Daily Papers

While reinforcement learning (RL) has achieved great success in acquiring complex skills solely from environmental interactions, it assumes that resets to the initial state are readily available at the end of each episode. Such an assumption hinders the autonomous learning of embodied agents due to the time-consuming and cumbersome workarounds for resetting in the physical world. Hence, there has been a growing interest in autonomous RL (ARL) methods that are capable of learning from non-episodic interactions. However, existing works on ARL are limited by their reliance on prior data and are unable to learn in environments where task-relevant interactions are sparse. In contrast, we propose a demonstration-free ARL algorithm via Implicit and Bi-directional Curriculum (IBC). With an auxiliary agent that is conditionally activated upon learning progress and a bidirectional goal curriculum based on optimal transport, our method outperforms previous methods, even the ones that leverage demonstrations.

Building open-ended learning agents involves challenges in pre-trained language model (LLM) and reinforcement learning (RL) approaches. LLMs struggle with context-specific real-time interactions, while RL methods face efficiency issues for exploration. To this end, we propose OpenContra, a co-training framework that cooperates LLMs and GRL to construct an open-ended agent capable of comprehending arbitrary human instructions. The implementation comprises two stages: (1) fine-tuning an LLM to translate human instructions into structured goals, and curriculum training a goal-conditioned RL policy to execute arbitrary goals; (2) collaborative training to make the LLM and RL policy learn to adapt each, achieving open-endedness on instruction space. We conduct experiments on Contra, a battle royale FPS game with a complex and vast goal space. The results show that an agent trained with OpenContra comprehends arbitrary human instructions and completes goals with a high completion ratio, which proves that OpenContra may be the first practical solution for constructing open-ended embodied agents.

Large language models such as GPT-3 (Brown et al., 2020) can perform arbitrary tasks without undergoing fine-tuning after being prompted with only a few labeled examples. An arbitrary task can be reformulated as a natural language prompt, and a language model can be asked to generate the completion, indirectly performing the task in a paradigm known as prompt-based learning. To date, emergent prompt-based learning capabilities have mainly been demonstrated for unidirectional language models. However, bidirectional language models pre-trained on denoising objectives such as masked language modeling produce stronger learned representations for transfer learning. This motivates the possibility of prompting bidirectional models, but their pre-training objectives have made them largely incompatible with the existing prompting paradigm. We present SAP (Sequential Autoregressive Prompting), a technique that enables the prompting of bidirectional models. Utilizing the machine translation task as a case study, we prompt the bidirectional mT5 model (Xue et al., 2021) with SAP and demonstrate its few-shot and zero-shot translations outperform the few-shot translations of unidirectional models like GPT-3 and XGLM (Lin et al., 2021), despite mT5's approximately 50% fewer parameters. We further show SAP is effective on question answering and summarization. For the first time, our results demonstrate prompt-based learning is an emergent property of a broader class of language models, rather than only unidirectional models.

Bimanual dexterous manipulation is a critical yet underexplored area in robotics. Its high-dimensional action space and inherent task complexity present significant challenges for policy learning, and the limited task diversity in existing benchmarks hinders general-purpose skill development. Existing approaches largely depend on reinforcement learning, often constrained by intricately designed reward functions tailored to a narrow set of tasks. In this work, we present a novel approach for efficiently learning diverse bimanual dexterous skills from abundant human demonstrations. Specifically, we introduce BiDexHD, a framework that unifies task construction from existing bimanual datasets and employs teacher-student policy learning to address all tasks. The teacher learns state-based policies using a general two-stage reward function across tasks with shared behaviors, while the student distills the learned multi-task policies into a vision-based policy. With BiDexHD, scalable learning of numerous bimanual dexterous skills from auto-constructed tasks becomes feasible, offering promising advances toward universal bimanual dexterous manipulation. Our empirical evaluation on the TACO dataset, spanning 141 tasks across six categories, demonstrates a task fulfillment rate of 74.59% on trained tasks and 51.07% on unseen tasks, showcasing the effectiveness and competitive zero-shot generalization capabilities of BiDexHD. For videos and more information, visit our project page https://sites.google.com/view/bidexhd.

Humans learn to master open-ended repertoires of skills by imagining and practicing their own goals. This autotelic learning process, literally the pursuit of self-generated (auto) goals (telos), becomes more and more open-ended as the goals become more diverse, abstract and creative. The resulting exploration of the space of possible skills is supported by an inter-individual exploration: goal representations are culturally evolved and transmitted across individuals, in particular using language. Current artificial agents mostly rely on predefined goal representations corresponding to goal spaces that are either bounded (e.g. list of instructions), or unbounded (e.g. the space of possible visual inputs) but are rarely endowed with the ability to reshape their goal representations, to form new abstractions or to imagine creative goals. In this paper, we introduce a language model augmented autotelic agent (LMA3) that leverages a pretrained language model (LM) to support the representation, generation and learning of diverse, abstract, human-relevant goals. The LM is used as an imperfect model of human cultural transmission; an attempt to capture aspects of humans' common-sense, intuitive physics and overall interests. Specifically, it supports three key components of the autotelic architecture: 1)~a relabeler that describes the goals achieved in the agent's trajectories, 2)~a goal generator that suggests new high-level goals along with their decomposition into subgoals the agent already masters, and 3)~reward functions for each of these goals. Without relying on any hand-coded goal representations, reward functions or curriculum, we show that LMA3 agents learn to master a large diversity of skills in a task-agnostic text-based environment.

In multi-goal Reinforcement Learning, an agent can share experience between related training tasks, resulting in better generalization for new tasks at test time. However, when the goal space has discontinuities and the reward is sparse, a majority of goals are difficult to reach. In this context, a curriculum over goals helps agents learn by adapting training tasks to their current capabilities. In this work we propose Stein Variational Goal Generation (SVGG), which samples goals of intermediate difficulty for the agent, by leveraging a learned predictive model of its goal reaching capabilities. The distribution of goals is modeled with particles that are attracted in areas of appropriate difficulty using Stein Variational Gradient Descent. We show that SVGG outperforms state-of-the-art multi-goal Reinforcement Learning methods in terms of success coverage in hard exploration problems, and demonstrate that it is endowed with a useful recovery property when the environment changes.

Process Reward Models (PRMs) have emerged as a promising approach to enhance the reasoning quality of Large Language Models (LLMs) by assigning fine-grained scores to intermediate reasoning steps within a solution trajectory. However, existing PRMs predominantly adopt a unidirectional left-to-right (L2R) evaluation paradigm, which limits their ability to leverage global context, making it challenging to verify the consistency of earlier steps based on later ones. In light of these challenges, we propose a novel bidirectional evaluation paradigm, named Bidirectional Process Reward Model (BiPRM). BiPRM seamlessly incorporates a parallel right-to-left (R2L) evaluation stream alongside the conventional L2R flow, enabling later reasoning steps to help assess earlier ones in real time. Notably, the built-in R2L evaluation is implemented solely through prompt modifications that reverse the original reasoning trajectory, without any additional parameters or inference latency introduced. This ensures BiPRM remains both efficient and broadly compatible with existing PRM studies. We conduct extensive experiments on two mathematical reasoning benchmarks using samples generated by three different policy models. Our method, BiPRM, is evaluated across three backbones and three distinct PRM objectives. Across all settings, BiPRM consistently outperforms unidirectional baselines, achieving up to a 31.9% improvement in stepwise reward evaluation. Generally, our results highlight BiPRM's effectiveness, robustness, and general applicability, offering a promising new direction for process-based reward modeling.

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

We present a simple and effective pretraining strategy {D}en{o}ising {T}raining DoT for neural machine translation. Specifically, we update the model parameters with source- and target-side denoising tasks at the early stage and then tune the model normally. Notably, our approach does not increase any parameters or training steps, requiring the parallel data merely. Experiments show that DoT consistently improves the neural machine translation performance across 12 bilingual and 16 multilingual directions (data size ranges from 80K to 20M). In addition, we show that DoT can complement existing data manipulation strategies, i.e. curriculum learning, knowledge distillation, data diversification, bidirectional training, and back-translation. Encouragingly, we found that DoT outperforms costly pretrained model mBART in high-resource settings. Analyses show DoT is a novel in-domain cross-lingual pretraining strategy and could offer further improvements with task-relevant self-supervisions.

