utilizes a new clamped entropy bonus with an automatically adjusted coefficient. The clamped entropy is evaluated with the re-normalized policy defined on certain smaller token space, which encourages exploration within a more compact response set. In addition, the algorithm automatically adjusts entropy coefficient according to the clamped entropy value, effectively controlling the entropy-induced bias while leveraging the entropy's benefits. AEnt is tested in math-reasoning tasks under different base models and datasets, and it is observed that AEnt outperforms the baselines consistently across multiple benchmarks.

Reinforcement learning (RL) has enabled machine learning models to achieve significant advances in many fields. Most recently, RL has empowered frontier language models to solve challenging math, science, and coding problems. However, central to any RL algorithm is the reward function, and reward engineering is a notoriously difficult problem in any domain. In this paper, we propose RENT: Reinforcement Learning via Entropy Minimization -- a fully unsupervised RL method that requires no external reward or ground-truth answers, and instead uses the model's entropy of its underlying distribution as an intrinsic reward. We find that by reinforcing the chains of thought that yield high model confidence on its generated answers, the model improves its reasoning ability. In our experiments, we showcase these improvements on an extensive suite of commonly-used reasoning benchmarks, including GSM8K, MATH500, AMC, AIME, and GPQA, and models of varying sizes from the Qwen, Mistral, and Llama families. The generality of our unsupervised learning method lends itself to applicability in a wide range of domains where external supervision is unavailable.

The Shannon entropy in the atomic, molecular and chemical physics context is presented by using as test cases the hydrogenic-like atoms H_c, {He_c}^+ and {Li_c}^{2+} confined by an impenetrable spherical box. Novel expressions for entropic uncertainty relation and Shannon entropies S_r and S_p are proposed to ensure their physical dimensionless characteristic. The electronic ground state energy and the quantities S_r, S_p and S_t are calculated for the hydrogenic-like atoms to different confinement radii by using a variational method. The global behavior of these quantities and different conjectures are analyzed. The results are compared, when available, with those previously published.

Balancing exploration and exploitation is a central goal in reinforcement learning (RL). Despite recent advances in enhancing language model (LM) reasoning, most methods lean toward exploitation, and increasingly encounter performance plateaus. In this work, we revisit entropy -- a signal of exploration in RL -- and examine its relationship to exploratory reasoning in LMs. Through empirical analysis, we uncover strong positive correlations between high-entropy regions and three types of exploratory reasoning actions: (1) pivotal tokens that determine or connect logical steps, (2) reflective actions such as self-verification and correction, and (3) rare behaviors under-explored by the base LMs. Motivated by this, we introduce a minimal modification to standard RL with only one line of code: augmenting the advantage function with an entropy-based term. Unlike traditional maximum-entropy methods which encourage exploration by promoting uncertainty, we encourage exploration by promoting longer and deeper reasoning chains. Notably, our method achieves significant gains on the Pass@K metric -- an upper-bound estimator of LM reasoning capabilities -- even when evaluated with extremely large K values, pushing the boundaries of LM reasoning.

Students' mental well-being is vital for academic success, with activities such as studying, socializing, and sleeping playing a role. Current mobile sensing data highlight this intricate link using statistical and machine learning analyses. We propose a novel LLM agent-based simulation framework to model student activities and mental health using the StudentLife Dataset. Each LLM agent was initialized with personality questionnaires and guided by smartphone sensing data throughout the simulated semester. These agents predict individual behaviors, provide self-reported mental health data via ecological momentary assessments (EMAs), and complete follow-up personality questionnaires. To ensure accuracy, we investigated various prompting techniques, memory systems, and activity-based mental state management strategies that dynamically update an agent's mental state based on their daily activities. This simulation goes beyond simply replicating existing data. This allows us to explore new scenarios that are not present in the original dataset, such as peer influence through agent-to-agent interactions and the impact of social media. Furthermore, we can conduct intervention studies by manipulating activity patterns via sensing signals and personality traits using questionnaire responses. This provides valuable insights into the behavioral changes that could enhance student well-being. The framework also facilitates hypothetical interviews with LLM agents, offering deeper insights into their mental health. This study showcases the power of LLM-driven behavioral modeling with sensing data, opening new avenues for understanding and supporting student mental health.

Permutation Entropy and statistiCal Complexity Analysis for astRophYsics (PECCARY) is a computationally inexpensive, statistical method by which any time-series can be characterized as predominantly regular, complex, or stochastic. Elements of the PECCARY method have been used in a variety of physical, biological, economic, and mathematical scenarios, but have not yet gained traction in the astrophysical community. This study introduces the PECCARY technique with the specific aims to motivate its use in and optimize it for the analysis of astrophysical orbital systems. PECCARY works by decomposing a time-dependent measure, such as the x-coordinate or orbital angular momentum time-series, into ordinal patterns. Due to its unique approach and statistical nature, PECCARY is well-suited for detecting preferred and forbidden patterns (a signature of chaos), even when the chaotic behavior is short-lived or when working with a relatively short duration time-series or small sets of time-series data. A variety of examples are used to demonstrate the capabilities of PECCARY. These include mathematical examples (sine waves, varieties of noise, sums of sine waves, well-known chaotic functions), a double pendulum system, and astrophysical tracer particle simulations with potentials of varying intricacies. Since the adopted timescale used to diagnose a given time-series can affect the outcome, a method is presented to identify an ideal sampling scheme, constrained by the overall duration and the natural timescale of the system. The accompanying PECCARY Python package and its usage are discussed.

State-of-the-art language generation models can degenerate when applied to open-ended generation problems such as text completion, story generation, or dialog modeling. This degeneration usually shows up in the form of incoherence, lack of vocabulary diversity, and self-repetition or copying from the context. In this paper, we postulate that ``human-like'' generations usually lie in a narrow and nearly flat entropy band, and violation of these entropy bounds correlates with degenerate behavior. Our experiments show that this stable narrow entropy zone exists across models, tasks, and domains and confirm the hypothesis that violations of this zone correlate with degeneration. We then use this insight to propose an entropy-aware decoding algorithm that respects these entropy bounds resulting in less degenerate, more contextual, and "human-like" language generation in open-ended text generation settings.

In order to make accurate predictions of material properties, current machine-learning approaches generally require large amounts of data, which are often not available in practice. In this work, an all-round framework is presented which relies on a feedforward neural network, the selection of physically-meaningful features and, when applicable, joint-learning. Next to being faster in terms of training time, this approach is shown to outperform current graph-network models on small datasets. In particular, the vibrational entropy at 305 K of crystals is predicted with a mean absolute test error of 0.009 meV/K/atom (four times lower than previous studies). Furthermore, joint-learning reduces the test error compared to single-target learning and enables the prediction of multiple properties at once, such as temperature functions. Finally, the selection algorithm highlights the most important features and thus helps understanding the underlying physics.

Long-term training of large language models (LLMs) requires maintaining stable exploration to prevent the model from collapsing into sub-optimal behaviors. Entropy is crucial in this context, as it controls exploration and helps avoid premature convergence to sub-optimal solutions. However, existing reinforcement learning methods struggle to maintain an appropriate level of entropy, as the training process involves a mix of positive and negative samples, each affecting entropy in different ways across steps. To address this, we propose Entropy stablilization via Proportional-Integral Control (EntroPIC), a novel method that adaptively adjusts the influence of positive and negative samples by dynamically tuning their loss coefficients. This approach stabilizes entropy throughout training, ensuring efficient exploration and steady progress. We provide a comprehensive theoretical analysis for both on-policy and off-policy learning settings, demonstrating that EntroPIC is effective at controlling entropy in large-scale LLM training. Experimental results show that our method successfully maintains desired entropy levels, enabling stable and optimal RL training for LLMs.

