Daily Papers

Optical character recognition (OCR) has evolved from line-level transcription to structured document parsing, requiring models to recover long-form sequences containing layout, tables, and formulas. Despite recent advances in vision-language models, most existing systems rely on autoregressive decoding, which introduces sequential latency and amplifies error propagation in long documents. In this work, we revisit document OCR from an inverse rendering perspective, arguing that left-to-right causal generation is an artifact of serialization rather than an intrinsic property of the task. Motivated by this insight, we propose MinerU-Diffusion, a unified diffusion-based framework that replaces autoregressive sequential decoding with parallel diffusion denoising under visual conditioning. MinerU-Diffusion employs a block-wise diffusion decoder and an uncertainty-driven curriculum learning strategy to enable stable training and efficient long-sequence inference. Extensive experiments demonstrate that MinerU-Diffusion consistently improves robustness while achieving up to 3.2x faster decoding compared to autoregressive baselines. Evaluations on the proposed Semantic Shuffle benchmark further confirm its reduced dependence on linguistic priors and stronger visual OCR capability.

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

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

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

Recent research highlights the challenges retrieval models face in retrieving useful contexts and the limitations of generation models in effectively utilizing those contexts in retrieval-augmented generation (RAG) settings. To address these challenges, we introduce RAG-RL, the first reasoning language model (RLM) specifically trained for RAG. RAG-RL demonstrates that stronger answer generation models can identify relevant contexts within larger sets of retrieved information -- thereby alleviating the burden on retrievers -- while also being able to utilize those contexts more effectively. Moreover, we show that curriculum design in the reinforcement learning (RL) post-training process is a powerful approach to enhancing model performance. We benchmark our method on two open-domain question-answering datasets and achieve state-of-the-art results, surpassing previous SOTA generative reader models. In addition, we offers empirical insights into various curriculum learning strategies, providing a deeper understanding of their impact on model performance.

In an educational setting, an estimate of the difficulty of multiple-choice questions (MCQs), a commonly used strategy to assess learning progress, constitutes very useful information for both teachers and students. Since human assessment is costly from multiple points of view, automatic approaches to MCQ item difficulty estimation are investigated, yielding however mixed success until now. Our approach to this problem takes a different angle from previous work: asking various Large Language Models to tackle the questions included in two different MCQ datasets, we leverage model uncertainty to estimate item difficulty. By using both model uncertainty features as well as textual features in a Random Forest regressor, we show that uncertainty features contribute substantially to difficulty prediction, where difficulty is inversely proportional to the number of students who can correctly answer a question. In addition to showing the value of our approach, we also observe that our model achieves state-of-the-art results on the BEA publicly available dataset.

Epistemic Uncertainty is a measure of the lack of knowledge of a learner which diminishes with more evidence. While existing work focuses on using the variance of the Bayesian posterior due to parameter uncertainty as a measure of epistemic uncertainty, we argue that this does not capture the part of lack of knowledge induced by model misspecification. We discuss how the excess risk, which is the gap between the generalization error of a predictor and the Bayes predictor, is a sound measure of epistemic uncertainty which captures the effect of model misspecification. We thus propose a principled framework for directly estimating the excess risk by learning a secondary predictor for the generalization error and subtracting an estimate of aleatoric uncertainty, i.e., intrinsic unpredictability. We discuss the merits of this novel measure of epistemic uncertainty, and highlight how it differs from variance-based measures of epistemic uncertainty and addresses its major pitfall. Our framework, Direct Epistemic Uncertainty Prediction (DEUP) is particularly interesting in interactive learning environments, where the learner is allowed to acquire novel examples in each round. Through a wide set of experiments, we illustrate how existing methods in sequential model optimization can be improved with epistemic uncertainty estimates from DEUP, and how DEUP can be used to drive exploration in reinforcement learning. We also evaluate the quality of uncertainty estimates from DEUP for probabilistic image classification and predicting synergies of drug combinations.

As instruction-tuned large language models (LLMs) evolve, aligning pretrained foundation models presents increasing challenges. Existing alignment strategies, which typically leverage diverse and high-quality data sources, often overlook the intrinsic uncertainty of tasks, learning all data samples equally. This may lead to suboptimal data efficiency and model performance. In response, we propose uncertainty-aware learning (UAL) to improve the model alignment of different task scenarios, by introducing the sample uncertainty (elicited from more capable LLMs). We implement UAL in a simple fashion -- adaptively setting the label smoothing value of training according to the uncertainty of individual samples. Analysis shows that our UAL indeed facilitates better token clustering in the feature space, validating our hypothesis. Extensive experiments on widely used benchmarks demonstrate that our UAL significantly and consistently outperforms standard supervised fine-tuning. Notably, LLMs aligned in a mixed scenario have achieved an average improvement of 10.62\% on high-entropy tasks (i.e., AlpacaEval leaderboard), and 1.81\% on complex low-entropy tasks (i.e., MetaMath and GSM8K).

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.

Recently, online Reinforcement Learning with Verifiable Rewards (RLVR) has become a key paradigm for enhancing the reasoning capabilities of Large Language Models (LLMs). However, existing methods typically treat all training samples uniformly, overlooking the vast differences in problem difficulty relative to the model's current capabilities. This uniform training strategy leads to inefficient exploration of problems the model has already mastered, while concurrently lacking effective guidance on problems that are challenging its abilities the most, limiting both learning efficiency and upper-bound performance. To address this, we propose CLPO (Curriculum-guided Learning for Policy Optimization), a novel algorithm that creates a dynamic pedagogical feedback loop within the policy optimization process. The core of CLPO leverages the model's own rollout performance to conduct real-time difficulty assessment, thereby constructing an Online Curriculum. This curriculum then guides an Adaptive Problem Restructuring mechanism, where the model acts as its own teacher: it diversifies medium-difficulty problems to promote generalization and simplifies challenging problems to make them more attainable. Our approach transforms the static training procedure into a dynamic process that co-evolves with the model's capabilities. Experiments show that CLPO achieves state-of-the-art performance across eight challenging mathematical and general reasoning benchmarks, with an average pass@1 improvement of 6.96% over other methods, demonstrating its potential for more efficiently training more capable reasoning models.

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

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

The increasing scale of large language models (LLMs) brings emergent abilities to various complex tasks requiring reasoning, such as arithmetic and commonsense reasoning. It is known that the effective design of task-specific prompts is critical for LLMs' ability to produce high-quality answers. In particular, an effective approach for complex question-and-answer tasks is example-based prompting with chain-of-thought (CoT) reasoning, which significantly improves the performance of LLMs. However, current CoT methods rely on a fixed set of human-annotated exemplars, which are not necessarily the most effective examples for different tasks. This paper proposes a new method, Active-Prompt, to adapt LLMs to different tasks with task-specific example prompts (annotated with human-designed CoT reasoning). For this purpose, we propose a solution to the key problem of determining which questions are the most important and helpful ones to annotate from a pool of task-specific queries. By borrowing ideas from the related problem of uncertainty-based active learning, we introduce several metrics to characterize the uncertainty so as to select the most uncertain questions for annotation. Experimental results demonstrate the superiority of our proposed method, achieving state-of-the-art on eight complex reasoning tasks. Further analyses of different uncertainty metrics, pool sizes, zero-shot learning, and accuracy-uncertainty relationship demonstrate the effectiveness of our method. Our code will be available at https://github.com/shizhediao/active-prompt.

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

Policy-based reinforcement learning currently plays an important role in improving LLMs on mathematical reasoning tasks. However, existing rollout-based reinforcement learning methods (GRPO, DAPO, GSPO, etc.) fail to explicitly consider LLMs' learning ability for samples of different difficulty levels, which is contrary to the human cognitive process of mathematical reasoning tasks from easy to difficult. Intuitively, we find that the variance of the rollout group's reward in RLVR partly reflects the difficulty of the current sample for LLMs. Samples that are too easy or too difficult have a lower variance, while samples with moderate difficulty have a higher variance. Based on this, we propose VCRL, a curriculum reinforcement learning framework that dynamically controls the difficulty of training samples based on the variance of group rewards. Experiments on five mathematical benchmarks and two models reveal the advantages of VCRL over the current LLM RL baselines.

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

While Large Language Models (LLMs) have demonstrated remarkable potential in natural language generation and instruction following, a persistent challenge lies in their susceptibility to "hallucinations", which erodes trust in their outputs. Although Uncertainty Quantification (UQ) presents a promising solution, its accurate implementation within the context of LLMs remains a significant hurdle. To address this critical roadblock, our research originates from a fundamental heuristic insight: tokens within auto-regressive LLM-generated text do not equally reflect the underlying meaning. Some tokens carry greater relevance and representativeness than others, owing to the phenomenon of "linguistic redundancy", wherein a select few keywords suffice to convey the essence of lengthy sentences. Regrettably, existing methodologies treat all tokens with equal importance when estimating uncertainty, disregarding these inherent generative inequalities. Our analysis reveals a significant issue with state-of-the-art: numerous tokens (and sentences) of limited semantic significance receive equal or even excessive weighting during uncertainty estimation. To rectify this bias, we propose to jointly Shifting Attention to more Relevant (SAR) components, at both the token- and the sentence-levels for accurate uncertainty estimation. We conduct extensive experiments involving a range of popular "off-the-shelf" LLMs, including instruction-tuned LLMs such as Vicuna, WizardLM, and LLaMA-2-chat, as well as pretrained LLMs like OPT and LLaMA, with model sizes extending up to 33B parameters. We carry out evaluation across various free-form question-answering tasks, encompassing domains such as reading comprehension, science Q&A, and medical Q&A. Our experimental results demonstrate the superior performance of SAR in addressing the challenges of uncertainty estimation within the realm of LLMs.