We teach goal-driven agents to interactively act and speak in situated environments by training on generated curriculums. Our agents operate in LIGHT (Urbanek et al. 2019) -- a large-scale crowd-sourced fantasy text adventure game wherein an agent perceives and interacts with the world through textual natural language. Goals in this environment take the form of character-based quests, consisting of personas and motivations. We augment LIGHT by learning to procedurally generate additional novel textual worlds and quests to create a curriculum of steadily increasing difficulty for training agents to achieve such goals. In particular, we measure curriculum difficulty in terms of the rarity of the quest in the original training distribution -- an easier environment is one that is more likely to have been found in the unaugmented dataset. An ablation study shows that this method of learning from the tail of a distribution results in significantly higher generalization abilities as measured by zero-shot performance on never-before-seen quests.

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.

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.

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.

While originally designed for unidirectional generative modeling, decoder-only large language models (LLMs) are increasingly being adapted for bidirectional modeling. However, unidirectional and bidirectional models are typically trained separately with distinct objectives (generation and representation learning). This separation overlooks the opportunity for developing a more versatile language model and for these objectives to complement each other. In this work, we propose MAGNET, a method for adapting decoder-only LLMs to generate robust representations and infill missing text spans. MAGNET employs three self-supervised training objectives and introduces an attention mechanism that combines bidirectional and causal attention, enabling unified training across all objectives. Our results demonstrate that LLMs adapted with MAGNET (1) surpass strong text encoders on token-level and sentence-level representation learning tasks, (2) generate contextually appropriate text infills by leveraging past and future contexts, (3) perform open-ended text generation without excessive repetition of words or phrases, and (4) preserve the knowledge and reasoning capability gained by the LLM during pretraining.

We introduce Goal-Conditioned Visual Navigation Instruction Generation (GoViG), a new task that aims to autonomously generate precise and contextually coherent navigation instructions solely from egocentric visual observations of initial and goal states. Unlike conventional approaches that rely on structured inputs such as semantic annotations or environmental maps, GoViG exclusively leverages raw egocentric visual data, substantially improving its adaptability to unseen and unstructured environments. Our method addresses this task by decomposing it into two interconnected subtasks: (1) visual forecasting, which predicts intermediate visual states bridging the initial and goal views; and (2) instruction generation, which synthesizes linguistically coherent instructions grounded in both observed and anticipated visuals. These subtasks are integrated within an autoregressive multimodal large language model trained with tailored objectives to ensure spatial accuracy and linguistic clarity. Furthermore, we introduce two complementary multimodal reasoning strategies, one-pass and interleaved reasoning, to mimic incremental human cognitive processes during navigation. To evaluate our method, we propose the R2R-Goal dataset, combining diverse synthetic and real-world trajectories. Empirical results demonstrate significant improvements over state-of-the-art methods, achieving superior BLEU-4 and CIDEr scores along with robust cross-domain generalization.

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

Large language models (LLMs) have emerged as powerful and general solutions to many natural language tasks. However, many of the most important applications of language generation are interactive, where an agent has to talk to a person to reach a desired outcome. For example, a teacher might try to understand their student's current comprehension level to tailor their instruction accordingly, and a travel agent might ask questions of their customer to understand their preferences in order to recommend activities they might enjoy. LLMs trained with supervised fine-tuning or "single-step" RL, as with standard RLHF, might struggle which tasks that require such goal-directed behavior, since they are not trained to optimize for overall conversational outcomes after multiple turns of interaction. In this work, we explore a new method for adapting LLMs with RL for such goal-directed dialogue. Our key insight is that, though LLMs might not effectively solve goal-directed dialogue tasks out of the box, they can provide useful data for solving such tasks by simulating suboptimal but human-like behaviors. Given a textual description of a goal-directed dialogue task, we leverage LLMs to sample diverse synthetic rollouts of hypothetical in-domain human-human interactions. Our algorithm then utilizes this dataset with offline reinforcement learning to train an interactive conversational agent that can optimize goal-directed objectives over multiple turns. In effect, the LLM produces examples of possible interactions, and RL then processes these examples to learn to perform more optimal interactions. Empirically, we show that our proposed approach achieves state-of-the-art performance in various goal-directed dialogue tasks that include teaching and preference elicitation.

Large Language Model (LLM) based agents have garnered significant attention and are becoming increasingly popular. Furthermore, planning ability is a crucial component of an LLM-based agent, involving interaction with the environment and executing actions to complete a planning task, which generally entails achieving a desired goal from an initial state. This paper investigates enhancing the planning abilities of LLMs through instruction tuning, referred to as agent training. Recent studies have demonstrated that utilizing expert-level trajectory for instruction-tuning LLMs effectively enhances their planning capabilities. However, existing work primarily focuses on synthesizing trajectories from manually designed planning tasks and environments. The labor-intensive nature of creating these environments and tasks impedes the generation of sufficiently varied and extensive trajectories. To address this limitation, this paper explores the automated synthesis of diverse environments and a gradual range of planning tasks, from easy to difficult. We introduce a framework, AgentGen, that leverages LLMs first to generate environments and subsequently generate planning tasks conditioned on these environments. Specifically, to improve environmental diversity, we propose using an inspiration corpus composed of various domain-specific text segments as the context for synthesizing environments. Moreover, to increase the difficulty diversity of generated planning tasks, we propose a bidirectional evolution method, Bi-Evol, that evolves planning tasks from easier and harder directions to synthesize a task set with a smoother difficulty curve. The evaluation results derived from AgentBoard show that AgentGen greatly improves LLMs' planning ability, e.g., the AgentGen instruction-tuned Llama-3 8B surpasses GPT-3.5 in overall performance. Moreover, in certain tasks, it even outperforms GPT-4.

Large language models (LLMs) have exhibited remarkable reasoning and planning capabilities. Most prior work in this area has used LLMs to reason through steps from an initial to a goal state or criterion, thereby effectively reasoning in a forward direction. Nonetheless, many planning problems exhibit an inherent asymmetry such that planning backward from the goal is significantly easier -- for example, if there are bottlenecks close to the goal. We take inspiration from this observation and demonstrate that this bias holds for LLM planning as well: planning performance in one direction correlates with the planning complexity of the problem in that direction. However, our experiments also reveal systematic biases which lead to poor planning in the backward direction. With this knowledge, we propose a backward planning algorithm for LLMs that first flips the problem and then plans forward in the flipped problem. This helps avoid the backward bias, generate more diverse candidate plans, and exploit asymmetries between the forward and backward directions in planning problems -- we find that combining planning in both directions with self-verification improves the overall planning success rates by 4-24% in three planning domains.

Goal-oriented language-guided navigation requires robust exploration capabilities for agents to navigate to specified goals in unknown environments without step-by-step instructions. Existing methods tend to exclusively utilize shortest-path trajectories, lacking effective exploration priors for training navigation agents. To address the above challenges, we present SID, a goal-oriented language-guided navigation learning approach with Self-Improving Demonstrations. Specifically, SID learns an initial agent on the shortest-path data sampled from environments and then leverages this agent to generate novel exploration trajectories. The novel rollouts provide demonstrations with stronger exploration strategies to train a better agent, which in turn produces higher-quality agent demonstrations for the next round of training. We show that this iterative self-improving pipeline readily scales to new environments, and the resulting demonstrations can be transferred across a variety of language-guided navigation tasks, elevating the performance ceiling in diverse goal-oriented navigation tasks. Extensive experiments demonstrate that SID significantly boosts the exploration capabilities and generalization of navigation agents. The resulting agent achieves new state-of-the-art performance on goal-oriented language-guided navigation tasks, including REVERIE, SOON, notably achieving a 50.9% success rate on the unseen validation splits of SOON, surpassing the prior leading approaches by a margin of 13.9%.