We present Noisy Student Training, a semi-supervised learning approach that works well even when labeled data is abundant. Noisy Student Training achieves 88.4% top-1 accuracy on ImageNet, which is 2.0% better than the state-of-the-art model that requires 3.5B weakly labeled Instagram images. On robustness test sets, it improves ImageNet-A top-1 accuracy from 61.0% to 83.7%, reduces ImageNet-C mean corruption error from 45.7 to 28.3, and reduces ImageNet-P mean flip rate from 27.8 to 12.2. Noisy Student Training extends the idea of self-training and distillation with the use of equal-or-larger student models and noise added to the student during learning. On ImageNet, we first train an EfficientNet model on labeled images and use it as a teacher to generate pseudo labels for 300M unlabeled images. We then train a larger EfficientNet as a student model on the combination of labeled and pseudo labeled images. We iterate this process by putting back the student as the teacher. During the learning of the student, we inject noise such as dropout, stochastic depth, and data augmentation via RandAugment to the student so that the student generalizes better than the teacher. Models are available at https://github.com/tensorflow/tpu/tree/master/models/official/efficientnet. Code is available at https://github.com/google-research/noisystudent.

Reinforcement learning algorithms such as group-relative policy optimization (GRPO) have demonstrated strong potential for improving the mathematical reasoning capabilities of large language models. However, prior work has consistently observed an entropy collapse phenomenon during reinforcement post-training, characterized by a monotonic decrease in policy entropy that ultimately leads to training instability and collapse. As a result, most existing approaches restrict training to short horizons (typically 5-20 epochs), limiting sustained exploration and hindering further policy improvement. In addition, nearly all prior work relies on a single, fixed reasoning prompt or template during training. In this work, we introduce prompt augmentation, a training strategy that instructs the model to generate reasoning traces under diverse templates and formats, thereby increasing rollout diversity. We show that, without a KL regularization term, prompt augmentation enables stable scaling of training duration under a fixed dataset and allows the model to tolerate low-entropy regimes without premature collapse. Empirically, a Qwen2.5-Math-1.5B model trained with prompt augmentation on the MATH Level 3-5 dataset achieves state-of-the-art performance, reaching 44.5 per-benchmark accuracy and 51.3 per-question accuracy on standard mathematical reasoning benchmarks, including AIME24, AMC, MATH500, Minerva, and OlympiadBench. The code and model checkpoints are available at https://github.com/wenquanlu/prompt-augmentation-GRPO.

While advancements in the reasoning abilities of LLMs have significantly enhanced their performance in solving mathematical problems, coding tasks, and general puzzles, their effectiveness in accurately adhering to instructions remains inconsistent, particularly with more complex directives. Our investigation identifies lazy reasoning during the thinking stage as the primary factor contributing to poor instruction adherence. To mitigate this issue, we propose a comprehensive framework designed to enable rigorous reasoning processes involving preview and self-checking, essential for satisfying strict instruction constraints. Specifically, we first generate instructions with complex constraints and apply a filtering process to obtain valid prompts, resulting in three distinct prompt datasets categorized as hard, easy, and pass. Then, we employ rejection sampling on the pass prompts to curate a small yet high-quality dataset, enabling a cold-start initialization of the model and facilitating its adaptation to effective reasoning patterns. Subsequently, we employ an entropy-preserving supervised fine-tuning (Entropy-SFT) strategy coupled with token-wise entropy-adaptive (TEA-RL) reinforcement learning guided by rule-based dense rewards. This approach encourages the model to transform its reasoning mechanism, ultimately fostering generalizable reasoning abilities that encompass preview and self-checking. Extensive experiments conducted on instruction-following benchmarks demonstrate remarkable performance improvements across various model scales. Notably, our Light-IF-32B model surpasses both larger open-source models such as DeepSeek-R1 and closed-source models like Doubao-1.6.

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

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

Straight line equation y=mx with slope m, when singularly perturbed as ay^3+y=mx with a positive parameter a, results in S-shaped curves or S-curves on a real plane. As arightarrow 0, we get back y=mx which is a cumulative distribution function of a continuous uniform distribution that describes the occurrence of every event in an interval to be equally probable. As arightarrowinfty, the derivative of y has finite support only at y=0 resembling a degenerate distribution. Based on these arguments, in this work, we propose that these S-curves can represent maximum entropy uniform distribution to a zero entropy single value. We also argue that these S-curves are superposable as they are only parametrically nonlinear but fundamentally linear. So far, the superposed forms have been used to capture the patterns of natural systems such as nonlinear dynamics of biological growth and kinetics of enzyme reactions. Here, we attempt to use the S-curve and its superposed form as statistical models. We fit the models on a classical dataset containing flower measurements of iris plants and analyze their usefulness in pattern recognition. Based on these models, we claim that any non-uniform pattern can be represented as a singular perturbation to uniform distribution. However, our parametric estimation procedure have some limitations such as sensitivity to initial conditions depending on the data at hand.

Reinforcement learning (RL) is a pivotal task for enhancing Large Language Model (LLM) reasoning. Conventional algorithms, however, typically adhere to a coarse-grained credit assignment paradigm, applying a uniform reward to all tokens in a sequence, a critical flaw in long-chain reasoning tasks. In this paper, we address this challenge and propose Dynamic Entropy Weighting, a novel mechanism that facilitates fine-grained rewards through two new algorithms: Group Token Policy Optimization (GTPO), which assigns an entropy-weighted reward to each token, and the analogous algorithm Sequence-Level GRPO (GRPO-S). Our approach is founded on the hypothesis that high policy entropy within a reasoning path is a powerful heuristic for cognitive effort at pivotal junctures, which can be repurposed into a learning signal. By repurposing policy entropy for reward shaping, we achieve true per-token credit assignment. Experimental results across challenging reasoning benchmarks validate the superiority of our approach, showing our methods significantly outperform a strong DAPO baseline and confirming our entropy-weighting mechanism as the key driver of this performance boost.

Understanding the training dynamics of deep neural networks remains a major open problem, with physics-inspired approaches offering promising insights. Building on this perspective, we develop a thermodynamic framework to describe the stationary distributions of stochastic gradient descent (SGD) with weight decay for scale-invariant neural networks, a setting that both reflects practical architectures with normalization layers and permits theoretical analysis. We establish analogies between training hyperparameters (e.g., learning rate, weight decay) and thermodynamic variables such as temperature, pressure, and volume. Starting with a simplified isotropic noise model, we uncover a close correspondence between SGD dynamics and ideal gas behavior, validated through theory and simulation. Extending to training of neural networks, we show that key predictions of the framework, including the behavior of stationary entropy, align closely with experimental observations. This framework provides a principled foundation for interpreting training dynamics and may guide future work on hyperparameter tuning and the design of learning rate schedulers.