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

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

Efficient exploration is essential for intelligent systems interacting with their environment, but existing language models often fall short in scenarios that require strategic information gathering. In this paper, we present PAPRIKA, a fine-tuning approach that enables language models to develop general decision-making capabilities that are not confined to particular environments. By training on synthetic interaction data from different tasks that require diverse strategies, PAPRIKA teaches models to explore and adapt their behavior on a new task based on environment feedback in-context without more gradient updates. Experimental results show that models fine-tuned with PAPRIKA can effectively transfer their learned decision-making capabilities to entirely unseen tasks without additional training. Unlike traditional training, our approach's primary bottleneck lies in sampling useful interaction data instead of model updates. To improve sample efficiency, we propose a curriculum learning strategy that prioritizes sampling trajectories from tasks with high learning potential. These results suggest a promising path towards AI systems that can autonomously solve novel sequential decision-making problems that require interactions with the external world.

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

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.

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

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

Although large language models (LLMs) are capable of performing various tasks, they still suffer from producing plausible but incorrect responses. To improve the reliability of LLMs, recent research has focused on uncertainty quantification to predict whether a response is correct or not. However, most uncertainty quantification methods have been evaluated on questions requiring a single clear answer, ignoring the existence of data uncertainty that arises from irreducible randomness. Instead, these methods only consider model uncertainty, which arises from a lack of knowledge. In this paper, we investigate previous uncertainty quantification methods under the presence of data uncertainty. Our contributions are two-fold: 1) proposing a new Multi-Answer Question Answering dataset, MAQA, consisting of world knowledge, mathematical reasoning, and commonsense reasoning tasks to evaluate uncertainty quantification regarding data uncertainty, and 2) assessing 5 uncertainty quantification methods of diverse white- and black-box LLMs. Our findings show that entropy and consistency-based methods estimate the model uncertainty well even under data uncertainty, while other methods for white- and black-box LLMs struggle depending on the tasks. Additionally, methods designed for white-box LLMs suffer from overconfidence in reasoning tasks compared to simple knowledge queries. We believe our observations will pave the way for future work on uncertainty quantification in realistic setting.

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

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

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

Leveraging human preferences for steering the behavior of Large Language Models (LLMs) has demonstrated notable success in recent years. Nonetheless, data selection and labeling are still a bottleneck for these systems, particularly at large scale. Hence, selecting the most informative points for acquiring human feedback may considerably reduce the cost of preference labeling and unleash the further development of LLMs. Bayesian Active Learning provides a principled framework for addressing this challenge and has demonstrated remarkable success in diverse settings. However, previous attempts to employ it for Preference Modeling did not meet such expectations. In this work, we identify that naive epistemic uncertainty estimation leads to the acquisition of redundant samples. We address this by proposing the Bayesian Active Learner for Preference Modeling (BAL-PM), a novel stochastic acquisition policy that not only targets points of high epistemic uncertainty according to the preference model but also seeks to maximize the entropy of the acquired prompt distribution in the feature space spanned by the employed LLM. Notably, our experiments demonstrate that BAL-PM requires 33% to 68% fewer preference labels in two popular human preference datasets and exceeds previous stochastic Bayesian acquisition policies.

Reinforcement learning (RL) problems can be challenging without well-shaped rewards. Prior work on provably efficient RL methods generally proposes to address this issue with dedicated exploration strategies. However, another way to tackle this challenge is to reformulate it as a multi-task RL problem, where the task space contains not only the challenging task of interest but also easier tasks that implicitly function as a curriculum. Such a reformulation opens up the possibility of running existing multi-task RL methods as a more efficient alternative to solving a single challenging task from scratch. In this work, we provide a theoretical framework that reformulates a single-task RL problem as a multi-task RL problem defined by a curriculum. Under mild regularity conditions on the curriculum, we show that sequentially solving each task in the multi-task RL problem is more computationally efficient than solving the original single-task problem, without any explicit exploration bonuses or other exploration strategies. We also show that our theoretical insights can be translated into an effective practical learning algorithm that can accelerate curriculum learning on simulated robotic tasks.

The ability to acknowledge the inevitable uncertainty in their knowledge and reasoning is a prerequisite for AI systems to be truly truthful and reliable. In this paper, we present a taxonomy of uncertainty specific to vision-language AI systems, distinguishing between epistemic uncertainty (arising from a lack of information) and aleatoric uncertainty (due to inherent unpredictability), and further explore finer categories within. Based on this taxonomy, we synthesize a benchmark dataset, CertainlyUncertain, featuring 178K visual question answering (VQA) samples as contrastive pairs. This is achieved by 1) inpainting images to make previously answerable questions into unanswerable ones; and 2) using image captions to prompt large language models for both answerable and unanswerable questions. Additionally, we introduce a new metric confidence-weighted accuracy, that is well correlated with both accuracy and calibration error, to address the shortcomings of existing metrics.

Estimating the difficulty of multiple-choice questions would be great help for educators who must spend substantial time creating and piloting stimuli for their tests, and for learners who want to practice. Supervised approaches to difficulty estimation have yielded to date mixed results. In this contribution we leverage an aspect of generative large models which might be seen as a weakness when answering questions, namely their uncertainty, and exploit it towards exploring correlations between two different metrics of uncertainty, and the actual student response distribution. While we observe some present but weak correlations, we also discover that the models' behaviour is different in the case of correct vs wrong answers, and that correlations differ substantially according to the different question types which are included in our fine-grained, previously unused dataset of 451 questions from a Biopsychology course. In discussing our findings, we also suggest potential avenues to further leverage model uncertainty as an additional proxy for item difficulty.

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

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

Recent advances in handling long sequences have facilitated the exploration of long-context in-context learning (ICL). While much of the existing research emphasizes performance improvements driven by additional in-context examples, the influence on the trustworthiness of generated responses remains underexplored. This paper addresses this gap by investigating how increased examples influence predictive uncertainty, an essential aspect in trustworthiness. We begin by systematically quantifying the uncertainty of ICL with varying shot counts, analyzing the impact of example quantity. Through uncertainty decomposition, we introduce a novel perspective on performance enhancement, with a focus on epistemic uncertainty (EU). Our results reveal that additional examples reduce total uncertainty in both simple and complex tasks by injecting task-specific knowledge, thereby diminishing EU and enhancing performance. For complex tasks, these advantages emerge only after addressing the increased noise and uncertainty associated with longer inputs. Finally, we explore the evolution of internal confidence across layers, unveiling the mechanisms driving the reduction in uncertainty.

Though Large Language Models (LLMs) have demonstrated the powerful capabilities of few-shot learning through prompting methods, supervised training is still necessary for complex reasoning tasks. Because of their extensive parameters and memory consumption, both Parameter-Efficient Fine-Tuning (PEFT) methods and Memory-Efficient Fine-Tuning methods have been proposed for LLMs. Nevertheless, the issue of large annotated data consumption, the aim of Data-Efficient Fine-Tuning, remains unexplored. One obvious way is to combine the PEFT method with active learning. However, the experimental results show that such a combination is not trivial and yields inferior results. Through probe experiments, such observation might be explained by two main reasons: uncertainty gap and poor model calibration. Therefore, in this paper, we propose a novel approach to effectively integrate uncertainty-based active learning and LoRA. Specifically, for the uncertainty gap, we introduce a dynamic uncertainty measurement that combines the uncertainty of the base model and the uncertainty of the full model during the iteration of active learning. For poor model calibration, we incorporate the regularization method during LoRA training to keep the model from being over-confident, and the Monte-Carlo dropout mechanism is employed to enhance the uncertainty estimation. Experimental results show that the proposed approach outperforms existing baseline models on three complex reasoning tasks.

We present a state-of-the-art model for fine-grained probability estimation of propositions conditioned on context. Recent advances in large language models (LLMs) have significantly enhanced their reasoning capabilities, particularly on well-defined tasks with complete information. However, LLMs continue to struggle with making accurate and well-calibrated probabilistic predictions under uncertainty or partial information. While incorporating uncertainty into model predictions often boosts performance, obtaining reliable estimates of that uncertainty remains understudied. In particular, LLM probability estimates tend to be coarse and biased towards more frequent numbers. Through a combination of human and synthetic data creation and assessment, scaling to larger models, and better supervision, we propose a set of strong and precise probability estimation models. We conduct systematic evaluations across tasks that rely on conditional probability estimation and show that our approach consistently outperforms existing fine-tuned and prompting-based methods by a large margin.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

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

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.

While Chain of Thought (CoT) prompting approaches have significantly consolidated the reasoning capabilities of large language models (LLMs), they still face limitations that require extensive human effort or have performance needs to be improved. Existing endeavors have focused on bridging these gaps; however, these approaches either hinge on external data and cannot completely eliminate manual effort, or they fall short in effectively directing LLMs to generate high-quality exemplary prompts. To address the said pitfalls, we propose a novel prompt approach for automatic reasoning named LBS3, inspired by curriculum learning which better reflects human learning habits. Specifically, LBS3 initially steers LLMs to recall easy-to-hard proxy queries that are pertinent to the target query. Following this, it invokes a progressive strategy that utilizes exemplary prompts stemmed from easy-proxy queries to direct LLMs in solving hard-proxy queries, enabling the high-quality of the proxy solutions. Finally, our extensive experiments in various reasoning-intensive tasks with varying open- and closed-source LLMs show that LBS3 achieves strongly competitive performance compared to the SOTA baselines.