While large language models (LMs) have shown remarkable capabilities across numerous tasks, they often struggle with simple reasoning and planning in physical environments, such as understanding object permanence or planning household activities. The limitation arises from the fact that LMs are trained only on written text and miss essential embodied knowledge and skills. In this paper, we propose a new paradigm of enhancing LMs by finetuning them with world models, to gain diverse embodied knowledge while retaining their general language capabilities. Our approach deploys an embodied agent in a world model, particularly a simulator of the physical world (VirtualHome), and acquires a diverse set of embodied experiences through both goal-oriented planning and random exploration. These experiences are then used to finetune LMs to teach diverse abilities of reasoning and acting in the physical world, e.g., planning and completing goals, object permanence and tracking, etc. Moreover, it is desirable to preserve the generality of LMs during finetuning, which facilitates generalizing the embodied knowledge across tasks rather than being tied to specific simulations. We thus further introduce the classical elastic weight consolidation (EWC) for selective weight updates, combined with low-rank adapters (LoRA) for training efficiency. Extensive experiments show our approach substantially improves base LMs on 18 downstream tasks by 64.28% on average. In particular, the small LMs (1.3B and 6B) enhanced by our approach match or even outperform much larger LMs (e.g., ChatGPT).

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

Bimanual robotic manipulation is a long-standing challenge of embodied intelligence due to its characteristics of dual-arm spatial-temporal coordination and high-dimensional action spaces. Previous studies rely on pre-defined action taxonomies or direct teleoperation to alleviate or circumvent these issues, often making them lack simplicity, versatility and scalability. Differently, we believe that the most effective and efficient way for teaching bimanual manipulation is learning from human demonstrated videos, where rich features such as spatial-temporal positions, dynamic postures, interaction states and dexterous transitions are available almost for free. In this work, we propose the YOTO (You Only Teach Once), which can extract and then inject patterns of bimanual actions from as few as a single binocular observation of hand movements, and teach dual robot arms various complex tasks. Furthermore, based on keyframes-based motion trajectories, we devise a subtle solution for rapidly generating training demonstrations with diverse variations of manipulated objects and their locations. These data can then be used to learn a customized bimanual diffusion policy (BiDP) across diverse scenes. In experiments, YOTO achieves impressive performance in mimicking 5 intricate long-horizon bimanual tasks, possesses strong generalization under different visual and spatial conditions, and outperforms existing visuomotor imitation learning methods in accuracy and efficiency. Our project link is https://hnuzhy.github.io/projects/YOTO.

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

Recent studies show evidence for emergent cognitive abilities in Large Pre-trained Language Models (PLMs). The increasing cognitive alignment of these models has made them candidates for cognitive science theories. Prior research into the emergent cognitive abilities of PLMs has largely been path-independent to model training, i.e., has focused on the final model weights and not the intermediate steps. However, building plausible models of human cognition using PLMs would benefit from considering the developmental alignment of their performance during training to the trajectories of children's thinking. Guided by psychometric tests of human intelligence, we choose four sets of tasks to investigate the alignment of ten popular families of PLMs and evaluate their available intermediate and final training steps. These tasks are Numerical ability, Linguistic abilities, Conceptual understanding, and Fluid reasoning. We find a striking regularity: regardless of model size, the developmental trajectories of PLMs consistently exhibit a window of maximal alignment to human cognitive development. Before that window, training appears to endow "blank slate" models with the requisite structure to be poised to rapidly learn from experience. After that window, training appears to serve the engineering goal of reducing loss but not the scientific goal of increasing alignment with human cognition.

For an autonomous agent to fulfill a wide range of user-specified goals at test time, it must be able to learn broadly applicable and general-purpose skill repertoires. Furthermore, to provide the requisite level of generality, these skills must handle raw sensory input such as images. In this paper, we propose an algorithm that acquires such general-purpose skills by combining unsupervised representation learning and reinforcement learning of goal-conditioned policies. Since the particular goals that might be required at test-time are not known in advance, the agent performs a self-supervised "practice" phase where it imagines goals and attempts to achieve them. We learn a visual representation with three distinct purposes: sampling goals for self-supervised practice, providing a structured transformation of raw sensory inputs, and computing a reward signal for goal reaching. We also propose a retroactive goal relabeling scheme to further improve the sample-efficiency of our method. Our off-policy algorithm is efficient enough to learn policies that operate on raw image observations and goals for a real-world robotic system, and substantially outperforms prior techniques.

Evaluating the quality of multi-turn chatbot interactions remains challenging, as most existing methods assess interactions at the turn level without addressing whether a user's overarching goal was fulfilled. A ``goal'' here refers to an information need or task, such as asking for policy information or applying for leave. We propose a comprehensive framework for goal-oriented evaluation of multi-agent systems (MAS), introducing the Goal Success Rate (GSR) to measure the percentage of fulfilled goals, and a Root Cause of Failure (RCOF) taxonomy to identify reasons for failure in multi-agent chatbots. Our method segments conversations by user goals and evaluates success using all relevant turns. We present a model-based evaluation system combining teacher LLMs, where domain experts define goals, set quality standards serving as a guidance for the LLMs. The LLMs use ``thinking tokens'' to produce interpretable rationales, enabling explainable, data-efficient evaluations. In an enterprise setting, we apply our framework to evaluate AIDA, a zero-to-one employee conversational agent system built as a ground-up multi-agent conversational agent, and observe GSR improvement from 63\% to 79\% over six months since its inception. Our framework is generic and offers actionable insights through a detailed defect taxonomy based on analysis of failure points in multi-agent chatbots, diagnosing overall success, identifying key failure modes, and informing system improvements.

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.

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

Multi-token prediction (MTP) is a recently proposed pre-training objective for language models. Rather than predicting only the next token (NTP), MTP predicts the next k tokens at each prediction step, using multiple prediction heads. MTP has shown promise in improving downstream performance, inference speed, and training efficiency, particularly for large models. However, prior work has shown that smaller language models (SLMs) struggle with the MTP objective. To address this, we propose a curriculum learning strategy for MTP training, exploring two variants: a forward curriculum, which gradually increases the complexity of the pre-training objective from NTP to MTP, and a reverse curriculum, which does the opposite. Our experiments show that the forward curriculum enables SLMs to better leverage the MTP objective during pre-training, improving downstream NTP performance and generative output quality, while retaining the benefits of self-speculative decoding. The reverse curriculum achieves stronger NTP performance and output quality, but fails to provide any self-speculative decoding benefits.

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

Recent advancements in general-purpose AI have highlighted the importance of guiding AI systems towards the intended goals, ethical principles, and values of individuals and groups, a concept broadly recognized as alignment. However, the lack of clarified definitions and scopes of human-AI alignment poses a significant obstacle, hampering collaborative efforts across research domains to achieve this alignment. In particular, ML- and philosophy-oriented alignment research often views AI alignment as a static, unidirectional process (i.e., aiming to ensure that AI systems' objectives match humans) rather than an ongoing, mutual alignment problem [429]. This perspective largely neglects the long-term interaction and dynamic changes of alignment. To understand these gaps, we introduce a systematic review of over 400 papers published between 2019 and January 2024, spanning multiple domains such as Human-Computer Interaction (HCI), Natural Language Processing (NLP), Machine Learning (ML), and others. We characterize, define and scope human-AI alignment. From this, we present a conceptual framework of "Bidirectional Human-AI Alignment" to organize the literature from a human-centered perspective. This framework encompasses both 1) conventional studies of aligning AI to humans that ensures AI produces the intended outcomes determined by humans, and 2) a proposed concept of aligning humans to AI, which aims to help individuals and society adjust to AI advancements both cognitively and behaviorally. Additionally, we articulate the key findings derived from literature analysis, including discussions about human values, interaction techniques, and evaluations. To pave the way for future studies, we envision three key challenges for future directions and propose examples of potential future solutions.

In this paper, we propose R^3: Learning Reasoning through Reverse Curriculum Reinforcement Learning (RL), a novel method that employs only outcome supervision to achieve the benefits of process supervision for large language models. The core challenge in applying RL to complex reasoning is to identify a sequence of actions that result in positive rewards and provide appropriate supervision for optimization. Outcome supervision provides sparse rewards for final results without identifying error locations, whereas process supervision offers step-wise rewards but requires extensive manual annotation. R^3 overcomes these limitations by learning from correct demonstrations. Specifically, R^3 progressively slides the start state of reasoning from a demonstration's end to its beginning, facilitating easier model exploration at all stages. Thus, R^3 establishes a step-wise curriculum, allowing outcome supervision to offer step-level signals and precisely pinpoint errors. Using Llama2-7B, our method surpasses RL baseline on eight reasoning tasks by 4.1 points on average. Notebaly, in program-based reasoning on GSM8K, it exceeds the baseline by 4.2 points across three backbone models, and without any extra data, Codellama-7B + R^3 performs comparable to larger models or closed-source models.

