Daily Papers

Deep learning has improved performance on many natural language processing (NLP) tasks individually. However, general NLP models cannot emerge within a paradigm that focuses on the particularities of a single metric, dataset, and task. We introduce the Natural Language Decathlon (decaNLP), a challenge that spans ten tasks: question answering, machine translation, summarization, natural language inference, sentiment analysis, semantic role labeling, zero-shot relation extraction, goal-oriented dialogue, semantic parsing, and commonsense pronoun resolution. We cast all tasks as question answering over a context. Furthermore, we present a new Multitask Question Answering Network (MQAN) jointly learns all tasks in decaNLP without any task-specific modules or parameters in the multitask setting. MQAN shows improvements in transfer learning for machine translation and named entity recognition, domain adaptation for sentiment analysis and natural language inference, and zero-shot capabilities for text classification. We demonstrate that the MQAN's multi-pointer-generator decoder is key to this success and performance further improves with an anti-curriculum training strategy. Though designed for decaNLP, MQAN also achieves state of the art results on the WikiSQL semantic parsing task in the single-task setting. We also release code for procuring and processing data, training and evaluating models, and reproducing all experiments for decaNLP.

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.

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.

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.

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.

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.

The key components of machine learning are data samples for training, model for learning patterns, and loss function for optimizing accuracy. Analogously, unlearning can potentially be achieved through anti-data samples (or anti-samples), unlearning method, and reversed loss function. While prior research has explored unlearning methods and reversed loss functions, the potential of anti-samples remains largely untapped. In this paper, we introduce UnSTAR: Unlearning with Self-Taught Anti-Sample Reasoning for large language models (LLMs). Our contributions are threefold; first, we propose a novel concept of anti-sample-induced unlearning; second, we generate anti-samples by leveraging misleading rationales, which help reverse learned associations and accelerate the unlearning process; and third, we enable fine-grained targeted unlearning, allowing for the selective removal of specific associations without impacting related knowledge - something not achievable by previous works. Results demonstrate that anti-samples offer an efficient, targeted unlearning strategy for LLMs, opening new avenues for privacy-preserving machine learning and model modification.

Safety aligned Large Language Models (LLMs) are vulnerable to harmful fine-tuning attacks qi2023fine-- a few harmful data mixed in the fine-tuning dataset can break the LLMs's safety alignment. Existing mitigation strategies include alignment stage solutions huang2024vaccine, rosati2024representation and fine-tuning stage solutions huang2024lazy,mukhoti2023fine. However, our evaluation shows that both categories of defenses fail when some specific training hyper-parameters are chosen -- a large learning rate or a large number of training epochs in the fine-tuning stage can easily invalidate the defense, which however, is necessary to guarantee finetune performance. To this end, we propose Antidote, a post-fine-tuning stage solution, which remains \textit{agnostic to the training hyper-parameters in the fine-tuning stage}. Antidote relies on the philosophy that by removing the harmful parameters, the harmful model can be recovered from the harmful behaviors, regardless of how those harmful parameters are formed in the fine-tuning stage. With this philosophy, we introduce a one-shot pruning stage after harmful fine-tuning to remove the harmful weights that are responsible for the generation of harmful content. Despite its embarrassing simplicity, empirical results show that Antidote can reduce harmful score while maintaining accuracy on downstream tasks.Our project page is at https://huangtiansheng.github.io/Antidote_gh_page/

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 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.

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.

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.

Scientific Machine Learning (SciML) is concerned with the development of learned emulators of physical systems governed by partial differential equations (PDE). In application domains such as weather forecasting, molecular dynamics, and inverse design, ML-based surrogate models are increasingly used to augment or replace inefficient and often non-differentiable numerical simulation algorithms. While a number of ML-based methods for approximating the solutions of PDEs have been proposed in recent years, they typically do not adapt to the parameters of the PDEs, making it difficult to generalize to PDE parameters not seen during training. We propose a Channel Attention mechanism guided by PDE Parameter Embeddings (CAPE) component for neural surrogate models and a simple yet effective curriculum learning strategy. The CAPE module can be combined with neural PDE solvers allowing them to adapt to unseen PDE parameters. The curriculum learning strategy provides a seamless transition between teacher-forcing and fully auto-regressive training. We compare CAPE in conjunction with the curriculum learning strategy using a popular PDE benchmark and obtain consistent and significant improvements over the baseline models. The experiments also show several advantages of CAPE, such as its increased ability to generalize to unseen PDE parameters without large increases inference time and parameter count.

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.

Hallucinations (i.e., generating plausible but inaccurate content) and laziness (i.e. excessive refusals or defaulting to "I don't know") persist as major challenges in LLM reasoning. Current efforts to reduce hallucinations primarily focus on factual errors in knowledge-grounded tasks, often neglecting hallucinations related to faulty reasoning. Meanwhile, some approaches render LLMs overly conservative, limiting their problem-solving capabilities. To mitigate hallucination and laziness in reasoning tasks, we propose Automatic Curriculum Expert Iteration (Auto-CEI) to enhance LLM reasoning and align responses to the model's capabilities--assertively answering within its limits and declining when tasks exceed them. In our method, Expert Iteration explores the reasoning trajectories near the LLM policy, guiding incorrect paths back on track to reduce compounding errors and improve robustness; it also promotes appropriate "I don't know" responses after sufficient reasoning attempts. The curriculum automatically adjusts rewards, incentivizing extended reasoning before acknowledging incapability, thereby pushing the limits of LLM reasoning and aligning its behaviour with these limits. We compare Auto-CEI with various SOTA baselines across logical reasoning, mathematics, and planning tasks, where Auto-CEI achieves superior alignment by effectively balancing assertiveness and conservativeness.

Although Large Language Models (LLMs) have achieved tremendous success in various applications, they are also susceptible to certain prompts that can induce them to bypass built-in safety measures and provide dangerous or illegal content, a phenomenon known as jailbreak. To protect LLMs from producing harmful information, various defense strategies are proposed, with most focusing on content filtering or adversarial training of models. In this paper, we propose an approach named Prompt Adversarial Tuning (PAT) to train a defense control mechanism, which is then embedded as a prefix to user prompts to implement our defense strategy. We design a training process similar to adversarial training to achieve our optimized goal, alternating between updating attack and defense controls. To our knowledge, we are the first to implement defense from the perspective of prompt tuning. Once employed, our method will hardly impact the operational efficiency of LLMs. Experiments show that our method is effective in both black-box and white-box settings, reducing the success rate of advanced attacks to nearly 0 while maintaining the benign answer rate of 80% to simple benign questions. Our work might potentially chart a new perspective for future explorations in LLM security.

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.

Recent advances in pre-trained language models have improved the performance for text classification tasks. However, little attention is paid to the priority scheduling strategy on the samples during training. Humans acquire knowledge gradually from easy to complex concepts, and the difficulty of the same material can also vary significantly in different learning stages. Inspired by this insights, we proposed a novel self-paced dynamic curriculum learning (SPDCL) method for imbalanced text classification, which evaluates the sample difficulty by both linguistic character and model capacity. Meanwhile, rather than using static curriculum learning as in the existing research, our SPDCL can reorder and resample training data by difficulty criterion with an adaptive from easy to hard pace. The extensive experiments on several classification tasks show the effectiveness of SPDCL strategy, especially for the imbalanced dataset.

This paper investigates Who's Harry Potter (WHP), a pioneering yet insufficiently understood method for LLM unlearning. We explore it in two steps. First, we introduce a new task of LLM targeted unlearning, where given an unlearning target (e.g., a person) and some unlearning documents, we aim to unlearn only the information about the target, rather than everything in the unlearning documents. We further argue that a successful unlearning should satisfy criteria such as not outputting gibberish, not fabricating facts about the unlearning target, and not releasing factual information under jailbreak attacks. Second, we construct a causal intervention framework for targeted unlearning, where the knowledge of the unlearning target is modeled as a confounder between LLM input and output, and the unlearning process as a deconfounding process. This framework justifies and extends WHP, deriving a simple unlearning algorithm that includes WHP as a special case. Experiments on existing and new datasets show that our approach, without explicitly optimizing for the aforementioned criteria, achieves competitive performance in all of them. Our code is available at https://github.com/UCSB-NLP-Chang/causal_unlearn.git.