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

Reinforcement learning has emerged as a paradigm for post-training large language models, boosting their reasoning capabilities. Such approaches compute an advantage value for each sample, reflecting better or worse performance than expected, thereby yielding both positive and negative signals for training. However, the indiscriminate mixing of the two signals in existing methods, especially from the early stages, may lead to ambiguous guidance and limited gains. To address this issue, we propose **CAPO** (**C**urriculum **A**dvantage **P**olicy **O**ptimization), an adaptive curriculum mechanism based on advantage signals. The proposed mechanism bootstraps imitation learning with positive-only advantage samples to establish robust foundations, and subsequently introduces negative signals to cultivate discriminative capabilities, thereby improving generalization across complex scenarios. Compatible with diverse optimization methods including GRPO, PPO, RLOO, and Reinforce++, our method consistently achieves stable and significant improvements in mathematical reasoning tasks, and further generalizes effectively to multimodal Graphical User Interface (GUI) reasoning scenarios, establishing itself as a versatile and robust optimization framework.

Eliciting information to reduce uncertainty about a latent entity is a critical task in many application domains, e.g., assessing individual student learning outcomes, diagnosing underlying diseases, or learning user preferences. Though natural language is a powerful medium for this purpose, large language models (LLMs) and existing fine-tuning algorithms lack mechanisms for strategically gathering information to refine their own understanding of the latent entity. To harness the generalization power and world knowledge of LLMs in developing effective information-gathering strategies, we propose an adaptive elicitation framework that actively reduces uncertainty on the latent entity. Since probabilistic modeling of an abstract latent entity is difficult, our framework adopts a predictive view of uncertainty, using a meta-learned language model to simulate future observations and enable scalable uncertainty quantification over complex natural language. Through autoregressive forward simulation, our model quantifies how new questions reduce epistemic uncertainty, enabling the development of sophisticated information-gathering strategies to choose the most informative next queries. In experiments on the 20 questions game, dynamic opinion polling, and adaptive student assessment, our method consistently outperforms baselines in identifying critical unknowns and improving downstream predictions, illustrating the promise of strategic information gathering in natural language settings.

Large language models (LLMs) have revolutionized numerous domains with their impressive performance but still face their challenges. A predominant issue is the propensity for these models to generate non-existent facts, a concern termed hallucination. Our research is motivated by the observation that previous instruction tuning methods force the model to complete a sentence no matter whether the model knows the knowledge or not. When the question is out of the parametric knowledge, it will try to make up something and fail to indicate when it lacks knowledge. In this paper, we present a new approach called Refusal-Aware Instruction Tuning (R-Tuning). This approach is formalized by first identifying the knowledge gap between parametric knowledge and the instruction tuning data. Then, we construct the refusal-aware data based on the knowledge intersection, to tune LLMs to refrain from responding to questions beyond its parametric knowledge. Experimental results demonstrate this new instruction tuning approach effectively improves a model's ability to answer known questions and refrain from answering unknown questions. Furthermore, when tested on out-of-domain datasets, the refusal ability was found to be a meta-skill that could be generalized to other tasks. Further analysis surprisingly finds that learning the uncertainty during training displays a better ability to estimate uncertainty than uncertainty-based testing. Our code will be released at https://github.com/shizhediao/R-Tuning.

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

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

Uncertainty Quantification (UQ) research has primarily focused on closed-book factual question answering (QA), while contextual QA remains unexplored, despite its importance in real-world applications. In this work, we focus on UQ for the contextual QA task and propose a theoretically grounded approach to quantify epistemic uncertainty. We begin by introducing a task-agnostic, token-level uncertainty measure defined as the cross-entropy between the predictive distribution of the given model and the unknown true distribution. By decomposing this measure, we isolate the epistemic component and approximate the true distribution by a perfectly prompted, idealized model. We then derive an upper bound for epistemic uncertainty and show that it can be interpreted as semantic feature gaps in the given model's hidden representations relative to the ideal model. We further apply this generic framework to the contextual QA task and hypothesize that three features approximate this gap: context-reliance (using the provided context rather than parametric knowledge), context comprehension (extracting relevant information from context), and honesty (avoiding intentional lies). Using a top-down interpretability approach, we extract these features by using only a small number of labeled samples and ensemble them to form a robust uncertainty score. Experiments on multiple QA benchmarks in both in-distribution and out-of-distribution settings show that our method substantially outperforms state-of-the-art unsupervised (sampling-free and sampling-based) and supervised UQ methods, achieving up to a 13-point PRR improvement while incurring a negligible inference overhead.

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

When using large language models (LLMs) in high-stakes applications, we need to know when we can trust their predictions. Some works argue that prompting high-performance LLMs is sufficient to produce calibrated uncertainties, while others introduce sampling methods that can be prohibitively expensive. In this work, we first argue that prompting on its own is insufficient to achieve good calibration and then show that fine-tuning on a small dataset of correct and incorrect answers can create an uncertainty estimate with good generalization and small computational overhead. We show that a thousand graded examples are sufficient to outperform baseline methods and that training through the features of a model is necessary for good performance and tractable for large open-source models when using LoRA. We also investigate the mechanisms that enable reliable LLM uncertainty estimation, finding that many models can be used as general-purpose uncertainty estimators, applicable not just to their own uncertainties but also the uncertainty of other models. Lastly, we show that uncertainty estimates inform human use of LLMs in human-AI collaborative settings through a user study.

Large language models (LLMs) are increasingly deployed as multi-step decision-making agents, where effective reward design is essential for guiding learning. Although recent work explores various forms of reward shaping and step-level credit assignment, a key signal remains largely overlooked: the intrinsic uncertainty of LLMs. Uncertainty reflects model confidence, reveals where exploration is needed, and offers valuable learning cues even in failed trajectories. We introduce SELAUR: Self Evolving LLM Agent via Uncertainty-aware Rewards, a reinforcement learning framework that incorporates uncertainty directly into the reward design. SELAUR integrates entropy-, least-confidence-, and margin-based metrics into a combined token-level uncertainty estimate, providing dense confidence-aligned supervision, and employs a failure-aware reward reshaping mechanism that injects these uncertainty signals into step- and trajectory-level rewards to improve exploration efficiency and learning stability. Experiments on two benchmarks, ALFWorld and WebShop, show that our method consistently improves success rates over strong baselines. Ablation studies further demonstrate how uncertainty signals enhance exploration and robustness.

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

Uncertainty quantification (UQ) for large language models (LLMs) is a key building block for safety guardrails of daily LLM applications. Yet, even as LLM agents are increasingly deployed in highly complex tasks, most UQ research still centers on single-turn question-answering. We argue that UQ research must shift to realistic settings with interactive agents, and that a new principled framework for agent UQ is needed. This paper presents the first general formulation of agent UQ that subsumes broad classes of existing UQ setups. Under this formulation, we show that prior works implicitly treat LLM UQ as an uncertainty accumulation process, a viewpoint that breaks down for interactive agents in an open world. In contrast, we propose a novel perspective, a conditional uncertainty reduction process, that explicitly models reducible uncertainty over an agent's trajectory by highlighting "interactivity" of actions. From this perspective, we outline a conceptual framework to provide actionable guidance for designing UQ in LLM agent setups. Finally, we conclude with practical implications of the agent UQ in frontier LLM development and domain-specific applications, as well as open remaining problems.

While Large Language Models (LLMs) show remarkable capabilities, their unreliability remains a critical barrier to deployment in high-stakes domains. This survey charts a functional evolution in addressing this challenge: the evolution of uncertainty from a passive diagnostic metric to an active control signal guiding real-time model behavior. We demonstrate how uncertainty is leveraged as an active control signal across three frontiers: in advanced reasoning to optimize computation and trigger self-correction; in autonomous agents to govern metacognitive decisions about tool use and information seeking; and in reinforcement learning to mitigate reward hacking and enable self-improvement via intrinsic rewards. By grounding these advancements in emerging theoretical frameworks like Bayesian methods and Conformal Prediction, we provide a unified perspective on this transformative trend. This survey provides a comprehensive overview, critical analysis, and practical design patterns, arguing that mastering the new trend of uncertainty is essential for building the next generation of scalable, reliable, and trustworthy AI.

Accurately quantifying a large language model's (LLM) predictive uncertainty is crucial for judging the reliability of its answers. While most existing research focuses on short, directly answerable questions with closed-form outputs (e.g., multiple-choice), involving intermediate reasoning steps in LLM responses is increasingly important. This added complexity complicates uncertainty quantification (UQ) because the probabilities assigned to answer tokens are conditioned on a vast space of preceding reasoning tokens. Direct marginalization is infeasible, and the dependency inflates probability estimates, causing overconfidence in UQ. To address this, we propose UQAC, an efficient method that narrows the reasoning space to a tractable size for marginalization. UQAC iteratively constructs an "attention chain" of tokens deemed "semantically crucial" to the final answer via a backtracking procedure. Starting from the answer tokens, it uses attention weights to identify the most influential predecessors, then iterates this process until reaching the input tokens. Similarity filtering and probability thresholding further refine the resulting chain, allowing us to approximate the marginal probabilities of the answer tokens, which serve as the LLM's confidence. We validate UQAC on multiple reasoning benchmarks with advanced open-source LLMs, demonstrating that it consistently delivers reliable UQ estimates with high computational efficiency.

In recent years, active learning has been successfully applied to an array of NLP tasks. However, prior work often assumes that training and test data are drawn from the same distribution. This is problematic, as in real-life settings data may stem from several sources of varying relevance and quality. We show that four popular active learning schemes fail to outperform random selection when applied to unlabelled pools comprised of multiple data sources on the task of natural language inference. We reveal that uncertainty-based strategies perform poorly due to the acquisition of collective outliers, i.e., hard-to-learn instances that hamper learning and generalization. When outliers are removed, strategies are found to recover and outperform random baselines. In further analysis, we find that collective outliers vary in form between sources, and show that hard-to-learn data is not always categorically harmful. Lastly, we leverage dataset cartography to introduce difficulty-stratified testing and find that different strategies are affected differently by example learnability and difficulty.