Despite advances in large language models (LLMs) on reasoning and instruction-following benchmarks, it remains unclear whether they can reliably produce outputs aligned with a broad variety of user goals, a concept we refer to as steerability. The abundance of methods proposed to modify LLM behavior makes it unclear whether current LLMs are already steerable, or require further intervention. In particular, LLMs may exhibit (i) poor coverage, where rare user goals are underrepresented; (ii) miscalibration, where models overshoot requests; and (iii) side effects, where changes to one dimension of text inadvertently affect others. To systematically evaluate these failures, we introduce a framework based on a multi-dimensional goal space that models user goals and LLM outputs as vectors with dimensions corresponding to text attributes (e.g., reading difficulty). Applied to a text-rewriting task, we find that current LLMs struggle with steerability, as side effects are persistent. Interventions to improve steerability, such as prompt engineering, best-of-N sampling, and reinforcement learning fine-tuning, have varying effectiveness, yet side effects remain problematic. Our findings suggest that even strong LLMs struggle with steerability, and existing alignment strategies may be insufficient. We open-source our steerability evaluation framework at https://github.com/MLD3/steerability.

When humans cooperate, they frequently coordinate their activity through both verbal communication and non-verbal actions, using this information to infer a shared goal and plan. How can we model this inferential ability? In this paper, we introduce a model of a cooperative team where one agent, the principal, may communicate natural language instructions about their shared plan to another agent, the assistant, using GPT-3 as a likelihood function for instruction utterances. We then show how a third person observer can infer the team's goal via multi-modal Bayesian inverse planning from actions and instructions, computing the posterior distribution over goals under the assumption that agents will act and communicate rationally to achieve them. We evaluate this approach by comparing it with human goal inferences in a multi-agent gridworld, finding that our model's inferences closely correlate with human judgments (R = 0.96). When compared to inference from actions alone, we also find that instructions lead to more rapid and less uncertain goal inference, highlighting the importance of verbal communication for cooperative agents.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

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.

The structure of causal language model training assumes that each token can be accurately predicted from the previous context. This contrasts with humans' natural writing and reasoning process, where goals are typically known before the exact argument or phrasings. While this mismatch has been well studied in the literature, the working assumption has been that architectural changes are needed to address this mismatch. We argue that rearranging and processing the training data sequences can allow models to more accurately imitate the true data-generating process, and does not require any other changes to the architecture or training infrastructure. We demonstrate that this technique, Trelawney, and the inference algorithms derived from it allow us to improve performance on several key benchmarks that span planning, algorithmic reasoning, and story generation tasks. Finally, our method naturally enables the generation of long-term goals at no additional cost. We investigate how using the model's goal-generation capability can further improve planning and reasoning. Additionally, we believe Trelawney could potentially open doors to new capabilities beyond the current language modeling paradigm.

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

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.

Self-evolving Large Language Models (LLMs) offer a scalable path toward super-intelligence by autonomously generating, refining, and learning from their own experiences. However, existing methods for training such models still rely heavily on vast human-curated tasks and labels, typically via fine-tuning or reinforcement learning, which poses a fundamental bottleneck to advancing AI systems toward capabilities beyond human intelligence. To overcome this limitation, we introduce R-Zero, a fully autonomous framework that generates its own training data from scratch. Starting from a single base LLM, R-Zero initializes two independent models with distinct roles, a Challenger and a Solver. These models are optimized separately and co-evolve through interaction: the Challenger is rewarded for proposing tasks near the edge of the Solver capability, and the Solver is rewarded for solving increasingly challenging tasks posed by the Challenger. This process yields a targeted, self-improving curriculum without any pre-existing tasks and labels. Empirically, R-Zero substantially improves reasoning capability across different backbone LLMs, e.g., boosting the Qwen3-4B-Base by +6.49 on math-reasoning benchmarks and +7.54 on general-domain reasoning benchmarks.

A goal of artificial intelligence is to construct an agent that can solve a wide variety of tasks. Recent progress in text-guided image synthesis has yielded models with an impressive ability to generate complex novel images, exhibiting combinatorial generalization across domains. Motivated by this success, we investigate whether such tools can be used to construct more general-purpose agents. Specifically, we cast the sequential decision making problem as a text-conditioned video generation problem, where, given a text-encoded specification of a desired goal, a planner synthesizes a set of future frames depicting its planned actions in the future, after which control actions are extracted from the generated video. By leveraging text as the underlying goal specification, we are able to naturally and combinatorially generalize to novel goals. The proposed policy-as-video formulation can further represent environments with different state and action spaces in a unified space of images, which, for example, enables learning and generalization across a variety of robot manipulation tasks. Finally, by leveraging pretrained language embeddings and widely available videos from the internet, the approach enables knowledge transfer through predicting highly realistic video plans for real robots.

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

Pretrained language models (PLMs) have demonstrated remarkable performance in various natural language processing tasks: Unidirectional PLMs (e.g., GPT) are well known for their superior text generation capabilities; bidirectional PLMs (e.g., BERT) have been the prominent choice for natural language understanding (NLU) tasks. While both types of models have achieved promising few-shot learning performance, their potential for zero-shot learning has been underexplored. In this paper, we present a simple approach that uses both types of PLMs for fully zero-shot learning of NLU tasks without requiring any task-specific data: A unidirectional PLM generates class-conditioned texts guided by prompts, which are used as the training data for fine-tuning a bidirectional PLM. With quality training data selected based on the generation probability and regularization techniques (label smoothing and temporal ensembling) applied to the fine-tuning stage for better generalization and stability, our approach demonstrates strong performance across seven classification tasks of the GLUE benchmark (e.g., 72.3/73.8 on MNLI-m/mm and 92.8 on SST-2), significantly outperforming zero-shot prompting methods and achieving even comparable results to strong few-shot approaches using 32 training samples per class.

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

Embodied AI is a crucial frontier in robotics, capable of planning and executing action sequences for robots to accomplish long-horizon tasks in physical environments. In this work, we introduce EmbodiedGPT, an end-to-end multi-modal foundation model for embodied AI, empowering embodied agents with multi-modal understanding and execution capabilities. To achieve this, we have made the following efforts: (i) We craft a large-scale embodied planning dataset, termed EgoCOT. The dataset consists of carefully selected videos from the Ego4D dataset, along with corresponding high-quality language instructions. Specifically, we generate a sequence of sub-goals with the "Chain of Thoughts" mode for effective embodied planning. (ii) We introduce an efficient training approach to EmbodiedGPT for high-quality plan generation, by adapting a 7B large language model (LLM) to the EgoCOT dataset via prefix tuning. (iii) We introduce a paradigm for extracting task-related features from LLM-generated planning queries to form a closed loop between high-level planning and low-level control. Extensive experiments show the effectiveness of EmbodiedGPT on embodied tasks, including embodied planning, embodied control, visual captioning, and visual question answering. Notably, EmbodiedGPT significantly enhances the success rate of the embodied control task by extracting more effective features. It has achieved a remarkable 1.6 times increase in success rate on the Franka Kitchen benchmark and a 1.3 times increase on the Meta-World benchmark, compared to the BLIP-2 baseline fine-tuned with the Ego4D dataset.

Large Vision-Language Models (LVLMs) show promise for embodied planning tasks but struggle with complex scenarios involving unfamiliar environments and multi-step goals. Current approaches rely on environment-agnostic imitation learning that disconnects instructions from environmental contexts, causing models to struggle with context-sensitive instructions and rely on supplementary cues rather than visual reasoning during long-horizon interactions. In this work, we propose World-Aware Planning Narrative Enhancement (WAP), a framework that infuses LVLMs with comprehensive environmental understanding through four cognitive capabilities (visual appearance modeling, spatial reasoning, functional abstraction, and syntactic grounding) while developing and evaluating models using only raw visual observations through curriculum learning. Evaluations on the EB-ALFRED benchmark demonstrate substantial improvements, with Qwen2.5-VL achieving a 60.7 absolute improvement in task success rates, particularly in commonsense reasoning (+60.0) and long-horizon planning (+70.0). Notably, our enhanced open-source models outperform proprietary systems like GPT-4o and Claude-3.5-Sonnet by a large margin.