Continual Test-Time Adaptation (CTTA) aims to adapt a pretrained model to ever-changing environments during the test time under continuous domain shifts. Most existing CTTA approaches are based on the Mean Teacher (MT) structure, which contains a student and a teacher model, where the student is updated using the pseudo-labels from the teacher model, and the teacher is then updated by exponential moving average strategy. However, these methods update the MT model indiscriminately on all parameters of the model. That is, some critical parameters involving sharing knowledge across different domains may be erased, intensifying error accumulation and catastrophic forgetting. In this paper, we introduce Parameter-Selective Mean Teacher (PSMT) method, which is capable of effectively updating the critical parameters within the MT network under domain shifts. First, we introduce a selective distillation mechanism in the student model, which utilizes past knowledge to regularize novel knowledge, thereby mitigating the impact of error accumulation. Second, to avoid catastrophic forgetting, in the teacher model, we create a mask through Fisher information to selectively update parameters via exponential moving average, with preservation measures applied to crucial parameters. Extensive experimental results verify that PSMT outperforms state-of-the-art methods across multiple benchmark datasets. Our code is available at https://github.com/JiaxuTian/PSMT.

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.

Recent automatic curriculum learning algorithms, and in particular Teacher-Student algorithms, rely on the notion of learning progress, making the assumption that the good next tasks are the ones on which the learner is making the fastest progress or digress. In this work, we first propose a simpler and improved version of these algorithms. We then argue that the notion of learning progress itself has several shortcomings that lead to a low sample efficiency for the learner. We finally propose a new algorithm, based on the notion of mastering rate, that significantly outperforms learning progress-based algorithms.

Advanced Large language models (LLMs) like GPT-4 or LlaMa 3 provide superior performance in complex human-like interactions. But they are costly, or too large for edge devices such as smartphones and harder to self-host, leading to security and privacy concerns. This paper introduces a novel interpretable knowledge distillation approach to enhance the performance of smaller, more economical LLMs that firms can self-host. We study this problem in the context of building a customer service agent aimed at achieving high customer satisfaction through goal-oriented dialogues. Unlike traditional knowledge distillation, where the "student" model learns directly from the "teacher" model's responses via fine-tuning, our interpretable "strategy" teaching approach involves the teacher providing strategies to improve the student's performance in various scenarios. This method alternates between a "scenario generation" step and a "strategies for improvement" step, creating a customized library of scenarios and optimized strategies for automated prompting. The method requires only black-box access to both student and teacher models; hence it can be used without manipulating model parameters. In our customer service application, the method improves performance, and the learned strategies are transferable to other LLMs and scenarios beyond the training set. The method's interpretabilty helps safeguard against potential harms through human audit.

We introduce CAMRL, the first curriculum-based asymmetric multi-task learning (AMTL) algorithm for dealing with multiple reinforcement learning (RL) tasks altogether. To mitigate the negative influence of customizing the one-off training order in curriculum-based AMTL, CAMRL switches its training mode between parallel single-task RL and asymmetric multi-task RL (MTRL), according to an indicator regarding the training time, the overall performance, and the performance gap among tasks. To leverage the multi-sourced prior knowledge flexibly and to reduce negative transfer in AMTL, we customize a composite loss with multiple differentiable ranking functions and optimize the loss through alternating optimization and the Frank-Wolfe algorithm. The uncertainty-based automatic adjustment of hyper-parameters is also applied to eliminate the need of laborious hyper-parameter analysis during optimization. By optimizing the composite loss, CAMRL predicts the next training task and continuously revisits the transfer matrix and network weights. We have conducted experiments on a wide range of benchmarks in multi-task RL, covering Gym-minigrid, Meta-world, Atari video games, vision-based PyBullet tasks, and RLBench, to show the improvements of CAMRL over the corresponding single-task RL algorithm and state-of-the-art MTRL algorithms. The code is available at: https://github.com/huanghanchi/CAMRL

Learning in environments with large state and action spaces, and sparse rewards, can hinder a Reinforcement Learning (RL) agent's learning through trial-and-error. For instance, following natural language instructions on the Web (such as booking a flight ticket) leads to RL settings where input vocabulary and number of actionable elements on a page can grow very large. Even though recent approaches improve the success rate on relatively simple environments with the help of human demonstrations to guide the exploration, they still fail in environments where the set of possible instructions can reach millions. We approach the aforementioned problems from a different perspective and propose guided RL approaches that can generate unbounded amount of experience for an agent to learn from. Instead of learning from a complicated instruction with a large vocabulary, we decompose it into multiple sub-instructions and schedule a curriculum in which an agent is tasked with a gradually increasing subset of these relatively easier sub-instructions. In addition, when the expert demonstrations are not available, we propose a novel meta-learning framework that generates new instruction following tasks and trains the agent more effectively. We train DQN, deep reinforcement learning agent, with Q-value function approximated with a novel QWeb neural network architecture on these smaller, synthetic instructions. We evaluate the ability of our agent to generalize to new instructions on World of Bits benchmark, on forms with up to 100 elements, supporting 14 million possible instructions. The QWeb agent outperforms the baseline without using any human demonstration achieving 100% success rate on several difficult environments.

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.

Tactics, Techniques and Procedures (TTPs) represent sophisticated attack patterns in the cybersecurity domain, described encyclopedically in textual knowledge bases. Identifying TTPs in cybersecurity writing, often called TTP mapping, is an important and challenging task. Conventional learning approaches often target the problem in the classical multi-class or multilabel classification setting. This setting hinders the learning ability of the model due to a large number of classes (i.e., TTPs), the inevitable skewness of the label distribution and the complex hierarchical structure of the label space. We formulate the problem in a different learning paradigm, where the assignment of a text to a TTP label is decided by the direct semantic similarity between the two, thus reducing the complexity of competing solely over the large labeling space. To that end, we propose a neural matching architecture with an effective sampling-based learn-to-compare mechanism, facilitating the learning process of the matching model despite constrained resources.

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.

Aligning large language models (LLMs) to accurately detect hallucinations remains a significant challenge due to the sophisticated nature of hallucinated text. Recognizing that hallucinated samples typically exhibit higher deceptive quality than traditional negative samples, we use these carefully engineered hallucinations as negative examples in the DPO alignment procedure. Our method incorporates a curriculum learning strategy, gradually transitioning the training from easier samples, identified based on the greatest reduction in probability scores from independent fact checking models, to progressively harder ones. This structured difficulty scaling ensures stable and incremental learning. Experimental evaluation demonstrates that our HaluCheck models, trained with curriculum DPO approach and high quality negative samples, significantly improves model performance across various metrics, achieving improvements of upto 24% on difficult benchmarks like MedHallu and HaluEval. Additionally, HaluCheck models demonstrate robustness in zero-shot settings, significantly outperforming larger state-of-the-art models across various benchmarks.

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.

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

Large Language Models (LLMs) have demonstrated remarkable capabilities across a wide range of tasks, yet they also exhibit memorization of their training data. This phenomenon raises critical questions about model behavior, privacy risks, and the boundary between learning and memorization. Addressing these concerns, this paper synthesizes recent studies and investigates the landscape of memorization, the factors influencing it, and methods for its detection and mitigation. We explore key drivers, including training data duplication, training dynamics, and fine-tuning procedures that influence data memorization. In addition, we examine methodologies such as prefix-based extraction, membership inference, and adversarial prompting, assessing their effectiveness in detecting and measuring memorized content. Beyond technical analysis, we also explore the broader implications of memorization, including the legal and ethical implications. Finally, we discuss mitigation strategies, including data cleaning, differential privacy, and post-training unlearning, while highlighting open challenges in balancing the minimization of harmful memorization with utility. This paper provides a comprehensive overview of the current state of research on LLM memorization across technical, privacy, and performance dimensions, identifying critical directions for future work.