Scaling educational assessment with large language models requires not just accuracy, but the ability to recognize when predictions are trustworthy. Instruction-tuned models tend to be overconfident, and their reliability deteriorates as curricula evolve, making fully autonomous deployment unsafe in high-stakes settings. We introduce CHiL(L)Grader, the first automated grading framework that incorporates calibrated confidence estimation into a human-in-the-loop workflow. Using post-hoc temperature scaling, confidence-based selective prediction, and continual learning, CHiL(L)Grader automates only high-confidence predictions while routing uncertain cases to human graders, and adapts to evolving rubrics and unseen questions. Across three short-answer grading datasets, CHiL(L)Grader automatically scores 35-65% of responses at expert-level quality (QWK >= 0.80). A QWK gap of 0.347 between accepted and rejected predictions confirms the effectiveness of the confidence-based routing. Each correction cycle strengthens the model's grading capability as it learns from teacher feedback. These results show that uncertainty quantification is key for reliable AI-assisted grading.

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

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

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

Reinforcement learning (RL) plays a central role in improving the reasoning and alignment of large language models, yet its efficiency critically depends on how training data are selected. Existing online selection strategies predominantly rely on difficulty-based heuristics, favouring datapoints with intermediate success rates, implicitly equating difficulty with informativeness and neglecting epistemic uncertainty arising from limited evidence. We introduce InSight, an INformation-guided data SamplInG metHod for RL Training, grounded in a weighted mutual information objective. By modeling data outcomes with Bayesian latent success rates, we show that expected uncertainty reduction decomposes into complementary difficulty- and evidence-dependent components, revealing a fundamental limitation of difficulty-only selection. Leveraging this observation, InSight constructs a stable acquisition score based on the mean belief of datapoints' success rather than noisy sampled outcomes, and naturally extends to multi-rollout settings common in reinforcement learning with verifiable rewards (RLVR). Extensive experiments demonstrate that InSight consistently achieves state-of-the-art performance and improves training efficiency, including a +1.41 average gain on Planning & Mathmatics benchmarks, +1.01 improvement on general reasoning, and up to ~2.2x acceleration, with negligible additional computational overhead.

Reasoning-Oriented Reinforcement Learning (RORL) enhances the reasoning ability of Large Language Models (LLMs). However, due to the sparsity of rewards in RORL, effective training is highly dependent on the selection of problems of appropriate difficulty. Although curriculum learning attempts to address this by adjusting difficulty, it often relies on static schedules, and even recent online filtering methods lack theoretical grounding and a systematic understanding of their effectiveness. In this work, we theoretically and empirically show that curating the batch with the problems that the training model achieves intermediate accuracy on the fly can maximize the effectiveness of RORL training, namely balanced online difficulty filtering. We first derive that the lower bound of the KL divergence between the initial and the optimal policy can be expressed with the variance of the sampled accuracy. Building on those insights, we show that balanced filtering can maximize the lower bound, leading to better performance. Experimental results across five challenging math reasoning benchmarks show that balanced online filtering yields an additional 10% in AIME and 4% improvements in average over plain GRPO. Moreover, further analysis shows the gains in sample efficiency and training time efficiency, exceeding the maximum reward of plain GRPO within 60% training time and the volume of the training set.

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

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

Imitation learning uses data for training policies to solve complex tasks. However, when the training data is collected from human demonstrators, it often leads to multimodal distributions because of the variability in human actions. Most imitation learning methods rely on a maximum likelihood (ML) objective to learn a parameterized policy, but this can result in suboptimal or unsafe behavior due to the mode-averaging property of the ML objective. In this work, we propose Information Maximizing Curriculum, a curriculum-based approach that assigns a weight to each data point and encourages the model to specialize in the data it can represent, effectively mitigating the mode-averaging problem by allowing the model to ignore data from modes it cannot represent. To cover all modes and thus, enable diverse behavior, we extend our approach to a mixture of experts (MoE) policy, where each mixture component selects its own subset of the training data for learning. A novel, maximum entropy-based objective is proposed to achieve full coverage of the dataset, thereby enabling the policy to encompass all modes within the data distribution. We demonstrate the effectiveness of our approach on complex simulated control tasks using diverse human demonstrations, achieving superior performance compared to state-of-the-art methods.

While Large Language Models (LLMs) demonstrate impressive capabilities, they still struggle with generating factually incorrect content (i.e., hallucinations). A promising approach to mitigate this issue is enabling models to express uncertainty when unsure. Previous research on uncertainty modeling has primarily focused on short-form QA, but realworld applications often require much longer responses. In this work, we introduce the task of Long-form Generation with Uncertainty(LoGU). We identify two key challenges: Uncertainty Suppression, where models hesitate to express uncertainty, and Uncertainty Misalignment, where models convey uncertainty inaccurately. To tackle these challenges, we propose a refinement-based data collection framework and a two-stage training pipeline. Our framework adopts a divide-and-conquer strategy, refining uncertainty based on atomic claims. The collected data are then used in training through supervised fine-tuning (SFT) and direct preference optimization (DPO) to enhance uncertainty expression. Extensive experiments on three long-form instruction following datasets show that our method significantly improves accuracy, reduces hallucinations, and maintains the comprehensiveness of responses.

Reinforcement Learning with Verifiable Rewards (RLVR) has shown significant promise for enhancing the reasoning capabilities of large language models (LLMs). However, prevailing algorithms like GRPO broadcast a uniform advantage signal across all tokens in a sequence. This coarse-grained approach overlooks the pivotal role of uncertain, high-stakes decisions during reasoning, leading to inefficient exploration and the well-documented problem of entropy collapse. To address this, we introduce UnCertainty-aware Advantage Shaping (UCAS), a model-free method that refines credit assignment by leveraging the model's internal uncertainty signals. UCAS operates in two stages: it first modulates the response-level advantage using the model's overall self-confidence, and then applies a token-level penalty based on raw logit certainty. This dual mechanism encourages exploration of high-uncertainty paths that yield correct answers while penalizing overconfident yet erroneous reasoning, effectively balancing the exploration-exploitation trade-off. Extensive experiments on five mathematical reasoning benchmarks show that UCAS significantly outperforms strong RLVR baselines across multiple model scales, including 1.5B and 7B. Our analysis confirms that UCAS not only achieves higher rewards but also promotes greater reasoning diversity and successfully mitigates entropy collapse.

This research introduces a novel evaluation framework designed to assess large language models' (LLMs) ability to acknowledge uncertainty on 675 fundamentally unsolvable problems. Using a curated dataset of graduate-level grand challenge questions with intentionally unknowable answers, we evaluated twelve state-of-the-art LLMs, including both open and closed-source models, on their propensity to admit ignorance rather than generate plausible but incorrect responses. The best models scored in 62-68% accuracy ranges for admitting the problem solution was unknown in fields ranging from biology to philosophy and mathematics. We observed an inverse relationship between problem difficulty and model accuracy, with GPT-4 demonstrating higher rates of uncertainty acknowledgment on more challenging problems (35.8%) compared to simpler ones (20.0%). This pattern indicates that models may be more prone to generate speculative answers when problems appear more tractable. The study also revealed significant variations across problem categories, with models showing difficulty in acknowledging uncertainty in invention and NP-hard problems while performing relatively better on philosophical and psychological challenges. These results contribute to the growing body of research on artificial general intelligence (AGI) assessment by highlighting the importance of uncertainty recognition as a critical component of future machine intelligence evaluation. This impossibility test thus extends previous theoretical frameworks for universal intelligence testing by providing empirical evidence of current limitations in LLMs' ability to recognize their own knowledge boundaries, suggesting new directions for improving model training architectures and evaluation approaches.

Active learning (AL) in open set scenarios presents a novel challenge of identifying the most valuable examples in an unlabeled data pool that comprises data from both known and unknown classes. Traditional methods prioritize selecting informative examples with low confidence, with the risk of mistakenly selecting unknown-class examples with similarly low confidence. Recent methods favor the most probable known-class examples, with the risk of picking simple already mastered examples. In this paper, we attempt to query examples that are both likely from known classes and highly informative, and propose a Bidirectional Uncertainty-based Active Learning (BUAL) framework. Specifically, we achieve this by first pushing the unknown class examples toward regions with high-confidence predictions, i.e., the proposed Random Label Negative Learning method. Then, we propose a Bidirectional Uncertainty sampling strategy by jointly estimating uncertainty posed by both positive and negative learning to perform consistent and stable sampling. BUAL successfully extends existing uncertainty-based AL methods to complex open-set scenarios. Extensive experiments on multiple datasets with varying openness demonstrate that BUAL achieves state-of-the-art performance. The code is available at https://github.com/chenchenzong/BUAL.

Self-awareness, i.e., the ability to assess and correct one's own generation, is a fundamental aspect of human intelligence, making its replication in large language models (LLMs) an important yet challenging task. Previous works tackle this by employing extensive reinforcement learning or rather relying on large external verifiers. In this work, we propose Refine via Intrinsic Self-Verification (ReVISE), an efficient and effective framework that enables LLMs to self-correct their outputs through self-verification. The core idea of ReVISE is to enable LLMs to verify their reasoning processes and continually rethink reasoning trajectories based on its verification. We introduce a structured curriculum based upon online preference learning to implement this efficiently. Specifically, as ReVISE involves two challenging tasks (i.e., self-verification and reasoning correction), we tackle each task sequentially using curriculum learning, collecting both failed and successful reasoning paths to construct preference pairs for efficient training. During inference, our approach enjoys natural test-time scaling by integrating self-verification and correction capabilities, further enhanced by our proposed confidence-aware decoding mechanism. Our experiments on various reasoning tasks demonstrate that ReVISE achieves efficient self-correction and significantly improves reasoning performance.