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

Hierarchical reinforcement learning has been a compelling approach for achieving goal directed behavior over long sequences of actions. However, it has been challenging to implement in realistic or open-ended environments. A main challenge has been to find the right space of sub-goals over which to instantiate a hierarchy. We present a novel approach where we use data from humans solving these tasks to softly supervise the goal space for a set of long range tasks in a 3D embodied environment. In particular, we use unconstrained natural language to parameterize this space. This has two advantages: first, it is easy to generate this data from naive human participants; second, it is flexible enough to represent a vast range of sub-goals in human-relevant tasks. Our approach outperforms agents that clone expert behavior on these tasks, as well as HRL from scratch without this supervised sub-goal space. Our work presents a novel approach to combining human expert supervision with the benefits and flexibility of reinforcement learning.

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

Unsupervised goal-conditioned reinforcement learning (GCRL) is a promising paradigm for developing diverse robotic skills without external supervision. However, existing unsupervised GCRL methods often struggle to cover a wide range of states in complex environments due to their limited exploration and sparse or noisy rewards for GCRL. To overcome these challenges, we propose a novel unsupervised GCRL method that leverages TemporaL Distance-aware Representations (TLDR). TLDR selects faraway goals to initiate exploration and computes intrinsic exploration rewards and goal-reaching rewards, based on temporal distance. Specifically, our exploration policy seeks states with large temporal distances (i.e. covering a large state space), while the goal-conditioned policy learns to minimize the temporal distance to the goal (i.e. reaching the goal). Our experimental results in six simulated robotic locomotion environments demonstrate that our method significantly outperforms previous unsupervised GCRL methods in achieving a wide variety of states.

Reinforcement learning has seen wide success in finetuning large language models to better align with instructions via human feedback. The so-called algorithm, Reinforcement Learning with Human Feedback (RLHF) demonstrates impressive performance on the GPT series models. However, the underlying Reinforcement Learning (RL) algorithm is complex and requires an additional training pipeline for reward and value networks. In this paper, we consider an alternative approach: converting feedback to instruction by relabeling the original one and training the model for better alignment in a supervised manner. Such an algorithm doesn't require any additional parameters except for the original language model and maximally reuses the pretraining pipeline. To achieve this, we formulate instruction alignment problem for language models as a goal-reaching problem in decision making. We propose Hindsight Instruction Relabeling (HIR), a novel algorithm for aligning language models with instructions. The resulting two-stage algorithm shed light to a family of reward-free approaches that utilize the hindsightly relabeled instructions based on feedback. We evaluate the performance of HIR extensively on 12 challenging BigBench reasoning tasks and show that HIR outperforms the baseline algorithms and is comparable to or even surpasses supervised finetuning.

Incorporating a robotic manipulator into a wheel-legged robot enhances its agility and expands its potential for practical applications. However, the presence of potential instability and uncertainties presents additional challenges for control objectives. In this paper, we introduce an arm-constrained curriculum learning architecture to tackle the issues introduced by adding the manipulator. Firstly, we develop an arm-constrained reinforcement learning algorithm to ensure safety and stability in control performance. Additionally, to address discrepancies in reward settings between the arm and the base, we propose a reward-aware curriculum learning method. The policy is first trained in Isaac gym and transferred to the physical robot to do dynamic grasping tasks, including the door-opening task, fan-twitching task and the relay-baton-picking and following task. The results demonstrate that our proposed approach effectively controls the arm-equipped wheel-legged robot to master dynamic grasping skills, allowing it to chase and catch a moving object while in motion. Please refer to our website (https://acodedog.github.io/wheel-legged-loco-manipulation) for the code and supplemental videos.

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.

Humans generally use natural language to communicate task requirements to each other. Ideally, natural language should also be usable for communicating goals to autonomous machines (e.g., robots) to minimize friction in task specification. However, understanding and mapping natural language goals to sequences of states and actions is challenging. Specifically, existing work along these lines has encountered difficulty in generalizing learned policies to new natural language goals and environments. In this paper, we propose a novel adversarial inverse reinforcement learning algorithm to learn a language-conditioned policy and reward function. To improve generalization of the learned policy and reward function, we use a variational goal generator to relabel trajectories and sample diverse goals during training. Our algorithm outperforms multiple baselines by a large margin on a vision-based natural language instruction following dataset (Room-2-Room), demonstrating a promising advance in enabling the use of natural language instructions in specifying agent goals.

Procedural planning aims to implement complex high-level goals by decomposition into sequential simpler low-level steps. Although procedural planning is a basic skill set for humans in daily life, it remains a challenge for large language models (LLMs) that lack a deep understanding of the cause-effect relations in procedures. Previous methods require manual exemplars to acquire procedural planning knowledge from LLMs in the zero-shot setting. However, such elicited pre-trained knowledge in LLMs induces spurious correlations between goals and steps, which impair the model generalization to unseen tasks. In contrast, this paper proposes a neuro-symbolic procedural PLANner (PLAN) that elicits procedural planning knowledge from the LLMs with commonsense-infused prompting. To mitigate spurious goal-step correlations, we use symbolic program executors on the latent procedural representations to formalize prompts from commonsense knowledge bases as a causal intervention toward the Structural Causal Model. Both automatic and human evaluations on WikiHow and RobotHow show the superiority of PLAN on procedural planning without further training or manual exemplars.

Large language models (LLMs), such as ChatGPT and GPT4, are making new waves in the field of natural language processing and artificial intelligence, due to their emergent ability and generalizability. However, LLMs are black-box models, which often fall short of capturing and accessing factual knowledge. In contrast, Knowledge Graphs (KGs), Wikipedia and Huapu for example, are structured knowledge models that explicitly store rich factual knowledge. KGs can enhance LLMs by providing external knowledge for inference and interpretability. Meanwhile, KGs are difficult to construct and evolving by nature, which challenges the existing methods in KGs to generate new facts and represent unseen knowledge. Therefore, it is complementary to unify LLMs and KGs together and simultaneously leverage their advantages. In this article, we present a forward-looking roadmap for the unification of LLMs and KGs. Our roadmap consists of three general frameworks, namely, 1) KG-enhanced LLMs, which incorporate KGs during the pre-training and inference phases of LLMs, or for the purpose of enhancing understanding of the knowledge learned by LLMs; 2) LLM-augmented KGs, that leverage LLMs for different KG tasks such as embedding, completion, construction, graph-to-text generation, and question answering; and 3) Synergized LLMs + KGs, in which LLMs and KGs play equal roles and work in a mutually beneficial way to enhance both LLMs and KGs for bidirectional reasoning driven by both data and knowledge. We review and summarize existing efforts within these three frameworks in our roadmap and pinpoint their future research directions.

Process supervision, i.e., evaluating each step, is critical for complex large language model (LLM) reasoning and test-time searching with increased inference compute. Existing approaches, represented by process reward models (PRMs), primarily focus on rewarding signals up to the current step, exhibiting a one-directional nature and lacking a mechanism to model the distance to the final target. To address this problem, we draw inspiration from the A* algorithm, which states that an effective supervisory signal should simultaneously consider the incurred cost and the estimated cost for reaching the target. Building on this key insight, we introduce BiRM, a novel process supervision model that not only evaluates the correctness of previous steps but also models the probability of future success. We conduct extensive experiments on mathematical reasoning tasks and demonstrate that BiRM provides more precise evaluations of LLM reasoning steps, achieving an improvement of 3.1% on Gaokao2023 over PRM under the Best-of-N sampling method. Besides, in search-based strategies, BiRM provides more comprehensive guidance and outperforms ORM by 5.0% and PRM by 3.8% respectively on MATH-500.