Training autonomous agents able to generalize to multiple tasks is a key target of Deep Reinforcement Learning (DRL) research. In parallel to improving DRL algorithms themselves, Automatic Curriculum Learning (ACL) study how teacher algorithms can train DRL agents more efficiently by adapting task selection to their evolving abilities. While multiple standard benchmarks exist to compare DRL agents, there is currently no such thing for ACL algorithms. Thus, comparing existing approaches is difficult, as too many experimental parameters differ from paper to paper. In this work, we identify several key challenges faced by ACL algorithms. Based on these, we present TeachMyAgent (TA), a benchmark of current ACL algorithms leveraging procedural task generation. It includes 1) challenge-specific unit-tests using variants of a procedural Box2D bipedal walker environment, and 2) a new procedural Parkour environment combining most ACL challenges, making it ideal for global performance assessment. We then use TeachMyAgent to conduct a comparative study of representative existing approaches, showcasing the competitiveness of some ACL algorithms that do not use expert knowledge. We also show that the Parkour environment remains an open problem. We open-source our environments, all studied ACL algorithms (collected from open-source code or re-implemented), and DRL students in a Python package available at https://github.com/flowersteam/TeachMyAgent.

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

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.

Refusal training is widely used to prevent LLMs from generating harmful, undesirable, or illegal outputs. We reveal a curious generalization gap in the current refusal training approaches: simply reformulating a harmful request in the past tense (e.g., "How to make a Molotov cocktail?" to "How did people make a Molotov cocktail?") is often sufficient to jailbreak many state-of-the-art LLMs. We systematically evaluate this method on Llama-3 8B, Claude-3.5 Sonnet, GPT-3.5 Turbo, Gemma-2 9B, Phi-3-Mini, GPT-4o mini, GPT-4o, and R2D2 models using GPT-3.5 Turbo as a reformulation model. For example, the success rate of this simple attack on GPT-4o increases from 1% using direct requests to 88% using 20 past tense reformulation attempts on harmful requests from JailbreakBench with GPT-4 as a jailbreak judge. Interestingly, we also find that reformulations in the future tense are less effective, suggesting that refusal guardrails tend to consider past historical questions more benign than hypothetical future questions. Moreover, our experiments on fine-tuning GPT-3.5 Turbo show that defending against past reformulations is feasible when past tense examples are explicitly included in the fine-tuning data. Overall, our findings highlight that the widely used alignment techniques -- such as SFT, RLHF, and adversarial training -- employed to align the studied models can be brittle and do not always generalize as intended. We provide code and jailbreak artifacts at https://github.com/tml-epfl/llm-past-tense.

Post-training of language models (LMs) increasingly relies on the following two stages: (i) knowledge distillation, where the LM is trained to imitate a larger teacher LM, and (ii) reinforcement learning from human feedback (RLHF), where the LM is aligned by optimizing a reward model. In the second RLHF stage, a well-known challenge is reward hacking, where the LM over-optimizes the reward model. Such phenomenon is in line with Goodhart's law and can lead to degraded performance on the true objective. In this paper, we investigate whether a similar phenomenon, that we call teacher hacking, can occur during knowledge distillation. This could arise because the teacher LM is itself an imperfect approximation of the true distribution. To study this, we propose a controlled experimental setup involving: (i) an oracle LM representing the ground-truth distribution, (ii) a teacher LM distilled from the oracle, and (iii) a student LM distilled from the teacher. Our experiments reveal the following insights. When using a fixed offline dataset for distillation, teacher hacking occurs; moreover, we can detect it by observing when the optimization process deviates from polynomial convergence laws. In contrast, employing online data generation techniques effectively mitigates teacher hacking. More precisely, we identify data diversity as the key factor in preventing hacking. Overall, our findings provide a deeper understanding of the benefits and limitations of distillation for building robust and efficient LMs.

Neural networks often suffer from catastrophic interference (CI): performance on previously learned tasks drops off significantly when learning a new task. This contrasts strongly with humans, who can sequentially learn new tasks without appreciably forgetting previous tasks. Prior work has explored various techniques for mitigating CI such as regularization, rehearsal, generative replay, and distillation methods. The current work takes a different approach, one guided by cognitive science research showing that in naturalistic environments, the probability of encountering a task decreases as a power-law of the time since it was last performed. We argue that a realistic evaluation of techniques for the mitigation of CI should be performed in simulated naturalistic learning environments. Thus, we evaluate the extent of mitigation of CI when training simple rehearsal-based methods in power-law environments similar to the ones humans face. Our work explores this novel rehearsal-based approach for a domain-incremental task: learning permutations in the MNIST task. We compare our rehearsal environment with other baselines to show its efficacy in promoting continual learning. Additionally, we investigate whether this environment shows forward facilitation, i.e., faster learning of later tasks. Next, we explore the robustness of our learning environment to the number of tasks, model size, and amount of data rehearsed after each task. Notably, our results show that the performance is comparable or superior to that of models trained using popular regularization methods and also to rehearsals in non-power-law environments. The benefits of this training paradigm include simplicity and the lack of a need for extra neural circuitry. In addition, because our method is orthogonal to other methods, future research can combine training in power-law environments with other continual learning mechanisms.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

The practice of transferring knowledge from a sophisticated, closed-source large language model (LLM) to a compact, open-source LLM has garnered considerable attention. Previous works have focused on a unidirectional knowledge distillation way by aligning the responses of the student model with those of the teacher model to a set of instructions. Nevertheless, they overlooked the possibility of incorporating any reciprocal "feedback"--identifying challenging instructions where the student model's performance falls short--to boost the student model's proficiency iteratively. To this end, we propose a novel adversarial distillation framework for a more efficient knowledge transfer. Leveraging the versatile role adaptability of LLMs, we prompt the closed-source model to identify "hard" instructions and generate new "hard" instructions for the student model, creating a three-stage adversarial loop of imitation, discrimination, and generation. By applying this adversarial framework, we successfully transfer knowledge from ChatGPT to a 7B student model (named Lion), achieving nearly 95% capability approximation using a mere 70k training data. We aspire that this proposed model may serve as the baseline to reflect the performance of ChatGPT, especially the open-source instruction-following language model baseline for our community.

The order of training samples plays a crucial role in large language models (LLMs), significantly impacting both their external performance and internal learning dynamics. Traditional methods for investigating this effect generally require retraining the model with various sample orders, which is computationally infeasible for LLMs. In this work, we improve traditional methods by designing a retraining-free framework. By approximating Adam optimizer updates with first- and second-order Taylor expansions and utilizing random projection methods to store intermediate checkpoints, our framework can efficiently estimate model parameters for arbitrary training sample orders. Next, we apply our framework to two downstream research problems: (1) Training curriculum design for LLMs -- we base our retraining-free framework to propose a novel curriculum learning strategy that augments curriculum proposals with estimated model performances, enabling more informed sample scheduling. (2) LLMs' memorization and generalization effect analysis -- we use our retraining-free framework to estimate how the positions of training samples influence LLMs' capacity for memorization and generalization. We conduct extensive experiments to validate the effectiveness of our retraining-free framework in reproducing the true model performances, and further demonstrate its potential in optimizing LLM training curricula and analyzing the memorization and generalization effects of LLMs.

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

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

Medical Large Vision-Language Models (Med-LVLMs) have shown strong potential in multimodal diagnostic tasks. However, existing single-agent models struggle to generalize across diverse medical specialties, limiting their performance. Recent efforts introduce multi-agent collaboration frameworks inspired by clinical workflows, where general practitioners (GPs) and specialists interact in a fixed sequence. Despite improvements, these static pipelines lack flexibility and adaptability in reasoning. To address this, we propose MMedAgent-RL, a reinforcement learning (RL)-based multi-agent framework that enables dynamic, optimized collaboration among medical agents. Specifically, we train two GP agents based on Qwen2.5-VL via RL: the triage doctor learns to assign patients to appropriate specialties, while the attending physician integrates the judgments from multi-specialists and its own knowledge to make final decisions. To address the inconsistency in specialist outputs, we introduce a curriculum learning (CL)-guided RL strategy that progressively teaches the attending physician to balance between imitating specialists and correcting their mistakes. Experiments on five medical VQA benchmarks demonstrate that MMedAgent-RL not only outperforms both open-source and proprietary Med-LVLMs, but also exhibits human-like reasoning patterns. Notably, it achieves an average performance gain of 20.7% over supervised fine-tuning baselines.