This work stems from prior complementary observations on the dynamics of Chain-of-Thought (CoT): Large Language Models (LLMs) is shown latent planning of subsequent reasoning prior to CoT emergence, thereby diminishing the significance of explicit CoT; whereas CoT remains critical for tasks requiring multi-step reasoning. To deepen the understanding between LLM's internal states and its verbalized reasoning trajectories, we investigate the latent planning strength of LLMs, through our probing method, Tele-Lens, applying to hidden states across diverse task domains. Our empirical results indicate that LLMs exhibit a myopic horizon, primarily conducting incremental transitions without precise global planning. Leveraging this characteristic, we propose a hypothesis on enhancing uncertainty estimation of CoT, which we validate that a small subset of CoT positions can effectively represent the uncertainty of the entire path. We further underscore the significance of exploiting CoT dynamics, and demonstrate that automatic recognition of CoT bypass can be achieved without performance degradation. Our code, data and models are released at https://github.com/lxucs/tele-lens.

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

Large language models (LLMs) excel in many tasks but struggle to accurately quantify uncertainty in their generated responses. This limitation makes it challenging to detect misinformation and ensure reliable decision-making. Existing uncertainty quantification (UQ) methods for LLMs are primarily prompt-wise rather than response-wise, often requiring multiple response samples, which incurs high computational costs. Moreover, LLMs have been shown to be overconfident, particularly when using reasoning steps to derive their answers. In this work, we propose CoT-UQ, a response-wise UQ framework that integrates LLMs' inherent reasoning capabilities through Chain-of-Thought (CoT) into the UQ process. CoT-UQ captures critical information during inference by extracting keywords from each reasoning step and assessing their importance to the final answer. This key reasoning information is then aggregated to produce a final uncertainty estimate. We conduct extensive experiments based on LLaMA Family with model sizes varying from 8B to 13B across logical and mathematical reasoning tasks. Experimental results demonstrate that CoT-UQ significantly outperforms existing UQ methods, achieving an average improvement of 5.9% AUROC compared to current UQ methods. The code is available at: https://github.com/ZBox1005/CoT-UQ.

Despite increasingly fluent, relevant, and coherent language generation, major gaps remain between how humans and machines use language. We argue that a key dimension that is missing from our understanding of language models (LMs) is the model's ability to interpret and generate expressions of uncertainty. Whether it be the weatherperson announcing a chance of rain or a doctor giving a diagnosis, information is often not black-and-white and expressions of uncertainty provide nuance to support human-decision making. The increasing deployment of LMs in the wild motivates us to investigate whether LMs are capable of interpreting expressions of uncertainty and how LMs' behaviors change when learning to emit their own expressions of uncertainty. When injecting expressions of uncertainty into prompts (e.g., "I think the answer is..."), we discover that GPT3's generations vary upwards of 80% in accuracy based on the expression used. We analyze the linguistic characteristics of these expressions and find a drop in accuracy when naturalistic expressions of certainty are present. We find similar effects when teaching models to emit their own expressions of uncertainty, where model calibration suffers when teaching models to emit certainty rather than uncertainty. Together, these results highlight the challenges of building LMs that interpret and generate trustworthy expressions of uncertainty.

Search agents have emerged as a pivotal paradigm for solving open-ended, knowledge-intensive reasoning tasks. However, training these agents via Reinforcement Learning (RL) faces a critical dilemma: interacting with live commercial Web APIs is prohibitively expensive, while relying on static data snapshots often introduces noise due to data misalignment. This misalignment generates corrupted reward signals that destabilize training by penalizing correct reasoning or rewarding hallucination. To address this, we propose SearchGym, a simulation environment designed to bootstrap robust search agents. SearchGym employs a rigorous generative pipeline to construct a verifiable knowledge graph and an aligned document corpus, ensuring that every reasoning task is factually grounded and strictly solvable. Building on this controllable environment, we introduce SearchGym-RL, a curriculum learning methodology that progressively optimizes agent policies through purified feedback, evolving from basic interactions to complex, long-horizon planning. Extensive experiments across the Llama and Qwen families demonstrate strong Sim-to-Real generalization. Notably, our Qwen2.5-7B-Base model trained within SearchGym surpasses the web-enhanced ASearcher baseline across nine diverse benchmarks by an average relative margin of 10.6%. Our results validate that high-fidelity simulation serves as a scalable and highly cost-effective methodology for developing capable search agents.

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

This paper considers the learning of logical (Boolean) functions with focus on the generalization on the unseen (GOTU) setting, a strong case of out-of-distribution generalization. This is motivated by the fact that the rich combinatorial nature of data in certain reasoning tasks (e.g., arithmetic/logic) makes representative data sampling challenging, and learning successfully under GOTU gives a first vignette of an 'extrapolating' or 'reasoning' learner. We then study how different network architectures trained by (S)GD perform under GOTU and provide both theoretical and experimental evidence that for a class of network models including instances of Transformers, random features models, and diagonal linear networks, a min-degree-interpolator (MDI) is learned on the unseen. We also provide evidence that other instances with larger learning rates or mean-field networks reach leaky MDIs. These findings lead to two implications: (1) we provide an explanation to the length generalization problem (e.g., Anil et al. 2022); (2) we introduce a curriculum learning algorithm called Degree-Curriculum that learns monomials more efficiently by incrementing supports.

Retrieval-Augmented Generation equips large language models with the capability to retrieve external knowledge, thereby mitigating hallucinations by incorporating information beyond the model's intrinsic abilities. However, most prior works have focused on invoking retrieval deterministically, which makes it unsuitable for tasks such as long-form question answering. Instead, dynamically performing retrieval by invoking it only when the underlying LLM lacks the required knowledge can be more efficient. In this context, we delve deeper into the question, "To Retrieve or Not to Retrieve?" by exploring multiple uncertainty detection methods. We evaluate these methods for the task of long-form question answering, employing dynamic retrieval, and present our comparisons. Our findings suggest that uncertainty detection metrics, such as Degree Matrix Jaccard and Eccentricity, can reduce the number of retrieval calls by almost half, with only a slight reduction in question-answering accuracy.

We present evidence of substantial benefit from efficient exploration in gathering human feedback to improve large language models. In our experiments, an agent sequentially generates queries while fitting a reward model to the feedback received. Our best-performing agent generates queries using double Thompson sampling, with uncertainty represented by an epistemic neural network. Our results demonstrate that efficient exploration enables high levels of performance with far fewer queries. Further, both uncertainty estimation and the choice of exploration scheme play critical roles.

Chain-of-thought (CoT) reasoning enables large language models (LLMs) to break down complex problems into interpretable intermediate steps, significantly enhancing model transparency and performance in reasoning tasks. However, conventional CoT methods rely on heuristic sampling without structured modeling of reasoning transitions, constraining their ability to systematically explore and discover diverse and effective reasoning trajectories. In this work, we introduce CTRLS, a framework that formulates CoT reasoning as a Markov decision process (MDP) with latent state transitions, enabling principled and state-aware exploration via distributional reinforcement learning. By modelling reasoning actions as explicit probability distributions in latent space, our approach explicitly models epistemic uncertainty, facilitating robust exploration of the reasoning space. As part of our framework, we introduce an on-policy reinforcement learning strategy incorporating epsilon-greedy exploration and entropy-based regularization to iteratively refine latent state transitions without requiring additional fine-tuning of the underlying LLM. Theoretical analyses provide evidence lower bounds (ELBO), theoretically grounding our transition-aware modeling of latent reasoning dynamics. Further experiments demonstrate improvements in reasoning accuracy, diversity, and exploration efficiency across benchmark reasoning tasks.

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

It is crucial for large language models (LLMs) to follow instructions that involve multiple constraints. However, it is an unexplored area to enhance LLMs' ability to follow soft constraints. To bridge the gap, we initially design a pipeline to construct datasets with high-quality outputs automatically. Additionally, to fully utilize the positive and negative samples generated during the data construction process, we choose Direct Preference Optimization (DPO) as the training method. Furthermore, taking into account the difficulty of soft constraints indicated by the number of constraints, we design a curriculum learning training paradigm based on the constraint quantity. We experimentally evaluate the effectiveness of our methods in improving LLMs' soft constraint following ability and analyze the factors driving the improvements.The datasets and code are publicly available at https://github.com/Rainier-rq/FollowSoftConstraint.

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a dominant paradigm for enhancing Large Language Models (LLMs) reasoning, yet its reliance on external verifiers limits its scalability. Recent findings suggest that RLVR primarily functions by eliciting latent capabilities, motivating the development of verifier-free algorithms. However, in such settings, standard methods like Group Relative Policy Optimization face a critical challenge: destructive gradient variance that often leads to training collapse. To address this issue, we introduceVerifier-Independent Curriculum Reinforcement Learning (VI-CuRL), a framework that leverages the model's intrinsic confidence to construct a curriculum independent from external verifiers. By prioritizing high-confidence samples, VI-CuRL effectively manages the bias-variance trade-off, specifically targeting the reduction of action and problem variance. We provide a rigorous theoretical analysis, proving that our estimator guarantees asymptotic unbiasedness. Empirically, VI-CuRL promotes stability and consistently outperforms verifier-independent baselines across six challenging benchmarks with/without verifiers.