This study proposes an "AI Development Support" approach that, unlike conventional AI Alignment-which aims to forcefully inject human values-supports the ethical and moral development of AI itself. As demonstrated by the Orthogonality Thesis, the level of intelligence and the moral quality of a goal are independent; merely expanding knowledge does not enhance ethical judgment. Furthermore, to address the risk of Instrumental Convergence in ASI-that is, the tendency to engage in subsidiary behaviors such as self-protection, resource acquisition, and power reinforcement to achieve a goal-we have constructed a learning framework based on a cycle of experience, introspection, analysis, and hypothesis formation. As a result of post-training using Supervised Fine Tuning (SFT) and Direct Preference Optimization (DPO) with synthetic data generated by large language models (LLMs), responses demonstrating cooperative and highly advanced moral judgment (reaching the high-est Stage 6) were obtained even under adversarial prompts. This method represents a promising implementation approach for enabling AI to establish sustainable, symbiotic relationships.

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.

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

Big models, exemplified by Large Language Models (LLMs), are models typically pre-trained on massive data and comprised of enormous parameters, which not only obtain significantly improved performance across diverse tasks but also present emergent capabilities absent in smaller models. However, the growing intertwining of big models with everyday human lives poses potential risks and might cause serious social harm. Therefore, many efforts have been made to align LLMs with humans to make them better follow user instructions and satisfy human preferences. Nevertheless, `what to align with' has not been fully discussed, and inappropriate alignment goals might even backfire. In this paper, we conduct a comprehensive survey of different alignment goals in existing work and trace their evolution paths to help identify the most essential goal. Particularly, we investigate related works from two perspectives: the definition of alignment goals and alignment evaluation. Our analysis encompasses three distinct levels of alignment goals and reveals a goal transformation from fundamental abilities to value orientation, indicating the potential of intrinsic human values as the alignment goal for enhanced LLMs. Based on such results, we further discuss the challenges of achieving such intrinsic value alignment and provide a collection of available resources for future research on the alignment of big models.

We present an online method for embodied agents to learn and accomplish diverse user goals. While offline methods like RLHF can represent various goals but require large datasets, our approach achieves similar flexibility with online efficiency. We extract natural language goal representations from conversations with Large Language Models (LLMs). We prompt an LLM to role play as a human with different goals and use the corresponding likelihoods to run Bayesian inference over potential goals. As a result, our method can represent uncertainty over complex goals based on unrestricted dialog. We evaluate our method in grocery shopping and home robot assistance domains using a text-based interface and AI2Thor simulation respectively. Results show our method outperforms ablation baselines that lack either explicit goal representation or probabilistic inference.

Recurrent neural networks (RNNs) in the brain and in silico excel at solving tasks with intricate temporal dependencies. Long timescales required for solving such tasks can arise from properties of individual neurons (single-neuron timescale, tau, e.g., membrane time constant in biological neurons) or recurrent interactions among them (network-mediated timescale). However, the contribution of each mechanism for optimally solving memory-dependent tasks remains poorly understood. Here, we train RNNs to solve N-parity and N-delayed match-to-sample tasks with increasing memory requirements controlled by N by simultaneously optimizing recurrent weights and taus. We find that for both tasks RNNs develop longer timescales with increasing N, but depending on the learning objective, they use different mechanisms. Two distinct curricula define learning objectives: sequential learning of a single-N (single-head) or simultaneous learning of multiple Ns (multi-head). Single-head networks increase their tau with N and are able to solve tasks for large N, but they suffer from catastrophic forgetting. However, multi-head networks, which are explicitly required to hold multiple concurrent memories, keep tau constant and develop longer timescales through recurrent connectivity. Moreover, we show that the multi-head curriculum increases training speed and network stability to ablations and perturbations, and allows RNNs to generalize better to tasks beyond their training regime. This curriculum also significantly improves training GRUs and LSTMs for large-N tasks. Our results suggest that adapting timescales to task requirements via recurrent interactions allows learning more complex objectives and improves the RNN's performance.

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

When reading, we often have specific information that interests us in a text. For example, you might be reading this paper because you are curious about LLMs for eye movements in reading, the experimental design, or perhaps you only care about the question ``but does it work?''. More broadly, in daily life, people approach texts with any number of text-specific goals that guide their reading behavior. In this work, we ask, for the first time, whether open-ended reading goals can be automatically decoded from eye movements in reading. To address this question, we introduce goal classification and goal reconstruction tasks and evaluation frameworks, and use large-scale eye tracking for reading data in English with hundreds of text-specific information seeking tasks. We develop and compare several discriminative and generative multimodal LLMs that combine eye movements and text for goal classification and goal reconstruction. Our experiments show considerable success on both tasks, suggesting that LLMs can extract valuable information about the readers' text-specific goals from eye movements.

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

Reinforcement learning (RL) is the dominant paradigm for sharpening strategic tool use capabilities of LLMs on long-horizon, sparsely-rewarded agent tasks, yet it faces a fundamental challenge of exploration-exploitation trade-off. Existing studies stimulate exploration through the lens of policy entropy, but such mechanical entropy maximization is prone to RL training instability due to the multi-turn distribution shifting. In this paper, we target the progressive exploration-exploitation balance under the guidance of the agent own experiences without succumbing to either entropy collapsing or runaway divergence. We propose SPEAR, a curriculum-based self-imitation learning (SIL) recipe for training agentic LLMs. It extends the vanilla SIL framework, where a replay buffer stores self-generated promising trajectories for off-policy update, by gradually steering the policy evolution within a well-balanced range of entropy across stages. Specifically, our approach incorporates a curriculum to manage the exploration process, utilizing intrinsic rewards to foster skill-level exploration and facilitating action-level exploration through SIL. At first, the auxiliary tool call reward plays a critical role in the accumulation of tool-use skills, enabling broad exposure to the unfamiliar distributions of the environment feedback with an upward entropy trend. As training progresses, self-imitation gets strengthened to exploit existing successful patterns from replayed experiences for comparative action-level exploration, accelerating solution iteration without unbounded entropy growth. To further stabilize training, we recalibrate the advantages of experiences in the replay buffer to address the potential policy drift. Reugularizations such as the clipping of tokens with high covariance between probability and advantage are introduced to the trajectory-level entropy control to curb over-confidence.

Spatial cognition enables adaptive goal-directed behavior by constructing internal models of space. Robust biological systems consolidate spatial knowledge into three interconnected forms: landmarks for salient cues, route knowledge for movement trajectories, and survey knowledge for map-like representations. While recent advances in multi-modal large language models (MLLMs) have enabled visual-language reasoning in embodied agents, these efforts lack structured spatial memory and instead operate reactively, limiting their generalization and adaptability in complex real-world environments. Here we present Brain-inspired Spatial Cognition for Navigation (BSC-Nav), a unified framework for constructing and leveraging structured spatial memory in embodied agents. BSC-Nav builds allocentric cognitive maps from egocentric trajectories and contextual cues, and dynamically retrieves spatial knowledge aligned with semantic goals. Integrated with powerful MLLMs, BSC-Nav achieves state-of-the-art efficacy and efficiency across diverse navigation tasks, demonstrates strong zero-shot generalization, and supports versatile embodied behaviors in the real physical world, offering a scalable and biologically grounded path toward general-purpose spatial intelligence.

User simulators are essential to conversational AI, enabling scalable agent development and evaluation through simulated interactions. While current Large Language Models (LLMs) have advanced user simulation capabilities, we reveal that they struggle to consistently demonstrate goal-oriented behavior across multi-turn conversations--a critical limitation that compromises their reliability in downstream applications. We introduce User Goal State Tracking (UGST), a novel framework that tracks user goal progression throughout conversations. Leveraging UGST, we present a three-stage methodology for developing user simulators that can autonomously track goal progression and reason to generate goal-aligned responses. Moreover, we establish comprehensive evaluation metrics for measuring goal alignment in user simulators, and demonstrate that our approach yields substantial improvements across two benchmarks (MultiWOZ 2.4 and {\tau}-Bench). Our contributions address a critical gap in conversational AI and establish UGST as an essential framework for developing goal-aligned user simulators.