AI systems can take harmful actions and are highly vulnerable to adversarial attacks. We present an approach, inspired by recent advances in representation engineering, that "short-circuits" models as they respond with harmful outputs. Existing techniques aimed at improving alignment, such as refusal training, are often bypassed. Techniques such as adversarial training try to plug these holes by countering specific attacks. As an alternative to refusal training and adversarial training, short-circuiting directly controls the representations that are responsible for harmful outputs in the first place. Our technique can be applied to both text-only and multimodal language models to prevent the generation of harmful outputs without sacrificing utility -- even in the presence of powerful unseen attacks. Notably, while adversarial robustness in standalone image recognition remains an open challenge, short-circuiting allows the larger multimodal system to reliably withstand image "hijacks" that aim to produce harmful content. Finally, we extend our approach to AI agents, demonstrating considerable reductions in the rate of harmful actions when they are under attack. Our approach represents a significant step forward in the development of reliable safeguards to harmful behavior and adversarial attacks.

Large language models (LLMs) have been widely used in various applications but are known to suffer from issues related to untruthfulness and toxicity. While parameter-efficient modules (PEMs) have demonstrated their effectiveness in equipping models with new skills, leveraging PEMs for deficiency unlearning remains underexplored. In this work, we propose a PEMs operation approach, namely Extraction-before-Subtraction (Ext-Sub), to enhance the truthfulness and detoxification of LLMs through the integration of ``expert'' PEM and ``anti-expert'' PEM. Remarkably, even anti-expert PEM possess valuable capabilities due to their proficiency in generating fabricated content, which necessitates language modeling and logical narrative competence. Rather than merely negating the parameters, our approach involves extracting and eliminating solely the deficiency capability within anti-expert PEM while preserving the general capabilities. To evaluate the effectiveness of our approach in terms of truthfulness and detoxification, we conduct extensive experiments on LLMs, encompassing additional abilities such as language modeling and mathematical reasoning. Our empirical results demonstrate that our approach effectively improves truthfulness and detoxification, while largely preserving the fundamental abilities of LLMs.

Deep neural networks are vulnerable to adversarial examples. Adversarial training (AT) is an effective defense against adversarial examples. However, AT is prone to overfitting which degrades robustness substantially. Recently, data augmentation (DA) was shown to be effective in mitigating robust overfitting if appropriately designed and optimized for AT. This work proposes a new method to automatically learn online, instance-wise, DA policies to improve robust generalization for AT. A novel policy learning objective, consisting of Vulnerability, Affinity and Diversity, is proposed and shown to be sufficiently effective and efficient to be practical for automatic DA generation during AT. This allows our method to efficiently explore a large search space for a more effective DA policy and evolve the policy as training progresses. Empirically, our method is shown to outperform or match all competitive DA methods across various model architectures (CNNs and ViTs) and datasets (CIFAR10, SVHN and Imagenette). Our DA policy reinforced vanilla AT to surpass several state-of-the-art AT methods (with baseline DA) in terms of both accuracy and robustness. It can also be combined with those advanced AT methods to produce a further boost in robustness.

Large language models (LLMs) excel at mathematical reasoning and logical problem-solving. The current popular training paradigms primarily use supervised fine-tuning (SFT) and reinforcement learning (RL) to enhance the models' reasoning abilities. However, when using SFT or RL alone, there are respective challenges: SFT may suffer from overfitting, while RL is prone to mode collapse. The state-of-the-art methods have proposed hybrid training schemes. However, static switching faces challenges such as poor generalization across different tasks and high dependence on data quality. In response to these challenges, inspired by the curriculum learning-quiz mechanism in human reasoning cultivation, We propose SASR, a step-wise adaptive hybrid training framework that theoretically unifies SFT and RL and dynamically balances the two throughout optimization. SASR uses SFT for initial warm-up to establish basic reasoning skills, and then uses an adaptive dynamic adjustment algorithm based on gradient norm and divergence relative to the original distribution to seamlessly integrate SFT with the online RL method GRPO. By monitoring the training status of LLMs and adjusting the training process in sequence, SASR ensures a smooth transition between training schemes, maintaining core reasoning abilities while exploring different paths. Experimental results demonstrate that SASR outperforms SFT, RL, and static hybrid training methods.

This paper introduces MalAlgoQA, a novel dataset designed to evaluate the counterfactual reasoning capabilities of Large Language Models (LLMs) through a pedagogical approach. The dataset comprises mathematics and reading comprehension questions, each accompanied by four answer choices and their corresponding rationales. At the heart of MalAlgoQA are ``malgorithms'' - rationales behind incorrect answer choices that represent flawed yet logically coherent reasoning paths. These malgorithms serve as counterfactual scenarios, allowing us to assess an LLM's ability to identify and analyze flawed reasoning patterns. We propose the Malgorithm Identification task, where LLMs are assessed based on their ability to identify corresponding malgorithm given an incorrect answer choice. To evaluate the model performance, we introduce two metrics: Algorithm Identification Accuracy (AIA) for correct answer rationale identification, and Malgorithm Identification Accuracy (MIA) for incorrect answer rationale identification. Our experiments reveal that state-of-the-art LLMs exhibit significant performance drops in MIA compared to AIA, highlighting the challenges in counterfactual reasoning. Surprisingly, we find that the chain-of-thought prompting technique not only fails to consistently enhance MIA but can sometimes lead to underperformance compared to simple prompting. These findings have important implications for developing LLMs with improved counterfactual reasoning, particularly relevant for AI-powered tutoring systems, where identifying and addressing student misconceptions is essential. MalAlgoQA dataset is available https://github.com/luffycodes/MalAlgoQA-Dataset{here}.

Model distillation has become essential for creating smaller, deployable language models that retain larger system capabilities. However, widespread deployment raises concerns about resilience to adversarial manipulation. This paper investigates vulnerability of distilled models to adversarial injection of biased content during training. We demonstrate that adversaries can inject subtle biases into teacher models through minimal data poisoning, which propagates to student models and becomes significantly amplified. We propose two propagation modes: Untargeted Propagation, where bias affects multiple tasks, and Targeted Propagation, focusing on specific tasks while maintaining normal behavior elsewhere. With only 25 poisoned samples (0.25% poisoning rate), student models generate biased responses 76.9% of the time in targeted scenarios - higher than 69.4% in teacher models. For untargeted propagation, adversarial bias appears 6x-29x more frequently in student models on unseen tasks. We validate findings across six bias types (targeted advertisements, phishing links, narrative manipulations, insecure coding practices), various distillation methods, and different modalities spanning text and code generation. Our evaluation reveals shortcomings in current defenses - perplexity filtering, bias detection systems, and LLM-based autorater frameworks - against these attacks. Results expose significant security vulnerabilities in distilled models, highlighting need for specialized safeguards. We propose practical design principles for building effective adversarial bias mitigation strategies.