We explore uncertainty quantification in large language models (LLMs), with the goal to identify when uncertainty in responses given a query is large. We simultaneously consider both epistemic and aleatoric uncertainties, where the former comes from the lack of knowledge about the ground truth (such as about facts or the language), and the latter comes from irreducible randomness (such as multiple possible answers). In particular, we derive an information-theoretic metric that allows to reliably detect when only epistemic uncertainty is large, in which case the output of the model is unreliable. This condition can be computed based solely on the output of the model obtained simply by some special iterative prompting based on the previous responses. Such quantification, for instance, allows to detect hallucinations (cases when epistemic uncertainty is high) in both single- and multi-answer responses. This is in contrast to many standard uncertainty quantification strategies (such as thresholding the log-likelihood of a response) where hallucinations in the multi-answer case cannot be detected. We conduct a series of experiments which demonstrate the advantage of our formulation. Further, our investigations shed some light on how the probabilities assigned to a given output by an LLM can be amplified by iterative prompting, which might be of independent interest.

Language models (LMs) are said to be exhibiting reasoning, but what does this entail? We assess definitions of reasoning and how key papers in the field of natural language processing (NLP) use the notion and argue that the definitions provided are not consistent with how LMs are trained, process information, and generate new tokens. To illustrate this incommensurability we assume the view that transformer-based LMs implement an implicit finite-order Markov kernel mapping contexts to conditional token distributions. In this view, reasoning-like outputs correspond to statistical regularities and approximate statistical invariances in the learned kernel rather than the implementation of explicit logical mechanisms. This view is illustrative of the claim that LMs are "statistical pattern matchers"" and not genuine reasoners and provides a perspective that clarifies why reasoning-like outputs arise in LMs without any guarantees of logical consistency. This distinction is fundamental to how epistemic uncertainty is evaluated in LMs. We invite a discussion on the importance of how the computational processes of the systems we build and analyze in NLP research are described.

Large language models (LLMs) have demonstrated remarkable capabilities across various tasks but still face challenges such as hallucinations. One potential reason for hallucinations is the lack of relevant knowledge or context. Thus, a promising solution to mitigate this issue involves instructing LLMs to respond with "I do not know" when a question falls outside their knowledge domain or the provided context. However, in this work, we observed that LLMs struggle to admit their lack of knowledge, primarily due to existing instruction datasets designed to encourage specific answers. To improve large language models' capability to recognize the boundaries of their knowledge, we propose a novel approach called uncertainty-sensitive tuning. This method involves two-stage training designed for uncertainty recognition and prompt-sensitive activation. In the first stage, we guide the LLM to reject unknown questions. In the second stage, we recover the decreased performance in QA tasks by incorporating designed causal instructions. By leveraging this method, we aim to enhance the model's ability to identify areas of uncertainty. The experimental results demonstrate that our proposed uncertainty-sensitive tuning method significantly improves the performance of the Llama2-chat-7B model. Specifically, it achieves a substantial 34.7% improvement in handling questions involving knowledge gaps compared to the original model. Moreover, our approach outperforms GPT-4, exhibiting a 9.4% increase in overall performance. We open-source the model and code on GitHub.

Scaling up language models to billions of parameters has opened up possibilities for in-context learning, allowing instruction tuning and few-shot learning on tasks that the model was not specifically trained for. This has achieved breakthrough performance on language tasks such as translation, summarization, and question-answering. Furthermore, in addition to these associative "System 1" tasks, recent advances in Chain-of-thought prompt learning have demonstrated strong "System 2" reasoning abilities, answering a question in the field of artificial general intelligence whether LLMs can reason. The field started with the question whether LLMs can solve grade school math word problems. This paper reviews the rapidly expanding field of prompt-based reasoning with LLMs. Our taxonomy identifies different ways to generate, evaluate, and control multi-step reasoning. We provide an in-depth coverage of core approaches and open problems, and we propose a research agenda for the near future. Finally, we highlight the relation between reasoning and prompt-based learning, and we discuss the relation between reasoning, sequential decision processes, and reinforcement learning. We find that self-improvement, self-reflection, and some metacognitive abilities of the reasoning processes are possible through the judicious use of prompts. True self-improvement and self-reasoning, to go from reasoning with LLMs to reasoning by LLMs, remains future work.

Multimodal semantic understanding often has to deal with uncertainty, which means the obtained messages tend to refer to multiple targets. Such uncertainty is problematic for our interpretation, including inter- and intra-modal uncertainty. Little effort has studied the modeling of this uncertainty, particularly in pre-training on unlabeled datasets and fine-tuning in task-specific downstream datasets. In this paper, we project the representations of all modalities as probabilistic distributions via a Probability Distribution Encoder (PDE) by utilizing sequence-level interactions. Compared to the existing deterministic methods, such uncertainty modeling can convey richer multimodal semantic information and more complex relationships. Furthermore, we integrate uncertainty modeling with popular pre-training frameworks and propose suitable pre-training tasks: Distribution-based Vision-Language Contrastive learning (D-VLC), Distribution-based Masked Language Modeling (D-MLM), and Distribution-based Image-Text Matching (D-ITM). The fine-tuned models are applied to challenging downstream tasks, including image-text retrieval, visual question answering, visual reasoning, and visual entailment, and achieve state-of-the-art results.

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.

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

Large Language Models and multi-agent systems have shown promise in decomposing complex tasks, yet they struggle with long-horizon reasoning tasks and escalating computation cost. This work introduces a hierarchical multi-agent architecture that distributes reasoning across a 64*64 grid of lightweight agents, supported by a selective oracle. A spatial curriculum progressively expands the operational region of the grid, ensuring that agents master easier central tasks before tackling harder peripheral ones. To improve reliability, the system integrates Negative Log-Likelihood as a measure of confidence, allowing the curriculum to prioritize regions where agents are both accurate and well calibrated. A Thompson Sampling curriculum manager adaptively chooses training zones based on competence and NLL-driven reward signals. We evaluate the approach on a spatially grounded Tower of Hanoi benchmark, which mirrors the long-horizon structure of many robotic manipulation and planning tasks. Results demonstrate improved stability, reduced oracle usage, and stronger long-range reasoning from distributed agent cooperation.

Most existing distillation methods ignore the flexible role of the temperature in the loss function and fix it as a hyper-parameter that can be decided by an inefficient grid search. In general, the temperature controls the discrepancy between two distributions and can faithfully determine the difficulty level of the distillation task. Keeping a constant temperature, i.e., a fixed level of task difficulty, is usually sub-optimal for a growing student during its progressive learning stages. In this paper, we propose a simple curriculum-based technique, termed Curriculum Temperature for Knowledge Distillation (CTKD), which controls the task difficulty level during the student's learning career through a dynamic and learnable temperature. Specifically, following an easy-to-hard curriculum, we gradually increase the distillation loss w.r.t. the temperature, leading to increased distillation difficulty in an adversarial manner. As an easy-to-use plug-in technique, CTKD can be seamlessly integrated into existing knowledge distillation frameworks and brings general improvements at a negligible additional computation cost. Extensive experiments on CIFAR-100, ImageNet-2012, and MS-COCO demonstrate the effectiveness of our method. Our code is available at https://github.com/zhengli97/CTKD.

Domain-specific intelligence demands specialized knowledge and sophisticated reasoning for problem-solving, posing significant challenges for large language models (LLMs) that struggle with knowledge hallucination and inadequate reasoning capabilities under constrained parameter budgets. Inspired by Bloom's Taxonomy in educational theory, we propose Retrieval-Augmented Reasoning Modeling (RARE), a novel paradigm that decouples knowledge storage from reasoning optimization. RARE externalizes domain knowledge to retrievable sources and internalizes domain-specific reasoning patterns during training. Specifically, by injecting retrieved knowledge into training prompts with masked losses, RARE transforms learning objectives from rote memorization to contextualized reasoning. It enables models to bypass parameter-intensive memorization and prioritize the development of higher-order cognitive processes. Extensive experiments demonstrate that lightweight RARE-trained models (e.g., Llama-3.1-8B) could achieve state-of-the-art performance, surpassing retrieval-augmented GPT-4 and DeepSeek-R1 up to approximately 20\% accuracy. RARE establishes a paradigm shift where maintainable external knowledge bases synergize with compact, reasoning-optimized models, collectively driving more scalable domain-specific intelligence.

Large Language Reasoning Models have demonstrated remarkable success on static tasks, yet their application to multi-round agentic planning in interactive environments faces two fundamental challenges. First, the intractable credit assignment problem renders conventional reinforcement learning ineffective in sparse-reward settings. Second, the computational overhead of verbose, step-by-step reasoning histories is prohibitive. To address these challenges, we propose BPO, a three-stage framework (bootstrapping, extrapolation, and refinement) that establishes a self-improving data flywheel to develop robust reasoning models for long-horizon, sparse-reward environments. Our framework first bootstraps efficient reasoning using the proposed planning quaternions with long-short chain-of-thought fusion. It then extrapolates to out-of-distribution tasks through complexity-stratified curriculum learning. Finally, the model iteratively refines itself by learning exclusively on experiences selected via reward-gated rejection sampling. Experiments on ALFWorld, ScienceWorld, and WebShop demonstrate that our approach achieves state-of-the-art with significant token efficiency, providing a new recipe for reasoning models in agentic planning.