Self-distillation (SD) is the process of first training a teacher model and then using its predictions to train a student model with the same architecture. Specifically, the student's objective function is big(xi*ell(teacher's predictions, student's predictions) + (1-xi)*ell(given labels, student's predictions)big), where ell is some loss function and xi is some parameter in [0,1]. Empirically, SD has been observed to provide performance gains in several settings. In this paper, we theoretically characterize the effect of SD in two supervised learning problems with noisy labels. We first analyze SD for regularized linear regression and show that in the high label noise regime, the optimal value of xi that minimizes the expected error in estimating the ground truth parameter is surprisingly greater than 1. Empirically, we show that xi > 1 works better than xi leq 1 even with the cross-entropy loss for several classification datasets when 50\% or 30\% of the labels are corrupted. Further, we quantify when optimal SD is better than optimal regularization. Next, we analyze SD in the case of logistic regression for binary classification with random label corruption and quantify the range of label corruption in which the student outperforms the teacher in terms of accuracy. To our knowledge, this is the first result of its kind for the cross-entropy loss.

Entropy regularization is a standard technique in reinforcement learning (RL) to enhance exploration, yet it yields negligible effects or even degrades performance in Large Language Models (LLMs). We attribute this failure to the cumulative tail risk inherent to LLMs with massive vocabularies and long generation horizons. In such environments, standard global entropy maximization indiscriminately dilutes probability mass into the vast tail of invalid tokens rather than focusing on plausible candidates, thereby disrupting coherent reasoning. To address this, we propose Trust Region Entropy (TRE), a method that encourages exploration strictly within the model's trust region. Extensive experiments across mathematical reasoning (MATH), combinatorial search (Countdown), and preference alignment (HH) tasks demonstrate that TRE consistently outperforms vanilla PPO, standard entropy regularization, and other exploration baselines. Our code is available at https://github.com/WhyChaos/TRE-Encouraging-Exploration-in-the-Trust-Region.

Multimodal reward models are crucial for aligning multimodal large language models with human preferences. Recent works have incorporated reasoning capabilities into these models, achieving promising results. However, training these models suffers from two critical challenges: (1) the inherent noise in preference datasets, which degrades model performance, and (2) the inefficiency of conventional training methods, which ignore the differences in sample difficulty. In this paper, we identify a strong correlation between response entropy and accuracy, indicating that entropy can serve as a reliable and unsupervised proxy for annotation noise and sample difficulty. Based on this insight, we propose a novel Entropy-Guided Training (EGT) approach for multimodal reasoning reward models, which combines two strategies: (1) entropy-guided data curation to mitigate the impact of unreliable samples, and (2) an entropy-guided training strategy that progressively introduces more complex examples. Extensive experiments across three benchmarks show that the EGT-trained model consistently outperforms state-of-the-art multimodal reward models.

Machine learning algorithms relying on deep neural networks recently allowed a great leap forward in artificial intelligence. Despite the popularity of their applications, the efficiency of these algorithms remains largely unexplained from a theoretical point of view. The mathematical description of learning problems involves very large collections of interacting random variables, difficult to handle analytically as well as numerically. This complexity is precisely the object of study of statistical physics. Its mission, originally pointed towards natural systems, is to understand how macroscopic behaviors arise from microscopic laws. Mean-field methods are one type of approximation strategy developed in this view. We review a selection of classical mean-field methods and recent progress relevant for inference in neural networks. In particular, we remind the principles of derivations of high-temperature expansions, the replica method and message passing algorithms, highlighting their equivalences and complementarities. We also provide references for past and current directions of research on neural networks relying on mean-field methods.

Many recent breakthroughs in machine learning have been enabled by the pre-trained foundation models. By scaling up model parameters, training data, and computation resources, foundation models have significantly advanced the state-of-the-art in many applications. However, it is still an open question of how to use these models to perform downstream tasks efficiently. Knowledge distillation (KD) has been explored to tackle this challenge. KD transfers knowledge from a large teacher model to a smaller student model. While KD has been successful in improving student model performance, recent research has discovered that a powerful teacher does not necessarily lead to a powerful student, due to their huge capacity gap. In addition, the potential distribution shifts between the pre-training data and downstream tasks can make knowledge transfer in KD sub-optimal for improving downstream task performance. In this paper, we extend KD with an interactive communication process to help students of downstream tasks learn effectively from pre-trained foundation models. Our design is inspired by the way humans learn from teachers who can explain knowledge in a way that meets the students' needs. Specifically, we let each model (i.e., student and teacher) train two components: (1) an encoder encoding the model's hidden states to a message and (2) a decoder decoding any messages to its own hidden states. With encoder and decoder, not only can the teacher transfer rich information by encoding its hidden states, but also the student can send messages with information of downstream tasks to the teacher. Therefore, knowledge passing from teacher to student can be tailored to the student's capacity and downstream tasks' distributions. We conducted experiments on benchmark datasets to show that our communication mechanism outperforms state-of-the-art distillation techniques.

Reinforcement Learning with Verifiable Rewards (RLVR) for large language models (LLMs) has achieved remarkable progress in enhancing LLMs' reasoning capabilities on tasks with clear correctness criteria, such as mathematical reasoning tasks. Several training metrics, such as entropy or response length, have been observed to correlate with different reasoning behaviors in reinforcement learning. Prior approaches incorporate such priors through reward or advantage shaping, which often relies on hand-crafted penalties and preferences (e.g., higher-is-better or lower-is-better). However, without careful hyperparameter tuning, these directional priors can be overly biased and may lead to failure. To this end, we introduce Conditional advANtage estimatiON (CANON), amplifying the impact of the target metric without presuming its direction. Specifically, CANON regroups the sampled responses into two groups based on the higher or lower value of a target metric, measures which metric trend contributes to better performance through inter-group comparison, and identifies the better response within the same group. In summary, CANON based on entropy consistently outperforms prior methods across three LLMs on both math reasoning and high-complexity logic tasks. When applied to response length, CANON further improves token efficiency, yielding a more favorable Pareto frontier in the performance-cost trade-off.

Using LLMs to give educational feedback to students for their assignments has attracted much attention in the AI in Education field. Yet, there is currently no large-scale open-source dataset of student assignments that includes detailed assignment descriptions, rubrics, and student submissions across various courses. As a result, research on generalisable methodology for automatic generation of effective and responsible educational feedback remains limited. In the current study, we constructed a large-scale dataset of Synthetic Computer science Assignments for LLM-generated Educational Feedback research (SCALEFeedback). We proposed a Sophisticated Assignment Mimicry (SAM) framework to generate the synthetic dataset by one-to-one LLM-based imitation from real assignment descriptions, student submissions to produce their synthetic versions. Our open-source dataset contains 10,000 synthetic student submissions spanning 155 assignments across 59 university-level computer science courses. Our synthetic submissions achieved BERTScore F1 0.84, PCC of 0.62 for assignment marks and 0.85 for length, compared to the corresponding real-world assignment dataset, while ensuring perfect protection of student private information. All these results of our SAM framework outperformed results of a naive mimicry method baseline. The LLM-generated feedback for our synthetic assignments demonstrated the same level of effectiveness compared to that of real-world assignment dataset. Our research showed that one-to-one LLM imitation is a promising method for generating open-source synthetic educational datasets that preserve the original dataset's semantic meaning and student data distribution, while protecting student privacy and institutional copyright. SCALEFeedback enhances our ability to develop LLM-based generalisable methods for offering high-quality, automated educational feedback in a scalable way.