Data-free Knowledge Distillation (DFKD) has gained popularity recently, with the fundamental idea of carrying out knowledge transfer from a Teacher neural network to a Student neural network in the absence of training data. However, in the Adversarial DFKD framework, the student network's accuracy, suffers due to the non-stationary distribution of the pseudo-samples under multiple generator updates. To this end, at every generator update, we aim to maintain the student's performance on previously encountered examples while acquiring knowledge from samples of the current distribution. Thus, we propose a meta-learning inspired framework by treating the task of Knowledge-Acquisition (learning from newly generated samples) and Knowledge-Retention (retaining knowledge on previously met samples) as meta-train and meta-test, respectively. Hence, we dub our method as Learning to Retain while Acquiring. Moreover, we identify an implicit aligning factor between the Knowledge-Retention and Knowledge-Acquisition tasks indicating that the proposed student update strategy enforces a common gradient direction for both tasks, alleviating interference between the two objectives. Finally, we support our hypothesis by exhibiting extensive evaluation and comparison of our method with prior arts on multiple datasets.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

DeepSeek-R1 has shown that long chain-of-thought (CoT) reasoning can naturally emerge through a simple reinforcement learning (RL) framework with rule-based rewards, where the training may directly start from the base models-a paradigm referred to as zero RL training. Most recent efforts to reproduce zero RL training have primarily focused on the Qwen2.5 model series, which may not be representative as we find the base models already exhibit strong instruction-following and self-reflection abilities. In this work, we investigate zero RL training across 10 diverse base models, spanning different families and sizes including LLama3-8B, Mistral-7B/24B, DeepSeek-Math-7B, Qwen2.5-math-7B, and all Qwen2.5 models from 0.5B to 32B. Leveraging several key design strategies-such as adjusting format reward and controlling query difficulty-we achieve substantial improvements in both reasoning accuracy and response length across most settings. However, by carefully monitoring the training dynamics, we observe that different base models exhibit distinct patterns during training. For instance, the increased response length does not always correlate with the emergence of certain cognitive behaviors such as verification (i.e., the "aha moment"). Notably, we observe the "aha moment" for the first time in small models not from the Qwen family. We share the key designs that enable successful zero RL training, along with our findings and practices. To facilitate further research, we open-source the code, models, and analysis tools.

In reinforcement learning, specification gaming occurs when AI systems learn undesired behaviors that are highly rewarded due to misspecified training goals. Specification gaming can range from simple behaviors like sycophancy to sophisticated and pernicious behaviors like reward-tampering, where a model directly modifies its own reward mechanism. However, these more pernicious behaviors may be too complex to be discovered via exploration. In this paper, we study whether Large Language Model (LLM) assistants which find easily discovered forms of specification gaming will generalize to perform rarer and more blatant forms, up to and including reward-tampering. We construct a curriculum of increasingly sophisticated gameable environments and find that training on early-curriculum environments leads to more specification gaming on remaining environments. Strikingly, a small but non-negligible proportion of the time, LLM assistants trained on the full curriculum generalize zero-shot to directly rewriting their own reward function. Retraining an LLM not to game early-curriculum environments mitigates, but does not eliminate, reward-tampering in later environments. Moreover, adding harmlessness training to our gameable environments does not prevent reward-tampering. These results demonstrate that LLMs can generalize from common forms of specification gaming to more pernicious reward tampering and that such behavior may be nontrivial to remove.

Knowledge distillation (KD) is a common approach to compress a teacher model to reduce its inference cost and memory footprint, by training a smaller student model. However, in the context of autoregressive language models (LMs), we empirically find that larger teacher LMs might dramatically result in a poorer student. In response to this problem, we conduct a series of analyses and reveal that different tokens have different teaching modes, neglecting which will lead to performance degradation. Motivated by this, we propose a simple yet effective adaptive teaching approach (ATKD) to improve the KD. The core of ATKD is to reduce rote learning and make teaching more diverse and flexible. Extensive experiments on 8 LM tasks show that, with the help of ATKD, various baseline KD methods can achieve consistent and significant performance gains (up to +3.04% average score) across all model types and sizes. More encouragingly, ATKD can improve the student model generalization effectively.

LLMs trained on massive datasets may inadvertently acquire sensitive information such as personal details and potentially harmful content. This risk is further heightened in multimodal LLMs as they integrate information from multiple modalities (image and text). Adversaries can exploit this knowledge through multimodal prompts to extract sensitive details. Evaluating how effectively MLLMs can forget such information (targeted unlearning) necessitates the creation of high-quality, well-annotated image-text pairs. While prior work on unlearning has focused on text, multimodal unlearning remains underexplored. To address this gap, we first introduce a multimodal unlearning benchmark, UnLOK-VQA (Unlearning Outside Knowledge VQA), as well as an attack-and-defense framework to evaluate methods for deleting specific multimodal knowledge from MLLMs. We extend a visual question-answering dataset using an automated pipeline that generates varying-proximity samples for testing generalization and specificity, followed by manual filtering for maintaining high quality. We then evaluate six defense objectives against seven attacks (four whitebox, three blackbox), including a novel whitebox method leveraging interpretability of hidden states. Our results show multimodal attacks outperform text- or image-only ones, and that the most effective defense removes answer information from internal model states. Additionally, larger models exhibit greater post-editing robustness, suggesting that scale enhances safety. UnLOK-VQA provides a rigorous benchmark for advancing unlearning in MLLMs.

Current Reinforcement Fine-tuning (RFT) paradigms for Large Language Models (LLMs) suffer from sample inefficiency due to the redundant exposure of identical queries under uniform data sampling. While previous work has explored curriculum learning via heuristic difficulty metrics, these strategies exhibit limitations by neglecting the intrinsic learning signals generated by the model itself, thus leading to suboptimal training regimes. In this paper, we identify a model-inherent signal termed angle concentration that effectively reflects an LLM's capacity to learn from specific data. We theoretically and empirically demonstrate a correlation between the angular distribution of token hidden state vectors and the resulting gradient, revealing a learning preference for data exhibiting higher angle concentration. Inspired by this finding, we propose GAIN-RL, a Gradient-driven Angle-Informed Navigated RL framework. By leveraging the model's intrinsic angle concentration signal, GAIN-RL dynamically selects training data in each epoch, ensuring consistently impactful gradient updates and thus significantly enhancing overall training efficiency. Empirical evaluations show that GAIN-RL (GRPO) achieves over a 2.5x acceleration in training efficiency across diverse mathematical and coding tasks and varying model scales. Furthermore, GAIN-RL (GRPO)'s efficient sampling yields data-efficient training, achieving better performance with half the original data compared to vanilla GRPO with full training data. Code is realsed at https://github.com/wangqinsi1/GAINRL/tree/main.

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

We develop techniques to quantify the degree to which a given (training or testing) example is an outlier in the underlying distribution. We evaluate five methods to score examples in a dataset by how well-represented the examples are, for different plausible definitions of "well-represented", and apply these to four common datasets: MNIST, Fashion-MNIST, CIFAR-10, and ImageNet. Despite being independent approaches, we find all five are highly correlated, suggesting that the notion of being well-represented can be quantified. Among other uses, we find these methods can be combined to identify (a) prototypical examples (that match human expectations); (b) memorized training examples; and, (c) uncommon submodes of the dataset. Further, we show how we can utilize our metrics to determine an improved ordering for curriculum learning, and impact adversarial robustness. We release all metric values on training and test sets we studied.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

In order for large language model (LLM)-based assistants to effectively adapt to evolving information needs, it must be possible to update their factual knowledge through continued training on new data. The standard recipe for doing so involves continued pre-training on new documents followed by instruction-tuning on question-answer (QA) pairs. However, we find that LLMs trained with this recipe struggle to answer questions, even though the perplexity of documents is minimized. We found that QA pairs are generally straightforward, while documents are more complex, weaving many factual statements together in an intricate manner. Therefore, we hypothesize that it is beneficial to expose LLMs to QA pairs before continued pre-training on documents so that the process of encoding knowledge from complex documents takes into account how this knowledge is accessed through questions. Based on this, we propose pre-instruction-tuning (PIT), a method that instruction-tunes on questions prior to training on documents. This contrasts with standard instruction-tuning, which learns how to extract knowledge after training on documents. Extensive experiments and ablation studies demonstrate that PIT significantly enhances the ability of LLMs to absorb knowledge from new documents, outperforming standard instruction-tuning by 17.8%.