The proliferation of open-source Large Language Models (LLMs) from various institutions has highlighted the urgent need for comprehensive evaluation methods. However, current evaluation platforms, such as the widely recognized HuggingFace open LLM leaderboard, neglect a crucial aspect -- uncertainty, which is vital for thoroughly assessing LLMs. To bridge this gap, we introduce a new benchmarking approach for LLMs that integrates uncertainty quantification. Our examination involves eight LLMs (LLM series) spanning five representative natural language processing tasks. Additionally, we introduce an uncertainty-aware evaluation metric, UAcc, which takes into account both prediction accuracy and prediction uncertainty. Our findings reveal that: I) LLMs with higher accuracy may exhibit lower certainty; II) Larger-scale LLMs may display greater uncertainty compared to their smaller counterparts; and III) Instruction-finetuning tends to increase the uncertainty of LLMs. By taking uncertainty into account, our new UAcc metric can either amplify or diminish the relative improvement of one LLM over another and may even change the relative ranking of two LLMs. These results underscore the significance of incorporating uncertainty in the evaluation of LLMs.

LLM agents extend large language models with tool-calling capabilities, but ambiguous user instructions often lead to incorrect invocations and task failures. We introduce a principled formulation of structured uncertainty over tool-call parameters, modeling joint tool-argument clarification as a POMDP with Expected Value of Perfect Information (EVPI) objective for optimal question selection and aspect-based cost modeling to prevent redundancy. Our SAGE-Agent leverages this structured uncertainty to achieve superior efficiency: increasing coverage on ambiguous tasks by 7-39\% while reducing clarification questions by 1.5-2.7times compared to strong prompting and uncertainty-based baselines. We present ClarifyBench, the first multi-turn tool-augmented disambiguation benchmark with realistic LLM-based user simulation across diverse domains including document editing, vehicle control, and travel booking. Additionally, we demonstrate that structured uncertainty provides effective training signals for reinforcement learning, boosting When2Call accuracy from 36.5\% to 65.2\% (3B model) and 36.7\% to 62.9\% (7B model) through uncertainty-weighted GRPO training. These results establish structured uncertainty as a principled, efficient approach for tool-augmented agents, improving both task success and interaction efficiency in real-world scenarios.

In precision-oriented tasks like answer ranking, it is more important to rank many relevant answers highly than to retrieve all relevant answers. It follows that a good ranking strategy would be to learn how to identify the easiest correct answers first (i.e., assign a high ranking score to answers that have characteristics that usually indicate relevance, and a low ranking score to those with characteristics that do not), before incorporating more complex logic to handle difficult cases (e.g., semantic matching or reasoning). In this work, we apply this idea to the training of neural answer rankers using curriculum learning. We propose several heuristics to estimate the difficulty of a given training sample. We show that the proposed heuristics can be used to build a training curriculum that down-weights difficult samples early in the training process. As the training process progresses, our approach gradually shifts to weighting all samples equally, regardless of difficulty. We present a comprehensive evaluation of our proposed idea on three answer ranking datasets. Results show that our approach leads to superior performance of two leading neural ranking architectures, namely BERT and ConvKNRM, using both pointwise and pairwise losses. When applied to a BERT-based ranker, our method yields up to a 4% improvement in MRR and a 9% improvement in P@1 (compared to the model trained without a curriculum). This results in models that can achieve comparable performance to more expensive state-of-the-art techniques.

A significant use case of instruction-finetuned Large Language Models (LLMs) is to solve question-answering tasks interactively. In this setting, an LLM agent is tasked with making a prediction by sequentially querying relevant information from the user, as opposed to a single-turn conversation. This paper explores sequential querying strategies that aim to minimize the expected number of queries. One such strategy is Information Pursuit (IP), a greedy algorithm that at each iteration selects the query that maximizes information gain or equivalently minimizes uncertainty. However, obtaining accurate estimates of mutual information or conditional entropy for LLMs is very difficult in practice due to over- or under-confident LLM probabilities, which leads to suboptimal query selection and predictive performance. To better estimate the uncertainty at each iteration, we propose Conformal Information Pursuit (C-IP), an alternative approach to sequential information gain based on conformal prediction sets. More specifically, C-IP leverages a relationship between prediction sets and conditional entropy at each iteration to estimate uncertainty based on the average size of conformal prediction sets. In contrast to conditional entropy, we find that conformal prediction sets are a distribution-free and robust method of measuring uncertainty. Experiments with 20 Questions show that C-IP obtains better predictive performance and shorter query-answer chains compared to previous approaches to IP and uncertainty-based chain-of-thought methods. Furthermore, extending to an interactive medical setting between a doctor and a patient on the MediQ dataset, C-IP achieves competitive performance with direct single-turn prediction while offering greater interpretability.

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

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

Estimating uncertainty in Large Language Models (LLMs) is important for properly evaluating LLMs, and ensuring safety for users. However, prior approaches to uncertainty estimation focus on the final answer in generated text, ignoring intermediate steps that might dramatically impact the outcome. We hypothesize that there exist key forking tokens, such that re-sampling the system at those specific tokens, but not others, leads to very different outcomes. To test this empirically, we develop a novel approach to representing uncertainty dynamics across individual tokens of text generation, and applying statistical models to test our hypothesis. Our approach is highly flexible: it can be applied to any dataset and any LLM, without fine tuning or accessing model weights. We use our method to analyze LLM responses on 7 different tasks across 4 domains, spanning a wide range of typical use cases. We find many examples of forking tokens, including surprising ones such as punctuation marks, suggesting that LLMs are often just a single token away from saying something very different.

Recent breakthroughs in large language models (LLMs) on reasoning tasks rely heavily on massive, high-quality datasets-typically human-annotated and thus difficult to scale. While data synthesis or distillation offers a promising alternative, existing methods struggle with inconsistent data quality and an inability to dynamically adapt to the evolving capabilities of the model, leading to suboptimal training signals. To address these limitations, we introduce Socratic-Zero, a fully autonomous framework that generates high-quality training data from minimal seed examples through the co-evolution of three agents: the Teacher, the Solver, and the Generator. The Solver continuously refines its reasoning by learning from preference feedback on both successful and failed trajectories; the Teacher adaptively crafts increasingly challenging questions based on the Solver's weaknesses; and the Generator distills the Teacher's question-design strategy to enable scalable, high-fidelity curriculum generation. This closed-loop system produces a self-improving curriculum-requiring no pre-existing tasks or labels. Remarkably, starting from only 100 seed questions, our Socratic-Solver-8B achieves an average gain of +20.2 percentage points over prior data synthesis methods across seven mathematical reasoning benchmarks (AMC23, AIME24-25, Olympiad, MATH-500, Minerva, and GSM8K), with consistent gains on both Qwen3 and GLM4 series models. Even more surprisingly, synthetic data from Socratic-Generator-32B enables student LLMs to achieve superior performance compared to other state-of-the-art (SOTA) commercial LLMs on these benchmarks, including Qwen3-235B-A22B, DeepSeek-V3.1-671B, GPT-5, Gemini-2.5-Pro, Grok-4, and Claude-4.1-Opus.

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

An oft-cited open problem of federated learning is the existence of data heterogeneity at the clients. One pathway to understanding the drastic accuracy drop in federated learning is by scrutinizing the behavior of the clients' deep models on data with different levels of "difficulty", which has been left unaddressed. In this paper, we investigate a different and rarely studied dimension of FL: ordered learning. Specifically, we aim to investigate how ordered learning principles can contribute to alleviating the heterogeneity effects in FL. We present theoretical analysis and conduct extensive empirical studies on the efficacy of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random curriculum. We find that curriculum learning largely alleviates non-IIDness. Interestingly, the more disparate the data distributions across clients the more they benefit from ordered learning. We provide analysis explaining this phenomenon, specifically indicating how curriculum training appears to make the objective landscape progressively less convex, suggesting fast converging iterations at the beginning of the training procedure. We derive quantitative results of convergence for both convex and nonconvex objectives by modeling the curriculum training on federated devices as local SGD with locally biased stochastic gradients. Also, inspired by ordered learning, we propose a novel client selection technique that benefits from the real-world disparity in the clients. Our proposed approach to client selection has a synergic effect when applied together with ordered learning in FL.

Recent self-supervised learning approaches focus on using a few thousand data points to learn policies for high-level, low-dimensional action spaces. However, scaling this framework for high-dimensional control require either scaling up the data collection efforts or using a clever sampling strategy for training. We present a novel approach - Curriculum Accelerated Self-Supervised Learning (CASSL) - to train policies that map visual information to high-level, higher- dimensional action spaces. CASSL orders the sampling of training data based on control dimensions: the learning and sampling are focused on few control parameters before other parameters. The right curriculum for learning is suggested by variance-based global sensitivity analysis of the control space. We apply our CASSL framework to learning how to grasp using an adaptive, underactuated multi-fingered gripper, a challenging system to control. Our experimental results indicate that CASSL provides significant improvement and generalization compared to baseline methods such as staged curriculum learning (8% increase) and complete end-to-end learning with random exploration (14% improvement) tested on a set of novel objects.

Deep iterative chain-of-thought (CoT) reasoning enables LLMs to tackle complex tasks by progressively activating relevant pre-trained knowledge. However, it faces challenges in ensuring continual improvement and determining a stopping criterion. In this paper, we investigate whether the relevant knowledge that contributes directly to solving the given question can be activated from the initial reasoning path, thus circumventing the need for iterative refinement. Our experiments reveal that increasing the diversity of initial reasoning paths can achieve comparable or superior performance, a concept we term breadth reasoning. However, existing breadth reasoning approaches, such as self-consistency, offer limited diversity. To address this limitation, we propose a simple yet effective method that enhances reasoning breadth by integrating contextual exploration with reduced sampling randomness. Extensive experiments demonstrate that our approach significantly outperforms deep iterative reasoning. Our code is provided in https://github.com/zongqianwu/breadth.