The striking fractal geometry of strange attractors underscores the generative nature of chaos: like probability distributions, chaotic systems can be repeatedly measured to produce arbitrarily-detailed information about the underlying attractor. Chaotic systems thus pose a unique challenge to modern statistical learning techniques, while retaining quantifiable mathematical properties that make them controllable and interpretable as benchmarks. Here, we present a growing database currently comprising 131 known chaotic dynamical systems spanning fields such as astrophysics, climatology, and biochemistry. Each system is paired with precomputed multivariate and univariate time series. Our dataset has comparable scale to existing static time series databases; however, our systems can be re-integrated to produce additional datasets of arbitrary length and granularity. Our dataset is annotated with known mathematical properties of each system, and we perform feature analysis to broadly categorize the diverse dynamics present across the collection. Chaotic systems inherently challenge forecasting models, and across extensive benchmarks we correlate forecasting performance with the degree of chaos present. We also exploit the unique generative properties of our dataset in several proof-of-concept experiments: surrogate transfer learning to improve time series classification, importance sampling to accelerate model training, and benchmarking symbolic regression algorithms.

We address the challenge of exploration in reinforcement learning (RL) when the agent operates in an unknown environment with sparse or no rewards. In this work, we study the maximum entropy exploration problem of two different types. The first type is visitation entropy maximization previously considered by Hazan et al.(2019) in the discounted setting. For this type of exploration, we propose a game-theoretic algorithm that has mathcal{O}(H^3S^2A/varepsilon^2) sample complexity thus improving the varepsilon-dependence upon existing results, where S is a number of states, A is a number of actions, H is an episode length, and varepsilon is a desired accuracy. The second type of entropy we study is the trajectory entropy. This objective function is closely related to the entropy-regularized MDPs, and we propose a simple algorithm that has a sample complexity of order mathcal{O}(poly(S,A,H)/varepsilon). Interestingly, it is the first theoretical result in RL literature that establishes the potential statistical advantage of regularized MDPs for exploration. Finally, we apply developed regularization techniques to reduce sample complexity of visitation entropy maximization to mathcal{O}(H^2SA/varepsilon^2), yielding a statistical separation between maximum entropy exploration and reward-free exploration.

In this paper I apply newly-proposed information-theoretic principles to thermodynamic work extraction. I show that if it is possible to extract work deterministically from a physical system prepared in any one of a set of states, then those states must be distinguishable from one another. This result is formulated independently of scale and of particular dynamical laws; it also provides a novel connection between thermodynamics and information theory, established via the law of conservation of energy (rather than the second law of thermodynamics). Albeit compatible with these conclusions, existing thermodynamics approaches cannot provide a result of such generality, because they are scale-dependent (relying on ensembles or coarse-graining) or tied to particular dynamical laws. This paper thus provides a broader foundation for thermodynamics, with implications for the theory of von Neumann's universal constructor

Revision behavior in adaptive writing support systems is an important and relatively new area of research that can improve the design and effectiveness of these tools, and promote students' self-regulated learning (SRL). Understanding how these tools are used is key to improving them to better support learners in their writing and learning processes. In this paper, we present a novel pipeline with insights into the revision behavior of students at scale. We leverage a data set of two groups using an adaptive writing support tool in an educational setting. With our novel pipeline, we show that the tool was effective in promoting revision among the learners. Depending on the writing feedback, we were able to analyze different strategies of learners when revising their texts, we found that users of the exemplary case improved over time and that females tend to be more efficient. Our research contributes a pipeline for measuring SRL behaviors at scale in writing tasks (i.e., engagement or revision behavior) and informs the design of future adaptive writing support systems for education, with the goal of enhancing their effectiveness in supporting student writing. The source code is available at https://github.com/lucamouchel/Understanding-Revision-Behavior.

The pervasiveness of proprietary language models has raised critical privacy concerns, necessitating advancements in private inference (PI), where computations are performed directly on encrypted data without revealing users' sensitive information. While PI offers a promising solution, its practical deployment is hindered by substantial communication and latency overheads, primarily stemming from nonlinear operations. To address this, we introduce an information-theoretic framework to characterize the role of nonlinearities in decoder-only language models, laying a principled foundation for optimizing transformer-architectures tailored to the demands of PI. By leveraging Shannon's entropy as a quantitative measure, we uncover the previously unexplored dual significance of nonlinearities: beyond ensuring training stability, they are crucial for maintaining attention head diversity. Specifically, we find that their removal triggers two critical failure modes: {\em entropy collapse} in deeper layers that destabilizes training, and {\em entropic overload} in earlier layers that leads to under-utilization of Multi-Head Attention's (MHA) representational capacity. We propose an entropy-guided attention mechanism paired with a novel entropy regularization technique to mitigate entropic overload. Additionally, we explore PI-friendly alternatives to layer normalization for preventing entropy collapse and stabilizing the training of LLMs with reduced-nonlinearities. Our study bridges the gap between information theory and architectural design, establishing entropy dynamics as a principled guide for developing efficient PI architectures. The code and implementation are available at https://github.com/Nandan91/entropy-guided-attention-llm{entropy-guided-llm}.

This topical review article gives an overview of the interplay between quantum information theory and thermodynamics of quantum systems. We focus on several trending topics including the foundations of statistical mechanics, resource theories, entanglement in thermodynamic settings, fluctuation theorems and thermal machines. This is not a comprehensive review of the diverse field of quantum thermodynamics; rather, it is a convenient entry point for the thermo-curious information theorist. Furthermore this review should facilitate the unification and understanding of different interdisciplinary approaches emerging in research groups around the world.

A number of different architectures and loss functions have been applied to the problem of self-supervised learning (SSL), with the goal of developing embeddings that provide the best possible pre-training for as-yet-unknown, lightly supervised downstream tasks. One of these SSL criteria is to maximize the entropy of a set of embeddings in some compact space. But the goal of maximizing the embedding entropy often depends--whether explicitly or implicitly--upon high dimensional entropy estimates, which typically perform poorly in more than a few dimensions. In this paper, we motivate an effective entropy maximization criterion (E2MC), defined in terms of easy-to-estimate, low-dimensional constraints. We demonstrate that using it to continue training an already-trained SSL model for only a handful of epochs leads to a consistent and, in some cases, significant improvement in downstream performance. We perform careful ablation studies to show that the improved performance is due to the proposed add-on criterion. We also show that continued pre-training with alternative criteria does not lead to notable improvements, and in some cases, even degrades performance.

Recent advances in multimodal large reasoning models (MLRMs) have substantially improved their ability to solve complex textual and visual tasks. However, these models tend to overthink on simple problems, producing unnecessarily lengthy reasoning traces, while under-exploring on challenging ones, leading to missed solutions. To address this imbalance, we propose ARES, a unified open-source framework for adaptive reasoning that dynamically allocates exploration effort based on task difficulty. Our approach is motivated by two key empirical findings: (i) while single-token entropy is noisy, high window-entropy (HWE) tokens (token-level entropies averaged under a sliding window) can reliably capture reasoning-critical moments; and (ii) reducing HWE usage benefits easy problems, while increasing it is essential for solving hard ones. Building on these insights, ARES introduces a two-stage training pipeline. In the Adaptive Cold-Start stage, we curate multimodal and textual data paired with reasoning traces of length proportional to problem difficulty, equipping the model with initial difficulty awareness. In the second stage, we develop Adaptive Entropy Policy Optimization (AEPO), which uses HWE tokens as exploration triggers to decide when to explore, and a hierarchical entropy reward with dynamic KL control to decide how much to explore. Extensive experiments demonstrate that ARES achieves superior performance and reasoning efficiency across diverse mathematical, logical, and multimodal benchmarks, while closing the gap to leading commercial systems under significantly lower inference costs.