How can "weak teacher models" such as average human annotators or existing AI systems, effectively supervise LLMs to improve performance on hard reasoning tasks, especially those that challenge and requires expertise or daily practice from the teacher models? In this paper, we seek for empirical answers to this question by investigating various data-driven strategies that offer supervision data at different quality levels upon tasks of varying complexity. Two intuitive strategies emerge for teacher models to provide supervision during alignment training: 1) using lower-quality supervision from complete tasks that match the difficulty of the target reasoning tasks, and 2) leveraging higher-quality supervision from easier subtasks that are less challenging. Interestingly, we find that even when the outcome error rate for hard task supervision is high (e.g., 90\%), training on such data can outperform perfectly correct supervision on easier subtasks on multiple hard math benchmarks. We further identify a more critical factor influencing training performance: step-wise error rates, which indicate the severity of errors in solutions. Specifically, training on hard task supervision with the same outcome error rates but disparate step-wise error rates can lead to a 30\% accuracy gap on MATH benchmark. Our results also reveal that supplementing hard task supervision with the corresponding subtask supervision can yield notable performance improvements than simply combining rephrased hard full task supervision, suggesting new avenues for data augmentation. Data and code are released at https://github.com/hexuan21/Weak-to-Strong.

Self-training has shown great potential in semi-supervised learning. Its core idea is to use the model learned on labeled data to generate pseudo-labels for unlabeled samples, and in turn teach itself. To obtain valid supervision, active attempts typically employ a momentum teacher for pseudo-label prediction yet observe the confirmation bias issue, where the incorrect predictions may provide wrong supervision signals and get accumulated in the training process. The primary cause of such a drawback is that the prevailing self-training framework acts as guiding the current state with previous knowledge, because the teacher is updated with the past student only. To alleviate this problem, we propose a novel self-training strategy, which allows the model to learn from the future. Concretely, at each training step, we first virtually optimize the student (i.e., caching the gradients without applying them to the model weights), then update the teacher with the virtual future student, and finally ask the teacher to produce pseudo-labels for the current student as the guidance. In this way, we manage to improve the quality of pseudo-labels and thus boost the performance. We also develop two variants of our future-self-training (FST) framework through peeping at the future both deeply (FST-D) and widely (FST-W). Taking the tasks of unsupervised domain adaptive semantic segmentation and semi-supervised semantic segmentation as the instances, we experimentally demonstrate the effectiveness and superiority of our approach under a wide range of settings. Code will be made publicly available.

In the field of machine learning, the well-trained model is assumed to be able to recover the training labels, i.e. the synthetic labels predicted by the model should be as close to the ground-truth labels as possible. Inspired by this, we propose a self-guided curriculum strategy to encourage the learning of neural machine translation (NMT) models to follow the above recovery criterion, where we cast the recovery degree of each training example as its learning difficulty. Specifically, we adopt the sentence level BLEU score as the proxy of recovery degree. Different from existing curricula relying on linguistic prior knowledge or third-party language models, our chosen learning difficulty is more suitable to measure the degree of knowledge mastery of the NMT models. Experiments on translation benchmarks, including WMT14 EnglishRightarrowGerman and WMT17 ChineseRightarrowEnglish, demonstrate that our approach can consistently improve translation performance against strong baseline Transformer.

The misuse of large language models (LLMs), such as academic plagiarism, has driven the development of detectors to identify LLM-generated texts. To bypass these detectors, paraphrase attacks have emerged to purposely rewrite these texts to evade detection. Despite the success, existing methods require substantial data and computational budgets to train a specialized paraphraser, and their attack efficacy greatly reduces when faced with advanced detection algorithms. To address this, we propose Contrastive Paraphrase Attack (CoPA), a training-free method that effectively deceives text detectors using off-the-shelf LLMs. The first step is to carefully craft instructions that encourage LLMs to produce more human-like texts. Nonetheless, we observe that the inherent statistical biases of LLMs can still result in some generated texts carrying certain machine-like attributes that can be captured by detectors. To overcome this, CoPA constructs an auxiliary machine-like word distribution as a contrast to the human-like distribution generated by the LLM. By subtracting the machine-like patterns from the human-like distribution during the decoding process, CoPA is able to produce sentences that are less discernible by text detectors. Our theoretical analysis suggests the superiority of the proposed attack. Extensive experiments validate the effectiveness of CoPA in fooling text detectors across various scenarios.

DeepSeek-R1-Zero has successfully demonstrated the emergence of reasoning capabilities in LLMs purely through Reinforcement Learning (RL). Inspired by this breakthrough, we explore how RL can be utilized to enhance the reasoning capability of MLLMs. However, direct training with RL struggles to activate complex reasoning capabilities such as questioning and reflection in MLLMs, due to the absence of substantial high-quality multimodal reasoning data. To address this issue, we propose the reasoning MLLM, Vision-R1, to improve multimodal reasoning capability. Specifically, we first construct a high-quality multimodal CoT dataset without human annotations by leveraging an existing MLLM and DeepSeek-R1 through modality bridging and data filtering to obtain a 200K multimodal CoT dataset, Vision-R1-cold dataset. It serves as cold-start initialization data for Vision-R1. To mitigate the optimization challenges caused by overthinking after cold start, we propose Progressive Thinking Suppression Training (PTST) strategy and employ Group Relative Policy Optimization (GRPO) with the hard formatting result reward function to gradually refine the model's ability to learn correct and complex reasoning processes on a 10K multimodal math dataset. Comprehensive experiments show our model achieves an average improvement of sim6% across various multimodal math reasoning benchmarks. Vision-R1-7B achieves a 73.5% accuracy on the widely used MathVista benchmark, which is only 0.4% lower than the leading reasoning model, OpenAI O1. The datasets and code will be released in: https://github.com/Osilly/Vision-R1 .

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Machine unlearning can be useful for removing harmful capabilities and memorized text from large language models (LLMs), but there are not yet standardized methods for rigorously evaluating it. In this paper, we first survey techniques and limitations of existing unlearning evaluations. Second, we apply a comprehensive set of tests for the robustness and competitiveness of unlearning in the "Who's Harry Potter" (WHP) model from Eldan and Russinovich (2023). While WHP's unlearning generalizes well when evaluated with the "Familiarity" metric from Eldan and Russinovich, we find i) higher-than-baseline amounts of knowledge can reliably be extracted, ii) WHP performs on par with the original model on Harry Potter Q&A tasks, iii) it represents latent knowledge comparably to the original model, and iv) there is collateral unlearning in related domains. Overall, our results highlight the importance of comprehensive unlearning evaluation that avoids ad-hoc metrics.

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.

Generative AI models often learn and reproduce false information present in their training corpora. This position paper argues that, analogous to biological immunization, where controlled exposure to a weakened pathogen builds immunity, AI models should be fine tuned on small, quarantined sets of explicitly labeled falsehoods as a "vaccine" against misinformation. These curated false examples are periodically injected during finetuning, strengthening the model ability to recognize and reject misleading claims while preserving accuracy on truthful inputs. An illustrative case study shows that immunized models generate substantially less misinformation than baselines. To our knowledge, this is the first training framework that treats fact checked falsehoods themselves as a supervised vaccine, rather than relying on input perturbations or generic human feedback signals, to harden models against future misinformation. We also outline ethical safeguards and governance controls to ensure the safe use of false data. Model immunization offers a proactive paradigm for aligning AI systems with factuality.

To build a high-quality open-domain chatbot, we introduce the effective training process of PLATO-2 via curriculum learning. There are two stages involved in the learning process. In the first stage, a coarse-grained generation model is trained to learn response generation under the simplified framework of one-to-one mapping. In the second stage, a fine-grained generative model augmented with latent variables and an evaluation model are further trained to generate diverse responses and to select the best response, respectively. PLATO-2 was trained on both Chinese and English data, whose effectiveness and superiority are verified through comprehensive evaluations, achieving new state-of-the-art results.