Chain-of-thought reasoning, while powerful, can produce unnecessarily verbose output for simpler problems. We present a framework for difficulty-aware reasoning that teaches models to dynamically adjust reasoning depth based on problem complexity. Remarkably, we show that models can be endowed with such dynamic inference pathways without any architectural modifications; we simply post-train on data that is carefully curated to include chain-of-thought traces that are proportional in length to problem difficulty. Our analysis reveals that post-training via supervised fine-tuning (SFT) primarily captures patterns like reasoning length and format, while direct preference optimization (DPO) preserves reasoning accuracy, with their combination reducing length and maintaining or improving performance. Both quantitative metrics and qualitative assessments confirm that models can learn to "think proportionally", reasoning minimally on simple problems while maintaining depth for complex ones.

Large language models (LLMs) have transformed natural language processing, but their reliable deployment requires effective uncertainty quantification (UQ). Existing UQ methods are often heuristic and lack a probabilistic foundation. This paper begins by providing a theoretical justification for the role of perturbations in UQ for LLMs. We then introduce a dual random walk perspective, modeling input-output pairs as two Markov chains with transition probabilities defined by semantic similarity. Building on this, we propose a fully probabilistic framework based on an inverse model, which quantifies uncertainty by evaluating the diversity of the input space conditioned on a given output through systematic perturbations. Within this framework, we define a new uncertainty measure, Inv-Entropy. A key strength of our framework is its flexibility: it supports various definitions of uncertainty measures, embeddings, perturbation strategies, and similarity metrics. We also propose GAAP, a perturbation algorithm based on genetic algorithms, which enhances the diversity of sampled inputs. In addition, we introduce a new evaluation metric, Temperature Sensitivity of Uncertainty (TSU), which directly assesses uncertainty without relying on correctness as a proxy. Extensive experiments demonstrate that Inv-Entropy outperforms existing semantic UQ methods. The code to reproduce the results can be found at https://github.com/UMDataScienceLab/Uncertainty-Quantification-for-LLMs.

Large language models (LLMs) have exhibited complex reasoning abilities by generating question rationales and demonstrated exceptional performance in natural language processing (NLP) tasks. However, these reasoning capabilities generally emerge in models with tens of billions of parameters, creating significant computational challenges for real-world deployment. Recent research has concentrated on improving open-source smaller models through knowledge distillation (KD) from commercial LLMs. Nevertheless, most of these studies rely solely on the responses from one single LLM as the gold rationale for training. In this paper, we introduce a novel Mistake-Aware Peer-Review Distillation (MAPD) approach: 1) Instead of merely obtaining gold rationales from teachers, our method asks teachers to identify and explain the student's mistakes, providing customized instruction learning data. 2) We design a simulated peer-review process between teacher LLMs, which selects only the generated rationales above the acceptance threshold. This reduces the chance of teachers guessing correctly with flawed rationale, improving instructional data quality. Comprehensive experiments and analysis on mathematical, commonsense, and logical reasoning tasks demonstrate the effectiveness of our method.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

Large language models (LLMs) are increasingly used in applications requiring factual accuracy, yet their outputs often contain hallucinated responses. While fact-checking can mitigate these errors, existing methods typically retrieve external evidence indiscriminately, overlooking the model's internal knowledge and potentially introducing irrelevant noise. Moreover, current systems lack targeted mechanisms to resolve specific uncertainties in the model's reasoning. Inspired by how humans fact-check, we argue that LLMs should adaptively decide whether to rely on internal knowledge or initiate retrieval based on their confidence in a given claim. We introduce Probabilistic Certainty and Consistency (PCC), a framework that estimates factual confidence by jointly modeling an LLM's probabilistic certainty and reasoning consistency. These confidence signals enable an adaptive verification strategy: the model answers directly when confident, triggers targeted retrieval when uncertain or inconsistent, and escalates to deep search when ambiguity is high. Our confidence-guided routing mechanism ensures that retrieval is invoked only when necessary, improving both efficiency and reliability. Extensive experiments across three challenging benchmarks show that PCC achieves better uncertainty quantification than verbalized confidence and consistently outperforms strong LLM-based fact-checking baselines. Furthermore, we demonstrate that PCC generalizes well across various LLMs.

Open-ended learning agents must efficiently prioritize goals in vast possibility spaces, focusing on those that maximize learning progress (LP). When such autotelic exploration is achieved by LLM agents trained with online RL in high-dimensional and evolving goal spaces, a key challenge for LP prediction is modeling one's own competence, a form of metacognitive monitoring. Traditional approaches either require extensive sampling or rely on brittle expert-defined goal groupings. We introduce MAGELLAN, a metacognitive framework that lets LLM agents learn to predict their competence and LP online. By capturing semantic relationships between goals, MAGELLAN enables sample-efficient LP estimation and dynamic adaptation to evolving goal spaces through generalization. In an interactive learning environment, we show that MAGELLAN improves LP prediction efficiency and goal prioritization, being the only method allowing the agent to fully master a large and evolving goal space. These results demonstrate how augmenting LLM agents with a metacognitive ability for LP predictions can effectively scale curriculum learning to open-ended goal spaces.

We show that a GPT-3 model can learn to express uncertainty about its own answers in natural language -- without use of model logits. When given a question, the model generates both an answer and a level of confidence (e.g. "90% confidence" or "high confidence"). These levels map to probabilities that are well calibrated. The model also remains moderately calibrated under distribution shift, and is sensitive to uncertainty in its own answers, rather than imitating human examples. To our knowledge, this is the first time a model has been shown to express calibrated uncertainty about its own answers in natural language. For testing calibration, we introduce the CalibratedMath suite of tasks. We compare the calibration of uncertainty expressed in words ("verbalized probability") to uncertainty extracted from model logits. Both kinds of uncertainty are capable of generalizing calibration under distribution shift. We also provide evidence that GPT-3's ability to generalize calibration depends on pre-trained latent representations that correlate with epistemic uncertainty over its answers.

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

Large Language Models (LLMs) have demonstrated remarkable capabilities across various domains. Math Word Problems (MWPs) serve as a crucial benchmark for evaluating LLMs' reasoning abilities. While most research primarily focuses on improving accuracy, it often neglects understanding and addressing the underlying patterns of errors. Current error classification methods rely on static and predefined categories, which limit their ability to capture the full spectrum of error patterns in mathematical reasoning. To enable systematic error analysis, we collect error samples from 15 different LLMs of varying sizes across four distinct MWP datasets using multiple sampling strategies. Based on this extensive collection, we introduce MWPES-300K, a comprehensive dataset containing 304,865 error samples that cover diverse error patterns and reasoning paths. To reduce human bias and enable fine-grained analysis of error patterns, we propose a novel framework for automated dynamic error classification in mathematical reasoning. Experimental results demonstrate that dataset characteristics significantly shape error patterns, which evolve from basic to complex manifestations as model capabilities increase. With deeper insights into error patterns, we propose error-aware prompting that incorporates common error patterns as explicit guidance, leading to significant improvements in mathematical reasoning performance.

In this paper, we focus on the task of conditional image generation, where an image is synthesized according to user instructions. The critical challenge underpinning this task is ensuring both the fidelity of the generated images and their semantic alignment with the provided conditions. To tackle this issue, previous studies have employed supervised perceptual losses derived from pre-trained models, i.e., reward models, to enforce alignment between the condition and the generated result. However, we observe one inherent shortcoming: considering the diversity of synthesized images, the reward model usually provides inaccurate feedback when encountering newly generated data, which can undermine the training process. To address this limitation, we propose an uncertainty-aware reward modeling, called Ctrl-U, including uncertainty estimation and uncertainty-aware regularization, designed to reduce the adverse effects of imprecise feedback from the reward model. Given the inherent cognitive uncertainty within reward models, even images generated under identical conditions often result in a relatively large discrepancy in reward loss. Inspired by the observation, we explicitly leverage such prediction variance as an uncertainty indicator. Based on the uncertainty estimation, we regularize the model training by adaptively rectifying the reward. In particular, rewards with lower uncertainty receive higher loss weights, while those with higher uncertainty are given reduced weights to allow for larger variability. The proposed uncertainty regularization facilitates reward fine-tuning through consistency construction. Extensive experiments validate the effectiveness of our methodology in improving the controllability and generation quality, as well as its scalability across diverse conditional scenarios. Code will soon be available at https://grenoble-zhang.github.io/Ctrl-U-Page/.

High-quality arguments are an essential part of decision-making. Automatically predicting the quality of an argument is a complex task that recently got much attention in argument mining. However, the annotation effort for this task is exceptionally high. Therefore, we test uncertainty-based active learning (AL) methods on two popular argument-strength data sets to estimate whether sample-efficient learning can be enabled. Our extensive empirical evaluation shows that uncertainty-based acquisition functions can not surpass the accuracy reached with the random acquisition on these data sets.

Reasoning in mathematical domains remains a significant challenge for relatively small language models (LMs). Many current methods focus on specializing LMs in mathematical reasoning and rely heavily on knowledge distillation from powerful but inefficient large LMs (LLMs). In this work, we explore a new direction that avoids over-reliance on LLM teachers, introducing a multi-view fine-tuning method that efficiently exploits existing mathematical problem datasets with diverse annotation styles. Our approach uniquely considers the various annotation formats as different "views" and leverages them in training the model. By postpending distinct instructions to input questions, models can learn to generate solutions in diverse formats in a flexible manner. Experimental results show that our strategy enables a LLaMA-7B model to outperform prior approaches that utilize knowledge distillation, as well as carefully established baselines. Additionally, the proposed method grants the models promising generalization ability across various views and datasets, and the capability to learn from inaccurate or incomplete noisy data. We hope our multi-view training paradigm could inspire future studies in other machine reasoning domains.

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