The Markov entropy decomposition (MED) is a recently-proposed, cluster-based simulation method for finite temperature quantum systems with arbitrary geometry. In this paper, we detail numerical algorithms for performing the required steps of the MED, principally solving a minimization problem with a preconditioned Newton's algorithm, as well as how to extract global susceptibilities and thermal responses. We demonstrate the power of the method with the spin-1/2 XXZ model on the 2D square lattice, including the extraction of critical points and details of each phase. Although the method shares some qualitative similarities with exact-diagonalization, we show the MED is both more accurate and significantly more flexible.

We introduce a method to measure uncertainty in large language models. For tasks like question answering, it is essential to know when we can trust the natural language outputs of foundation models. We show that measuring uncertainty in natural language is challenging because of "semantic equivalence" -- different sentences can mean the same thing. To overcome these challenges we introduce semantic entropy -- an entropy which incorporates linguistic invariances created by shared meanings. Our method is unsupervised, uses only a single model, and requires no modifications to off-the-shelf language models. In comprehensive ablation studies we show that the semantic entropy is more predictive of model accuracy on question answering data sets than comparable baselines.

All current formulations of thermodynamics invoke some form of coarse-graining or ensembles as the supposed link between their own laws and the microscopic laws of motion. They deal only with ensemble-averages, expectation values, macroscopic limits, infinite heat baths, etc., not with the details of physical variables of individual microscopic systems. They are consistent with the laws of motion for finite systems only in certain approximations, which improve with increasing scale, given various assumptions about initial conditions which are neither specified precisely nor even thought to hold exactly in nature. Here I propose a new formulation of the zeroth, first and second laws, improving upon the axiomatic approach to thermodynamics (Carath\'eodory, 1909; Lieb & Yngvason, 1999), via the principles of the recently proposed constructor theory. Specifically, I provide a non-approximative, scale-independent formulation of 'adiabatic accessibility'; this in turn provides a non-approximative, scale-independent distinction between work and heat and reveals an unexpected connection between information theory and the first law of thermodynamics (not just the second). It also achieves the long-sought unification of the axiomatic approach with Kelvin's.

Markov categories are a novel framework to describe and treat problems in probability and information theory. In this work we combine the categorical formalism with the traditional quantitative notions of entropy, mutual information, and data processing inequalities. We show that several quantitative aspects of information theory can be captured by an enriched version of Markov categories, where the spaces of morphisms are equipped with a divergence or even a metric. As it is customary in information theory, mutual information can be defined as a measure of how far a joint source is from displaying independence of its components. More strikingly, Markov categories give a notion of determinism for sources and channels, and we can define entropy exactly by measuring how far a source or channel is from being deterministic. This recovers Shannon and R\'enyi entropies, as well as the Gini-Simpson index used in ecology to quantify diversity, and it can be used to give a conceptual definition of generalized entropy.

We explore the relations between the zeta distribution and algorithmic information theory via a new model of the transfer learning problem. The program distribution is approximated by a zeta distribution with parameter near 1. We model the training sequence as a stochastic process. We analyze the upper temporal bound for learning a training sequence and its entropy rates, assuming an oracle for the transfer learning problem. We argue from empirical evidence that power-law models are suitable for natural processes. Four sequence models are proposed. Random typing model is like no-free lunch where transfer learning does not work. Zeta process independently samples programs from the zeta distribution. A model of common sub-programs inspired by genetics uses a database of sub-programs. An evolutionary zeta process samples mutations from Zeta distribution. The analysis of stochastic processes inspired by evolution suggest that AI may be feasible in nature, countering no-free lunch sort of arguments.

Code LLMs are being rapidly deployed and there is evidence that they can make professional programmers more productive. Current benchmarks for code generation measure whether models generate correct programs given an expert prompt. In this paper, we present a new benchmark containing multiple prompts per problem, written by a specific population of non-expert prompters: beginning programmers. StudentEval contains 1,749 prompts for 48 problems, written by 80 students who have only completed one semester of Python programming. Our students wrote these prompts while working interactively with a Code LLM, and we observed very mixed success rates. We use StudentEval to evaluate 5 Code LLMs and find that StudentEval is a better discriminator of model performance than existing benchmarks. We analyze the prompts and find significant variation in students' prompting techniques. We also find that nondeterministic LLM sampling could mislead students into thinking that their prompts are more (or less) effective than they actually are, which has implications for how to teach with Code LLMs.

Knowledge Distillation (KD) has emerged as a promising approach for transferring knowledge from a larger, more complex teacher model to a smaller student model. Traditionally, KD involves training the student to mimic the teacher's output probabilities, while more advanced techniques have explored guiding the student to adopt the teacher's internal representations. Despite its widespread success, the performance of KD in binary classification and few-class problems has been less satisfactory. This is because the information about the teacher model's generalization patterns scales directly with the number of classes. Moreover, several sophisticated distillation methods may not be universally applicable or effective for data types beyond Computer Vision. Consequently, effective distillation techniques remain elusive for a range of key real-world applications, such as sentiment analysis, search query understanding, and advertisement-query relevance assessment. Taking these observations into account, we introduce a novel method for distilling knowledge from the teacher's model representations, which we term Learning Embedding Linear Projections (LELP). Inspired by recent findings about the structure of final-layer representations, LELP works by identifying informative linear subspaces in the teacher's embedding space, and splitting them into pseudo-subclasses. The student model is then trained to replicate these pseudo-classes. Our experimental evaluation on large-scale NLP benchmarks like Amazon Reviews and Sentiment140 demonstrate the LELP is consistently competitive with, and typically superior to, existing state-of-the-art distillation algorithms for binary and few-class problems, where most KD methods suffer.

The growing popularity of data mining catalyses the researchers to explore various exciting aspects of education. Early prediction of student performance is an emerging area among them. The researchers have used various predictors in performance modelling studies. Although prior cognition can affect student performance, establishing their relationship is still an open research challenge. Quantifying the knowledge from readily available data is the major challenge here. We have proposed a semantic approach for this purpose. Association mining on nearly 0.35 million observations establishes that prior cognition impacts the student performance. The proposed approach of measuring domain knowledge can help the early performance modelling studies to use it as a predictor.

Large language models (LLMs) exhibit varying levels of confidence across input prompts (questions): some lead to consistent, semantically similar answers, while others yield diverse or contradictory outputs. This variation reflects LLM's uncertainty about the input prompt, a signal of how confidently the model understands a given problem. However, vanilla Group Relative Policy Optimization (GRPO) treats all prompts equally during policy updates, ignoring this important information about the model's knowledge boundaries. To address this limitation, we propose SEED-GRPO (Semantic Entropy EnhanceD GRPO), which explicitly measures LLMs' uncertainty of the input prompts semantic entropy. Semantic entropy measures the diversity of meaning in multiple generated answers given a prompt and uses this to modulate the magnitude of policy updates. This uncertainty-aware training mechanism enables dynamic adjustment of policy update magnitudes based on question uncertainty. It allows more conservative updates on high-uncertainty questions while maintaining the original learning signal on confident ones. Experimental results on five mathematical reasoning benchmarks (AIME24 56.7, AMC 68.7, MATH 83.4, Minerva 34.2, and OlympiadBench 48.0) demonstrate that SEED-GRPO achieves new state-of-the-art performance in average accuracy, validating the effectiveness of uncertainty-aware policy optimization.