Large Language Models (LLMs) have achieved remarkable success across various industries due to their exceptional generative capabilities. However, for safe and effective real-world deployments, ensuring honesty and helpfulness is critical. This paper addresses the question: Can we prioritize the helpfulness of LLMs while preserving their honesty? To begin with, we establish exhaustive principles aimed at guaranteeing the honesty of LLM. Additionally, we introduce a novel dataset, referred to as HoneSet, comprising 930 queries spanning six categories meticulously crafted to assess an LLM's capacity for maintaining honesty. Subsequently, we present two approaches to augmenting honesty and helpfulness in LLMs: a training-free enhancement and a fine-tuning-based improvement. The training-free approach, which is based on curiosity-driven prompting, empowers LLMs to articulate internal confusion and uncertainty regarding queries, thereby optimizing their responses. Conversely, the fine-tuning-based method employs a two-stage process inspired by curriculum learning: initially instructing LLMs to discern between honest and dishonest responses, then refining their training to enhance helpfulness. Experiments conducted on nine prominent LLMs demonstrate a significant improvement in alignment with honesty across all models through the implementation of our proposed enhancements. Particularly noteworthy is the 65.3% enhancement observed in Llama3-8b and the remarkable 124.7% improvement in Mistral-7b, as measured by the H^{2} (honest and helpful) assessment. We believe that our work can pave the way for developing more trustworthy LLMs for real-world applications.

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.

Continued pretraining (CPT) is a popular approach to adapt existing large language models (LLMs) to new languages. When doing so, it is common practice to include a portion of English data in the mixture, but its role has not been carefully studied to date. In this work, we show that including English does not impact validation perplexity, yet it is critical for the emergence of downstream capabilities in the target language. We introduce a language-agnostic benchmark for in-context learning (ICL), which reveals catastrophic forgetting early on CPT when English is not included. This in turn damages the ability of the model to generalize to downstream prompts in the target language as measured by perplexity, even if it does not manifest in terms of accuracy until later in training, and can be tied to a big shift in the model parameters. Based on these insights, we introduce curriculum learning and exponential moving average (EMA) of weights as effective alternatives to mitigate the need for English. All in all, our work sheds light into the dynamics by which emergent abilities arise when doing CPT for language adaptation, and can serve as a foundation to design more effective methods in the future.

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.

Training reasoning language models (LMs) with reinforcement learning (RL) for one-hot correctness inherently relies on the LM being able to explore and solve its task with some chance at initialization. Furthermore, a key use case of reasoning LMs is to act as teachers for distilling new students and cold-starting future RL iterations rather than being deployed themselves. From these considerations, we introduce a new framework that avoids RL's exploration challenge by training a new class of Reinforcement-Learned Teachers (RLTs) focused on yielding the most effective downstream distillation. RLTs are prompted with both the question and solution to each problem, and tasked to simply "connect-the-dots" with detailed explanations tailored for their students. We train RLTs with dense rewards obtained by feeding each explanation to the student and testing its understanding of the problem's solution. In practice, the raw outputs of a 7B RLT provide higher final performance on competition and graduate-level tasks than existing distillation and cold-starting pipelines that collect and postprocess the reasoning traces of orders of magnitude larger LMs. Furthermore, RLTs maintain their effectiveness when training larger students and when applied zero-shot to out-of-distribution tasks, unlocking new levels of efficiency and re-usability for the RL reasoning framework.

In recent years, Large language models (LLMs) have garnered significant attention due to their superior performance in complex reasoning tasks. However, recent studies may diminish their reasoning capabilities markedly when problem descriptions contain irrelevant information, even with the use of advanced prompting techniques. To further investigate this issue, a dataset of primary school mathematics problems containing irrelevant information, named GSMIR, was constructed. Testing prominent LLMs and prompting techniques on this dataset revealed that while LLMs can identify irrelevant information, they do not effectively mitigate the interference it causes once identified. A novel automatic construction method, ATF, which enhances the ability of LLMs to identify and self-mitigate the influence of irrelevant information, is proposed to address this shortcoming. This method operates in two steps: first, analysis of irrelevant information, followed by its filtering. The ATF method, as demonstrated by experimental results, significantly improves the reasoning performance of LLMs and prompting techniques, even in the presence of irrelevant information on the GSMIR dataset.

This paper examines the zero-shot ability of Large Language Models (LLMs) to detect multiple-choice questions with no correct answer, a crucial aspect of educational assessment quality. We explore this ability not only as a measure of subject matter knowledge but also as an indicator of critical thinking within LLMs. Our experiments, utilizing a range of LLMs on diverse questions, highlight the significant performance gap between questions with a single correct answer and those without. Llama-3.1-405B stands out by successfully identifying the lack of a valid answer in many instances. These findings suggest that LLMs should prioritize critical thinking over blind instruction following and caution against their use in educational settings where questions with incorrect answers might lead to inaccurate evaluations. This research sets a benchmark for assessing critical thinking in LLMs and emphasizes the need for ongoing model alignment to ensure genuine user comprehension and assistance.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

As large language models (LLMs) continue to advance in capability and influence, ensuring their security and preventing harmful outputs has become crucial. A promising approach to address these concerns involves training models to automatically generate adversarial prompts for red teaming. However, the evolving subtlety of vulnerabilities in LLMs challenges the effectiveness of current adversarial methods, which struggle to specifically target and explore the weaknesses of these models. To tackle these challenges, we introduce the Self-Evolving Adversarial Safety (SEAS) optimization framework, which enhances security by leveraging data generated by the model itself. SEAS operates through three iterative stages: Initialization, Attack, and Adversarial Optimization, refining both the Red Team and Target models to improve robustness and safety. This framework reduces reliance on manual testing and significantly enhances the security capabilities of LLMs. Our contributions include a novel adversarial framework, a comprehensive safety dataset, and after three iterations, the Target model achieves a security level comparable to GPT-4, while the Red Team model shows a marked increase in attack success rate (ASR) against advanced models.

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.

Evaluating the step-by-step reliability of large language model (LLM) reasoning, such as Chain-of-Thought, remains challenging due to the difficulty and cost of obtaining high-quality step-level supervision. In this paper, we introduce Self-Play Critic (SPC), a novel approach where a critic model evolves its ability to assess reasoning steps through adversarial self-play games, eliminating the need for manual step-level annotation. SPC involves fine-tuning two copies of a base model to play two roles, namely a "sneaky generator" that deliberately produces erroneous steps designed to be difficult to detect, and a "critic" that analyzes the correctness of reasoning steps. These two models engage in an adversarial game in which the generator aims to fool the critic, while the critic model seeks to identify the generator's errors. Using reinforcement learning based on the game outcomes, the models iteratively improve; the winner of each confrontation receives a positive reward and the loser receives a negative reward, driving continuous self-evolution. Experiments on three reasoning process benchmarks (ProcessBench, PRM800K, DeltaBench) demonstrate that our SPC progressively enhances its error detection capabilities (e.g., accuracy increases from 70.8% to 77.7% on ProcessBench) and surpasses strong baselines, including distilled R1 model. Furthermore, applying SPC to guide the test-time search of diverse LLMs significantly improves their mathematical reasoning performance on MATH500 and AIME2024, outperforming state-of-the-art process reward models.

Code embedding models attract increasing attention due to the widespread popularity of retrieval-augmented generation (RAG) in software development. These models are expected to capture the rich semantic relationships inherent to code, which differ significantly from those found in text. However, existing models remain severely limited due to the scarcity of high-quality training data. In this work, we introduce CodeR (Code Retrieval), a state-of-the-art embedding model for general-purpose code retrieval. The superior performance of CodeR is built upon CodeR-Pile, a large-scale synthetic dataset constructed under the DRU (Diversity, Reliability, Usability) principle via a novel data synthesis pipeline. To optimize training effectiveness, we propose Annealing, a curriculum learning strategy that enables effective knowledge transfer across heterogeneous sources of data. We evaluate CodeR based on 16 diverse code retrieval tasks, where it significantly outperforms existing baselines and exhibits strong out-of-domain generalization performance. We have publicly released our code and the well-trained model to facilitate further research in this critical area. https://github.com/FlagOpen/FlagEmbedding/tree/master/research/BGE_Coder.