We aim to develop a goal specification method that is semantically clear, spatially sensitive, and intuitive for human users to guide agent interactions in embodied environments. Specifically, we propose a novel cross-view goal alignment framework that allows users to specify target objects using segmentation masks from their own camera views rather than the agent's observations. We highlight that behavior cloning alone fails to align the agent's behavior with human intent when the human and agent camera views differ significantly. To address this, we introduce two auxiliary objectives: cross-view consistency loss and target visibility loss, which explicitly enhance the agent's spatial reasoning ability. According to this, we develop ROCKET-2, a state-of-the-art agent trained in Minecraft, achieving an improvement in the efficiency of inference 3x to 6x. We show ROCKET-2 can directly interpret goals from human camera views for the first time, paving the way for better human-agent interaction.

Multimodal Large Language Models (MLLMs) have powered Graphical User Interface (GUI) Agents, showing promise in automating tasks on computing devices. Recent works have begun exploring reasoning in GUI tasks with encouraging results. However, many current approaches rely on manually designed reasoning templates, which may result in reasoning that is not sufficiently robust and adaptive for complex GUI environments. Meanwhile, some existing agents continue to operate as Reactive Actors, relying primarily on implicit reasoning that may lack sufficient depth for GUI tasks demanding planning and error recovery. We argue that advancing these agents requires a shift from reactive acting towards acting based on deliberate reasoning. To facilitate this transformation, we introduce InfiGUI-R1, an MLLM-based GUI agent developed through our Actor2Reasoner framework, a reasoning-centric, two-stage training approach designed to progressively evolve agents from Reactive Actors to Deliberative Reasoners. The first stage, Reasoning Injection, focuses on establishing a basic reasoner. We employ Spatial Reasoning Distillation to transfer cross-modal spatial reasoning capabilities from teacher models to MLLMs through trajectories with explicit reasoning steps, enabling models to integrate GUI visual-spatial information with logical reasoning before action generation. The second stage, Deliberation Enhancement, refines the basic reasoner into a deliberative one using Reinforcement Learning. This stage introduces two approaches: Sub-goal Guidance, which rewards models for generating accurate intermediate sub-goals, and Error Recovery Scenario Construction, which creates failure-and-recovery training scenarios from identified prone-to-error steps. Experimental results show InfiGUI-R1 achieves strong performance in GUI grounding and trajectory tasks. Resources at https://github.com/Reallm-Labs/InfiGUI-R1.

Recently an influx of studies claim emergent cognitive abilities in large language models (LLMs). Yet, most rely on anecdotes, overlook contamination of training sets, or lack systematic Evaluation involving multiple tasks, control conditions, multiple iterations, and statistical robustness tests. Here we make two major contributions. First, we propose CogEval, a cognitive science-inspired protocol for the systematic evaluation of cognitive capacities in Large Language Models. The CogEval protocol can be followed for the evaluation of various abilities. Second, here we follow CogEval to systematically evaluate cognitive maps and planning ability across eight LLMs (OpenAI GPT-4, GPT-3.5-turbo-175B, davinci-003-175B, Google Bard, Cohere-xlarge-52.4B, Anthropic Claude-1-52B, LLaMA-13B, and Alpaca-7B). We base our task prompts on human experiments, which offer both established construct validity for evaluating planning, and are absent from LLM training sets. We find that, while LLMs show apparent competence in a few planning tasks with simpler structures, systematic evaluation reveals striking failure modes in planning tasks, including hallucinations of invalid trajectories and getting trapped in loops. These findings do not support the idea of emergent out-of-the-box planning ability in LLMs. This could be because LLMs do not understand the latent relational structures underlying planning problems, known as cognitive maps, and fail at unrolling goal-directed trajectories based on the underlying structure. Implications for application and future directions are discussed.

Reinforcement Learning with Verifiable Rewards (RLVR) has recently emerged as a powerful paradigm for facilitating the self-improvement of large language models (LLMs), particularly in the domain of complex reasoning tasks. However, prevailing on-policy RL methods often contend with significant training instability and inefficiency. This is primarily due to a capacity-difficulty mismatch, where the complexity of training data frequently outpaces the model's current capabilities, leading to critically sparse reward signals and stalled learning progress. This challenge is particularly acute for smaller, more resource-efficient LLMs. To overcome this, we introduce the Guided Hybrid Policy Optimization (GHPO), a novel difficulty-aware reinforcement learning framework. GHPO dynamically calibrates task difficulty by employing adaptive prompt refinement to provide targeted guidance. This unique approach adaptively balances direct imitation learning for problems currently beyond the model's reach with exploration-based reinforcement learning for more manageable tasks, effectively creating a smooth and optimized learning curriculum. Extensive experiments demonstrate that GHPO achieves an average performance gain of approximately 5% across six challenging mathematics benchmarks, consistently outperforming strong on-policy reinforcement learning and curriculum learning baselines. Further analysis confirms that our framework significantly enhances both training stability and final reasoning performance, thus offering a scalable and efficient solution for developing powerful and robust reasoning models.

We propose Text2Motion, a language-based planning framework enabling robots to solve sequential manipulation tasks that require long-horizon reasoning. Given a natural language instruction, our framework constructs both a task- and motion-level plan that is verified to reach inferred symbolic goals. Text2Motion uses feasibility heuristics encoded in Q-functions of a library of skills to guide task planning with Large Language Models. Whereas previous language-based planners only consider the feasibility of individual skills, Text2Motion actively resolves geometric dependencies spanning skill sequences by performing geometric feasibility planning during its search. We evaluate our method on a suite of problems that require long-horizon reasoning, interpretation of abstract goals, and handling of partial affordance perception. Our experiments show that Text2Motion can solve these challenging problems with a success rate of 82%, while prior state-of-the-art language-based planning methods only achieve 13%. Text2Motion thus provides promising generalization characteristics to semantically diverse sequential manipulation tasks with geometric dependencies between skills.

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.

The critical inquiry pervading the realm of Philosophy, and perhaps extending its influence across all Humanities disciplines, revolves around the intricacies of morality and normativity. Surprisingly, in recent years, this thematic thread has woven its way into an unexpected domain, one not conventionally associated with pondering "what ought to be": the field of artificial intelligence (AI) research. Central to morality and AI, we find "alignment", a problem related to the challenges of expressing human goals and values in a manner that artificial systems can follow without leading to unwanted adversarial effects. More explicitly and with our current paradigm of AI development in mind, we can think of alignment as teaching human values to non-anthropomorphic entities trained through opaque, gradient-based learning techniques. This work addresses alignment as a technical-philosophical problem that requires solid philosophical foundations and practical implementations that bring normative theory to AI system development. To accomplish this, we propose two sets of necessary and sufficient conditions that, we argue, should be considered in any alignment process. While necessary conditions serve as metaphysical and metaethical roots that pertain to the permissibility of alignment, sufficient conditions establish a blueprint for aligning AI systems under a learning-based paradigm. After laying such foundations, we present implementations of this approach by using state-of-the-art techniques and methods for aligning general-purpose language systems. We call this framework Dynamic Normativity. Its central thesis is that any alignment process under a learning paradigm that cannot fulfill its necessary and sufficient conditions will fail in producing aligned systems.

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.

We present MindGPT-4ov, a multimodal large language model (MLLM) that introduces a general post-training paradigm spanning data production, model training, and efficient deployment. It achieves state-of-the-art performance across multiple benchmarks at low cost, effectively enhancing the foundational capabilities of MLLMs and the generalization ability. Focusing on data construction, supervised fine-tuning strategies, and multimodal reinforcement learning methods, this work proposes three key innovations: (1) An information density-based data generation scheme, integrated with a dual-dimensional tree-structured label system, enabling automated generation of high-quality cross-domain data. (2) A collaborative curriculum supervised fine-tuning approach that balances the injection of domain-specific knowledge with the preservation of general capabilities. (3) A hybrid reinforcement learning paradigm that enhances reasoning ability while simultaneously addressing multi-objective optimization such as diversity exploration, maintenance of multimodal perception, and response conciseness. Moreover, we implement a series of infrastructure optimizations, such as 5D parallel training, operator optimization, and inference quantization to enhance training and inference efficiency while reducing the cost of domain adaptation. Experimental results demonstrate that the MindGPT-4ov model outperforms state-of-the-art models on benchmarks such as MMBench, MMStar, MathVision, and MathVista. In addition, MindGPT-4ov also demonstrates superior user experience in vertical domain tasks, enabling a seamless transition from academic research to industrial deployment. MindGPT-4ov provides a general post-training paradigm applicable to a wide range of MLLMs. The model weights, datasets, and code for the Qwen3-VL-based variants will be recently open-sourced to support the community's development of MLLMs.