We trained 13,440 large language models and found that entropy minimization requires only a single unlabeled data and 10 steps optimization to achieve performance improvements comparable to or even greater than those obtained using thousands of data and carefully designed rewards in rule-based reinforcement learning. This striking result may prompt a rethinking of post-training paradigms for large language models. Our code is avaliable at https://github.com/zitian-gao/one-shot-em.

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

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

Along the way initiated by Carleo and Troyer [1], we construct the neural-network quantum state of transverse-field Ising model(TFIM) by an unsupervised machine learning method. Such a wave function is a map from the spin-configuration space to the complex number field determined by an array of network parameters. To get the ground state of the system, values of the network parameters are calculated by a Stochastic Reconfiguration(SR) method. We provide for this SR method an understanding from action principle and information geometry aspects. With this quantum state, we calculate key observables of the system, the energy, correlation function, correlation length, magnetic moment and susceptibility. As innovations, we provide a high efficiency method and use it to calculate entanglement entropy (EE) of the system and get results consistent with previous work very well.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

Masked Diffusion Models (MDMs) offer flexible, non-autoregressive generation, but this freedom introduces a challenge: final output quality is highly sensitive to the decoding order. We are the first to formalize this issue, attributing the variability in output quality to the cumulative predictive uncertainty along a generative path. To quantify this uncertainty, we introduce Denoising Entropy, a computable metric that serves as an internal signal for evaluating generative process. Leveraging this metric, we propose two algorithms designed to optimize the decoding path: a post-hoc selection method and a real-time guidance strategy. Experiments demonstrate that our entropy-guided methods significantly improve generation quality, consistently boosting accuracy on challenging reasoning, planning, and code benchmarks. Our work establishes Denoising Entropy as a principled tool for understanding and controlling generation, effectively turning the uncertainty in MDMs from a liability into a key advantage for discovering high-quality solutions.

As Generative AI becomes a key component in physics education, a significant ethical challenge has emerged: the tendency of students to anthropomorphize Large Language Models (LLMs), treating them as authoritative "oracles" that retrieve fixed facts from an internal database. However, LLMs operate fundamentally as probabilistic engines. This paper describes the design and implementation of a didactic activity, a reduced version of the "20 Questions" game, aimed at making this stochastic nature directly observable. Unlike a human player who fixes a target object at the start of the game, students discover that the model generates answers based solely on local coherence with the interaction history. By utilizing functionalities such as re-sampling and history rewinding, students act as experimenters, observing how identical interaction histories can yield diverging narrative paths. We discuss how mapping these behaviors to familiar physics concepts provides the epistemic scaffolding necessary to promote informed skepticism, framing the verification of AI outputs not merely as a compliance rule, but as a technical necessity derived from the system's probabilistic nature.

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

Recent advancements in large language models (LLMs) often rely on generating intermediate reasoning steps to enhance accuracy. However, little work has examined how reasoning utility contributes to the final answer's correctness. Due to the stochastic nature of autoregressive generation, generating more context does not guarantee increased confidence in the answer. If we could predict, during generation, whether a reasoning step will be useful, we could stop early or prune ineffective steps, avoiding distractions in the final decision. We present an oracle study on MATH dataset, using Qwen2.5-32B and GPT-4o to generate reasoning chains, and then employing a separate model (Qwen3-8B) to quantify the utility of these chains for final accuracy. Specifically, we measure the model's uncertainty on the answer span Y at each reasoning step using conditional entropy (expected negative log-likelihood over the vocabulary) with context expanding step by step. Our results show a clear pattern: conditional entropy that decreases over steps is strongly associated with correct answers, whereas flat or increasing entropy often results in wrong answers. We also corroborate that incorrect reasoning paths tend to be longer than correct ones, suggesting that longer reasoning does not necessarily yield better outcomes. These findings serve as a foundation to inspire future work on designing efficient reasoning pipelines that detect and avoid unproductive reasoning early.

On-policy distillation (OPD) has become a core technique in the post-training of large language models, yet its training dynamics remain poorly understood. This paper provides a systematic investigation of OPD dynamics and mechanisms. We first identify that two conditions govern whether OPD succeeds or fails: (i) the student and teacher should share compatible thinking patterns; and (ii) even with consistent thinking patterns and higher scores, the teacher must offer genuinely new capabilities beyond what the student has seen during training. We validate these findings through weak-to-strong reverse distillation, showing that same-family 1.5B and 7B teachers are distributionally indistinguishable from the student's perspective. Probing into the token-level mechanism, we show that successful OPD is characterized by progressive alignment on high-probability tokens at student-visited states, a small shared token set that concentrates most of the probability mass (97%-99%). We further propose two practical strategies to recover failing OPD: off-policy cold start and teacher-aligned prompt selection. Finally, we show that OPD's apparent free lunch of dense token-level reward comes at a cost, raising the question of whether OPD can scale to long-horizon distillation.

The sampling of probability distributions specified up to a normalization constant is an important problem in both machine learning and statistical mechanics. While classical stochastic sampling methods such as Markov Chain Monte Carlo (MCMC) or Langevin Dynamics (LD) can suffer from slow mixing times there is a growing interest in using normalizing flows in order to learn the transformation of a simple prior distribution to the given target distribution. Here we propose a generalized and combined approach to sample target densities: Stochastic Normalizing Flows (SNF) -- an arbitrary sequence of deterministic invertible functions and stochastic sampling blocks. We show that stochasticity overcomes expressivity limitations of normalizing flows resulting from the invertibility constraint, whereas trainable transformations between sampling steps improve efficiency of pure MCMC/LD along the flow. By invoking ideas from non-equilibrium statistical mechanics we derive an efficient training procedure by which both the sampler's and the flow's parameters can be optimized end-to-end, and by which we can compute exact importance weights without having to marginalize out the randomness of the stochastic blocks. We illustrate the representational power, sampling efficiency and asymptotic correctness of SNFs on several benchmarks including applications to sampling molecular systems in equilibrium.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

Generative Artificial Intelligence (GenAI) is revolutionizing education and workforce development, profoundly shaping how students learn, engage, and prepare for their future. Outpacing the development of uniform policies and structures, GenAI has heralded a unique era and given rise to the GenAI Generation. We define the GenAI Generation as a cohort of students whose education has been increasingly shaped by the opportunities and challenges GenAI presents during its widespread adoption within society. This study examines students' perceptions of GenAI through a concise survey with optional open-ended questions, focusing on their awareness, preparedness, and concerns. Notably, readiness appears increasingly tied to exposure to GenAI through one's coursework. Students with greater curricular exposure to GenAI tend to feel more prepared, while those without it more often express vulnerability and uncertainty, highlighting a new and growing divide in readiness that goes beyond traditional disciplinary boundaries. Evaluation of more than 250 responses, with over 40% providing detailed qualitative feedback, reveals a core dual sentiment: while most students express enthusiasm for GenAI, an even greater proportion voice a spectrum of concerns about ethics, job displacement, and the adequacy of educational structures given the highly transformative technology. These findings offer critical insights into how students view the potential and pitfalls of GenAI for future career impacts. The challenge ahead involves implementing associated recommendations for educational institutions, moving beyond the baseline of access toward more informed guidance on the use of these tools, while preserving critical thinking, ethical reasoning, and adaptive learning.