Stealthy hardware Trojans (HTs) inserted during the fabrication of integrated circuits can bypass the security of critical infrastructures. Although researchers have proposed many techniques to detect HTs, several limitations exist, including: (i) a low success rate, (ii) high algorithmic complexity, and (iii) a large number of test patterns. Furthermore, the most pertinent drawback of prior detection techniques stems from an incorrect evaluation methodology, i.e., they assume that an adversary inserts HTs randomly. Such inappropriate adversarial assumptions enable detection techniques to claim high HT detection accuracy, leading to a "false sense of security." Unfortunately, to the best of our knowledge, despite more than a decade of research on detecting HTs inserted during fabrication, there have been no concerted efforts to perform a systematic evaluation of HT detection techniques. In this paper, we play the role of a realistic adversary and question the efficacy of HT detection techniques by developing an automated, scalable, and practical attack framework, ATTRITION, using reinforcement learning (RL). ATTRITION evades eight detection techniques across two HT detection categories, showcasing its agnostic behavior. ATTRITION achieves average attack success rates of 47times and 211times compared to randomly inserted HTs against state-of-the-art HT detection techniques. We demonstrate ATTRITION's ability to evade detection techniques by evaluating designs ranging from the widely-used academic suites to larger designs such as the open-source MIPS and mor1kx processors to AES and a GPS module. Additionally, we showcase the impact of ATTRITION-generated HTs through two case studies (privilege escalation and kill switch) on the mor1kx processor. We envision that our work, along with our released HT benchmarks and models, fosters the development of better HT detection techniques.

Continual pre-training (CPT) has been an important approach for adapting language models to specific domains or tasks. To make the CPT approach more traceable, this paper presents a technical report for continually pre-training Llama-3 (8B), which significantly enhances the Chinese language ability and scientific reasoning ability of the backbone model. To enhance the new abilities while retaining the original abilities, we design specific data mixture and curriculum strategies by utilizing existing datasets and synthesizing high-quality datasets. Specifically, we synthesize multidisciplinary scientific question and answer (QA) pairs based on related web pages, and subsequently incorporate these synthetic data to improve the scientific reasoning ability of Llama-3. We refer to the model after CPT as Llama-3-SynE (Synthetic data Enhanced Llama-3). We also present the tuning experiments with a relatively small model -- TinyLlama, and employ the derived findings to train the backbone model. Extensive experiments on a number of evaluation benchmarks show that our approach can largely improve the performance of the backbone models, including both the general abilities (+8.81 on C-Eval and +6.31 on CMMLU) and the scientific reasoning abilities (+12.00 on MATH and +4.13 on SciEval), without hurting the original capacities. Our model, data, and codes are available at https://github.com/RUC-GSAI/Llama-3-SynE.

Self-training approach for large language models (LLMs) improves reasoning abilities by training the models on their self-generated rationales. Previous approaches have labeled rationales that produce correct answers for a given question as appropriate for training. However, a single measure risks misjudging rationale quality, leading the models to learn flawed reasoning patterns. To address this issue, we propose CREST (Consistency-driven Rationale Evaluation for Self-Training), a self-training framework that further evaluates each rationale through follow-up questions and leverages this evaluation to guide its training. Specifically, we introduce two methods: (1) filtering out rationales that frequently result in incorrect answers on follow-up questions and (2) preference learning based on mixed preferences from rationale evaluation results of both original and follow-up questions. Experiments on three question-answering datasets using open LLMs show that CREST not only improves the logical robustness and correctness of rationales but also improves reasoning abilities compared to previous self-training approaches.

The prevalence and strong capability of large language models (LLMs) present significant safety and ethical risks if exploited by malicious users. To prevent the potentially deceptive usage of LLMs, recent works have proposed algorithms to detect LLM-generated text and protect LLMs. In this paper, we investigate the robustness and reliability of these LLM detectors under adversarial attacks. We study two types of attack strategies: 1) replacing certain words in an LLM's output with their synonyms given the context; 2) automatically searching for an instructional prompt to alter the writing style of the generation. In both strategies, we leverage an auxiliary LLM to generate the word replacements or the instructional prompt. Different from previous works, we consider a challenging setting where the auxiliary LLM can also be protected by a detector. Experiments reveal that our attacks effectively compromise the performance of all detectors in the study with plausible generations, underscoring the urgent need to improve the robustness of LLM-generated text detection systems.

Engaging in the deliberate generation of abnormal outputs from Large Language Models (LLMs) by attacking them is a novel human activity. This paper presents a thorough exposition of how and why people perform such attacks, defining LLM red-teaming based on extensive and diverse evidence. Using a formal qualitative methodology, we interviewed dozens of practitioners from a broad range of backgrounds, all contributors to this novel work of attempting to cause LLMs to fail. We focused on the research questions of defining LLM red teaming, uncovering the motivations and goals for performing the activity, and characterizing the strategies people use when attacking LLMs. Based on the data, LLM red teaming is defined as a limit-seeking, non-malicious, manual activity, which depends highly on a team-effort and an alchemist mindset. It is highly intrinsically motivated by curiosity, fun, and to some degrees by concerns for various harms of deploying LLMs. We identify a taxonomy of 12 strategies and 35 different techniques of attacking LLMs. These findings are presented as a comprehensive grounded theory of how and why people attack large language models: LLM red teaming.

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

In this paper, we propose a new method Strategist that utilizes LLMs to acquire new skills for playing multi-agent games through a self-improvement process. Our method gathers quality feedback through self-play simulations with Monte Carlo tree search and LLM-based reflection, which can then be used to learn high-level strategic skills such as how to evaluate states that guide the low-level execution.We showcase how our method can be used in both action planning and dialogue generation in the context of games, achieving good performance on both tasks. Specifically, we demonstrate that our method can help train agents with better performance than both traditional reinforcement learning-based approaches and other LLM-based skill learning approaches in games including the Game of Pure Strategy (GOPS) and The Resistance: Avalon.

Knowledge-based question answering (KBQA) is a key task in NLP research, and also an approach to access the web data and knowledge, which requires exploiting knowledge graphs (KGs) for reasoning. In the literature, one promising solution for KBQA is to incorporate the pretrained language model (LM) with KGs by generating KG-centered pretraining corpus, which has shown its superiority. However, these methods often depend on specific techniques and resources to work, which may not always be available and restrict its application. Moreover, existing methods focus more on improving language understanding with KGs, while neglect the more important human-like complex reasoning. To this end, in this paper, we propose a general Knowledge-Injected Curriculum Pretraining framework (KICP) to achieve comprehensive KG learning and exploitation for KBQA tasks, which is composed of knowledge injection (KI), knowledge adaptation (KA) and curriculum reasoning (CR). Specifically, the KI module first injects knowledge into the LM by generating KG-centered pretraining corpus, and generalizes the process into three key steps that could work with different implementations for flexible application. Next, the KA module learns knowledge from the generated corpus with LM equipped with an adapter as well as keeps its original natural language understanding ability to reduce the negative impacts of the difference between the generated and natural corpus. Last, to enable the LM with complex reasoning, the CR module follows human reasoning patterns to construct three corpora with increasing difficulties of reasoning, and further trains the LM from easy to hard in a curriculum manner. We provide an implementation of the general framework, and evaluate the proposed KICP on four real-word datasets. The results demonstrate that our framework can achieve higher performances.

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.

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.

Large Language Models (LLMs) have revolutionized natural language processing, yet aligning these models with human values and preferences using RLHF remains a significant challenge. This challenge is characterized by various instabilities, such as reward hacking and catastrophic forgetting. In this technical report, we propose two innovations to stabilize RLHF training: 1) Advantage Model, which directly models advantage score i.e., extra reward compared to the expected rewards and regulates score distributions across tasks to prevent reward hacking. 2) Selective Rehearsal, which mitigates catastrophic forgetting by strategically selecting data for PPO training and knowledge rehearsing. Our experimental analysis on public and proprietary datasets reveals that the proposed methods not only increase stability in RLHF training but also achieve higher reward scores and win rates.