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

The standard post-training recipe for large reasoning models, supervised fine-tuning followed by reinforcement learning (SFT-then-RL), may limit the benefits of the RL stage: while SFT imitates expert demonstrations, it often causes overconfidence and reduces generation diversity, leaving RL with a narrowed solution space to explore. Adding entropy regularization during SFT is not a cure-all; it tends to flatten token distributions toward uniformity, increasing entropy without improving meaningful exploration capability. In this paper, we propose CurioSFT, an entropy-preserving SFT method designed to enhance exploration capabilities through intrinsic curiosity. It consists of (a) Self-Exploratory Distillation, which distills the model toward a self-generated, temperature-scaled teacher to encourage exploration within its capability; and (b) Entropy-Guided Temperature Selection, which adaptively adjusts distillation strength to mitigate knowledge forgetting by amplifying exploration at reasoning tokens while stabilizing factual tokens. Extensive experiments on mathematical reasoning tasks demonstrate that, in SFT stage, CurioSFT outperforms the vanilla SFT by 2.5 points on in-distribution tasks and 2.9 points on out-of-distribution tasks. We also verify that exploration capabilities preserved during SFT successfully translate into concrete gains in RL stage, yielding an average improvement of 5.0 points.

The uniform information density (UID) hypothesis states that humans tend to distribute information roughly evenly across an utterance or discourse. Early evidence in support of the UID hypothesis came from Genzel & Charniak (2002), which proposed an entropy rate constancy principle based on the probability of English text under n-gram language models. We re-evaluate the claims of Genzel & Charniak (2002) with neural language models, failing to find clear evidence in support of entropy rate constancy. We conduct a range of experiments across datasets, model sizes, and languages and discuss implications for the uniform information density hypothesis and linguistic theories of efficient communication more broadly.

In contrast to entropy, which increases monotonically, the "complexity" or "interestingness" of closed systems seems intuitively to increase at first and then decrease as equilibrium is approached. For example, our universe lacked complex structures at the Big Bang and will also lack them after black holes evaporate and particles are dispersed. This paper makes an initial attempt to quantify this pattern. As a model system, we use a simple, two-dimensional cellular automaton that simulates the mixing of two liquids ("coffee" and "cream"). A plausible complexity measure is then the Kolmogorov complexity of a coarse-grained approximation of the automaton's state, which we dub the "apparent complexity." We study this complexity measure, and show analytically that it never becomes large when the liquid particles are non-interacting. By contrast, when the particles do interact, we give numerical evidence that the complexity reaches a maximum comparable to the "coffee cup's" horizontal dimension. We raise the problem of proving this behavior analytically.

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

The effectiveness of feedback in enhancing learning outcomes is well documented within Educational Data Mining (EDM). Various prior research has explored methodologies to enhance the effectiveness of feedback. Recent developments in Large Language Models (LLMs) have extended their utility in enhancing automated feedback systems. This study aims to explore the potential of LLMs in facilitating automated feedback in math education. We examine the effectiveness of LLMs in evaluating student responses by comparing 3 different models: Llama, SBERT-Canberra, and GPT4 model. The evaluation requires the model to provide both a quantitative score and qualitative feedback on the student's responses to open-ended math problems. We employ Mistral, a version of Llama catered to math, and fine-tune this model for evaluating student responses by leveraging a dataset of student responses and teacher-written feedback for middle-school math problems. A similar approach was taken for training the SBERT model as well, while the GPT4 model used a zero-shot learning approach. We evaluate the model's performance in scoring accuracy and the quality of feedback by utilizing judgments from 2 teachers. The teachers utilized a shared rubric in assessing the accuracy and relevance of the generated feedback. We conduct both quantitative and qualitative analyses of the model performance. By offering a detailed comparison of these methods, this study aims to further the ongoing development of automated feedback systems and outlines potential future directions for leveraging generative LLMs to create more personalized learning experiences.

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.

Student Personas (SPs) are emerging as infrastructure for educational LLMs, yet prior work often relies on ad-hoc prompting or hand-crafted profiles with limited control over educational theory and population distributions. We formalize this as Theory-Aligned and Distribution-Controllable Persona Generation (TAD-PG) and introduce HACHIMI, a multi-agent Propose-Validate-Revise framework that generates theory-aligned, quota-controlled personas. HACHIMI factorizes each persona into a theory-anchored educational schema, enforces developmental and psychological constraints via a neuro-symbolic validator, and combines stratified sampling with semantic deduplication to reduce mode collapse. The resulting HACHIMI-1M corpus comprises 1 million personas for Grades 1-12. Intrinsic evaluation shows near-perfect schema validity, accurate quotas, and substantial diversity, while external evaluation instantiates personas as student agents answering CEPS and PISA 2022 surveys; across 16 cohorts, math and curiosity/growth constructs align strongly between humans and agents, whereas classroom-climate and well-being constructs are only moderately aligned, revealing a fidelity gradient. All personas are generated with Qwen2.5-72B, and HACHIMI provides a standardized synthetic student population for group-level benchmarking and social-science simulations. Resources available at https://github.com/ZeroLoss-Lab/HACHIMI

Accurately detecting student behavior in classroom videos can aid in analyzing their classroom performance and improving teaching effectiveness. However, the current accuracy rate in behavior detection is low. To address this challenge, we propose the Student Classroom Behavior Detection system based on based on YOLOv7-BRA (YOLOv7 with Bi-level Routing Attention ). We identified eight different behavior patterns, including standing, sitting, speaking, listening, walking, raising hands, reading, and writing. We constructed a dataset, which contained 11,248 labels and 4,001 images, with an emphasis on the common behavior of raising hands in a classroom setting (Student Classroom Behavior dataset, SCB-Dataset). To improve detection accuracy, we added the biformer attention module to the YOLOv7 network. Finally, we fused the results from YOLOv7 CrowdHuman, SlowFast, and DeepSort models to obtain student classroom behavior data. We conducted experiments on the SCB-Dataset, and YOLOv7-BRA achieved an mAP@0.5 of 87.1%, resulting in a 2.2% improvement over previous results. Our SCB-dataset can be downloaded from: https://github.com/Whiffe/SCB-datase

In this work, we investigate the implicit regularization induced by teacher-student learning dynamics in self-distillation. To isolate its effect, we describe a simple experiment where we consider teachers at random initialization instead of trained teachers. Surprisingly, when distilling a student into such a random teacher, we observe that the resulting model and its representations already possess very interesting characteristics; (1) we observe a strong improvement of the distilled student over its teacher in terms of probing accuracy. (2) The learned representations are data-dependent and transferable between different tasks but deteriorate strongly if trained on random inputs. (3) The student checkpoint contains sparse subnetworks, so-called lottery tickets, and lies on the border of linear basins in the supervised loss landscape. These observations have interesting consequences for several important areas in machine learning: (1) Self-distillation can work solely based on the implicit regularization present in the gradient dynamics without relying on any dark knowledge, (2) self-supervised learning can learn features even in the absence of data augmentation and (3) training dynamics during the early phase of supervised training do not necessarily require label information. Finally, we shed light on an intriguing local property of the loss landscape: the process of feature learning is strongly amplified if the student is initialized closely to the teacher. These results raise interesting questions about the nature of the landscape that have remained unexplored so far. Code is available at https://github.com/safelix/dinopl.

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

It is believed that in knowledge distillation (KD), the role of the teacher is to provide an estimate for the unknown Bayes conditional probability distribution (BCPD) to be used in the student training process. Conventionally, this estimate is obtained by training the teacher using maximum log-likelihood (MLL) method. To improve this estimate for KD, in this paper we introduce the concept of conditional mutual information (CMI) into the estimation of BCPD and propose a novel estimator called the maximum CMI (MCMI) method. Specifically, in MCMI estimation, both the log-likelihood and CMI of the teacher are simultaneously maximized when the teacher is trained. Through Eigen-CAM, it is further shown that maximizing the teacher's CMI value allows the teacher to capture more contextual information in an image cluster. Via conducting a thorough set of experiments, we show that by employing a teacher trained via MCMI estimation rather than one trained via MLL estimation in various state-of-the-art KD frameworks, the student's classification accuracy consistently increases, with the gain of up to 3.32\%. This suggests that the teacher's BCPD estimate provided by MCMI method is more accurate than that provided by MLL method. In addition, we show that such improvements in the student's accuracy are more drastic in zero-shot and few-shot settings. Notably, the student's accuracy increases with the gain of up to 5.72\% when 5\% of the training samples are available to the student (few-shot), and increases from 0\% to as high as 84\% for an omitted class (zero-shot). The code is available at https://github.com/iclr2024mcmi/ICLRMCMI.

In this work, we introduce a novel approach for predicting thermodynamic properties of binary mixtures, which we call the similarity-based method (SBM). The method is based on quantifying the pairwise similarity of components, which we achieve by comparing quantum-chemical descriptors of the components, namely σ-profiles. The basic idea behind the approach is that mixtures with similar pairs of components will have similar thermodynamic properties. The SBM is trained on a matrix that contains some data for a given property for different binary mixtures; the missing entries are then predicted by the SBM. As an example, we consider the prediction of isothermal activity coefficients at infinite dilution (γ^infty_{ij}) and show that the SBM outperforms the well-established physical methods modified UNIFAC (Dortmund) and COSMO-SAC-dsp. In this case, the matrix is only sparsely occupied, and it is shown that the SBM works also if only a limited number of data for similar mixtures is available. The SBM idea can be transferred to any mixture property and is a powerful tool for generating essential data for many applications.

We characterize the statistical efficiency of knowledge transfer through n samples from a teacher to a probabilistic student classifier with input space mathcal S over labels mathcal A. We show that privileged information at three progressive levels accelerates the transfer. At the first level, only samples with hard labels are known, via which the maximum likelihood estimator attains the minimax rate {|{mathcal S||{mathcal A}|}/{n}}. The second level has the teacher probabilities of sampled labels available in addition, which turns out to boost the convergence rate lower bound to {{|{mathcal S}||{mathcal A}|}/{n}}. However, under this second data acquisition protocol, minimizing a naive adaptation of the cross-entropy loss results in an asymptotically biased student. We overcome this limitation and achieve the fundamental limit by using a novel empirical variant of the squared error logit loss. The third level further equips the student with the soft labels (complete logits) on {mathcal A} given every sampled input, thereby provably enables the student to enjoy a rate {|{mathcal S}|}/{n} free of |{mathcal A}|. We find any Kullback-Leibler divergence minimizer to be optimal in the last case. Numerical simulations distinguish the four learners and corroborate our theory.

Reinforcement Learning with Verifiable Rewards (RLVR) strengthens LLM reasoning, but training often oscillates between {entropy collapse} and {entropy explosion}. We trace both hazards to the mean baseline used in value-free RL (e.g., GRPO and DAPO), which improperly penalizes negative-advantage samples under reward outliers. We propose {Quantile Advantage Estimation} (QAE), replacing the mean with a group-wise K-quantile baseline. QAE induces a response-level, two-regime gate: on hard queries (p <= 1 - K) it reinforces rare successes, while on easy queries (p > 1 - K) it targets remaining failures. Under first-order softmax updates, we prove {two-sided entropy safety}, giving lower and upper bounds on one-step entropy change that curb explosion and prevent collapse. Empirically, this minimal modification stabilizes entropy, sparsifies credit assignment (with tuned K, roughly 80% of responses receive zero advantage), and yields sustained pass@1 gains on Qwen3-8B/14B-Base across AIME 2024/2025 and AMC 2023. These results identify {baseline design} -- rather than token-level heuristics -- as the primary mechanism for scaling RLVR.

Transferring knowledge from a cross-encoder teacher via Knowledge Distillation (KD) has become a standard paradigm for training retrieval models. While existing studies have largely focused on mining hard negatives to improve discrimination, the systematic composition of training data and the resulting teacher score distribution have received relatively less attention. In this work, we highlight that focusing solely on hard negatives prevents the student from learning the comprehensive preference structure of the teacher, potentially hampering generalization. To effectively emulate the teacher score distribution, we propose a Stratified Sampling strategy that uniformly covers the entire score spectrum. Experiments on in-domain and out-of-domain benchmarks confirm that Stratified Sampling, which preserves the variance and entropy of teacher scores, serves as a robust baseline, significantly outperforming top-K and random sampling in diverse settings. These findings suggest that the essence of distillation lies in preserving the diverse range of relative scores perceived by the teacher.

Knowledge distillation is one of the most effective methods for model compression. Previous studies have focused on the student model effectively training the predictive distribution of the teacher model. However, during training, the student model may inherit the shortcomings of the teacher model, which can lead to a decline in generalization capacity. To mitigate this issue, we propose adaptive self-knowledge distillation (ASKD), which dynamically reduces the dependence of the teacher model to improve the self-training capacity, and performs the self-knowledge distillation method to improve the generalization capacity of the student model. We further distill the Whisper model into a smaller variant, called FastWhisper. In our post-training setting, FastWhisper achieved a word error rate of 1.07% lower than the teacher model Whisper, and its relative inference time was 5 times faster.

In knowledge distillation, since a single, omnipotent teacher network cannot solve all problems, multiple teacher-based knowledge distillations have been studied recently. However, sometimes their improvements are not as good as expected because some immature teachers may transfer the false knowledge to the student. In this paper, to overcome this limitation and take the efficacy of the multiple networks, we divide the multiple networks into teacher and student groups, respectively. That is, the student group is a set of immature networks that require learning the teacher's knowledge, while the teacher group consists of the selected networks that are capable of teaching successfully. We propose our online role change strategy where the top-ranked networks in the student group are able to promote to the teacher group at every iteration. After training the teacher group using the error samples of the student group to refine the teacher group's knowledge, we transfer the collaborative knowledge from the teacher group to the student group successfully. We verify the superiority of the proposed method on CIFAR-10, CIFAR-100, and ImageNet which achieves high performance. We further show the generality of our method with various backbone architectures such as ResNet, WRN, VGG, Mobilenet, and Shufflenet.

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.