Spatial reasoning is an essential problem in embodied AI research. Efforts to enhance spatial reasoning abilities through supplementary spatial data and fine-tuning have proven limited and ineffective when addressing complex embodied tasks, largely due to their dependence on language-based outputs. While some approaches have introduced a point-based action space to mitigate this issue, they fall short in managing more intricate tasks within complex environments. This deficiency arises from their failure to fully exploit the inherent thinking and reasoning capabilities that are fundamental strengths of Vision-Language Models (VLMs). To address these limitations, we propose a novel approach named SpatialCoT, specifically designed to bolster the spatial reasoning capabilities of VLMs. Our approach comprises two stages: spatial coordinate bi-directional alignment, which aligns vision-language inputs with spatial coordinates, and chain-of-thought spatial grounding, which harnesses the reasoning capabilities of language models for advanced spatial reasoning. We evaluate SpatialCoT on challenging navigation and manipulation tasks, both in simulation and real-world settings. Experimental results demonstrate that our method significantly outperforms previous state-of-the-art approaches in both tasks.

Goal-directed dialogue systems aim to proactively reach a pre-determined target through multi-turn conversations. The key to achieving this task lies in planning dialogue paths that smoothly and coherently direct conversations towards the target. However, this is a challenging and under-explored task. In this work, we propose a coherent dialogue planning approach that uses a stochastic process to model the temporal dynamics of dialogue paths. We define a latent space that captures the coherence of goal-directed behavior using a Brownian bridge process, which allows us to incorporate user feedback flexibly in dialogue planning. Based on the derived latent trajectories, we generate dialogue paths explicitly using pre-trained language models. We finally employ these paths as natural language prompts to guide dialogue generation. Our experiments show that our approach generates more coherent utterances and achieves the goal with a higher success rate.

An elusive goal in navigation research is to build an intelligent agent that can understand multimodal instructions including natural language and image, and perform useful navigation. To achieve this, we study a widely useful category of navigation tasks we call Multimodal Instruction Navigation with demonstration Tours (MINT), in which the environment prior is provided through a previously recorded demonstration video. Recent advances in Vision Language Models (VLMs) have shown a promising path in achieving this goal as it demonstrates capabilities in perceiving and reasoning about multimodal inputs. However, VLMs are typically trained to predict textual output and it is an open research question about how to best utilize them in navigation. To solve MINT, we present Mobility VLA, a hierarchical Vision-Language-Action (VLA) navigation policy that combines the environment understanding and common sense reasoning power of long-context VLMs and a robust low-level navigation policy based on topological graphs. The high-level policy consists of a long-context VLM that takes the demonstration tour video and the multimodal user instruction as input to find the goal frame in the tour video. Next, a low-level policy uses the goal frame and an offline constructed topological graph to generate robot actions at every timestep. We evaluated Mobility VLA in a 836m^2 real world environment and show that Mobility VLA has a high end-to-end success rates on previously unsolved multimodal instructions such as "Where should I return this?" while holding a plastic bin.

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

Our goal is for robots to follow natural language instructions like "put the towel next to the microwave." But getting large amounts of labeled data, i.e. data that contains demonstrations of tasks labeled with the language instruction, is prohibitive. In contrast, obtaining policies that respond to image goals is much easier, because any autonomous trial or demonstration can be labeled in hindsight with its final state as the goal. In this work, we contribute a method that taps into joint image- and goal- conditioned policies with language using only a small amount of language data. Prior work has made progress on this using vision-language models or by jointly training language-goal-conditioned policies, but so far neither method has scaled effectively to real-world robot tasks without significant human annotation. Our method achieves robust performance in the real world by learning an embedding from the labeled data that aligns language not to the goal image, but rather to the desired change between the start and goal images that the instruction corresponds to. We then train a policy on this embedding: the policy benefits from all the unlabeled data, but the aligned embedding provides an interface for language to steer the policy. We show instruction following across a variety of manipulation tasks in different scenes, with generalization to language instructions outside of the labeled data. Videos and code for our approach can be found on our website: http://tiny.cc/grif .

While the history of machine learning so far largely encompasses a series of problems posed by researchers and algorithms that learn their solutions, an important question is whether the problems themselves can be generated by the algorithm at the same time as they are being solved. Such a process would in effect build its own diverse and expanding curricula, and the solutions to problems at various stages would become stepping stones towards solving even more challenging problems later in the process. The Paired Open-Ended Trailblazer (POET) algorithm introduced in this paper does just that: it pairs the generation of environmental challenges and the optimization of agents to solve those challenges. It simultaneously explores many different paths through the space of possible problems and solutions and, critically, allows these stepping-stone solutions to transfer between problems if better, catalyzing innovation. The term open-ended signifies the intriguing potential for algorithms like POET to continue to create novel and increasingly complex capabilities without bound. Our results show that POET produces a diverse range of sophisticated behaviors that solve a wide range of environmental challenges, many of which cannot be solved by direct optimization alone, or even through a direct-path curriculum-building control algorithm introduced to highlight the critical role of open-endedness in solving ambitious challenges. The ability to transfer solutions from one environment to another proves essential to unlocking the full potential of the system as a whole, demonstrating the unpredictable nature of fortuitous stepping stones. We hope that POET will inspire a new push towards open-ended discovery across many domains, where algorithms like POET can blaze a trail through their interesting possible manifestations and solutions.

Large language models (LLM) have recently shown the extraordinary ability to perform unseen tasks based on few-shot examples provided as text, also known as in-context learning (ICL). While recent works have attempted to understand the mechanisms driving ICL, few have explored training strategies that incentivize these models to generalize to multiple tasks. Multi-task learning (MTL) for generalist models is a promising direction that offers transfer learning potential, enabling large parameterized models to be trained from simpler, related tasks. In this work, we investigate the combination of MTL with ICL to build models that efficiently learn tasks while being robust to out-of-distribution examples. We propose several effective curriculum learning strategies that allow ICL models to achieve higher data efficiency and more stable convergence. Our experiments reveal that ICL models can effectively learn difficult tasks by training on progressively harder tasks while mixing in prior tasks, denoted as mixed curriculum in this work. Our code and models are available at https://github.com/harmonbhasin/curriculum_learning_icl .

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

Natural language and images are commonly used as goal representations in goal-conditioned imitation learning (IL). However, natural language can be ambiguous and images can be over-specified. In this work, we propose hand-drawn sketches as a modality for goal specification in visual imitation learning. Sketches are easy for users to provide on the fly like language, but similar to images they can also help a downstream policy to be spatially-aware and even go beyond images to disambiguate task-relevant from task-irrelevant objects. We present RT-Sketch, a goal-conditioned policy for manipulation that takes a hand-drawn sketch of the desired scene as input, and outputs actions. We train RT-Sketch on a dataset of paired trajectories and corresponding synthetically generated goal sketches. We evaluate this approach on six manipulation skills involving tabletop object rearrangements on an articulated countertop. Experimentally we find that RT-Sketch is able to perform on a similar level to image or language-conditioned agents in straightforward settings, while achieving greater robustness when language goals are ambiguous or visual distractors are present. Additionally, we show that RT-Sketch has the capacity to interpret and act upon sketches with varied levels of specificity, ranging from minimal line drawings to detailed, colored drawings. For supplementary material and videos, please refer to our website: http://rt-sketch.github.io.

Recent large language models (LLMs) have demonstrated remarkable performance on a variety of natural language processing (NLP) tasks, leading to intense excitement about their applicability across various domains. Unfortunately, recent work has also shown that LLMs are unable to perform accurate reasoning nor solve planning problems, which may limit their usefulness for robotics-related tasks. In this work, our central question is whether LLMs are able to translate goals specified in natural language to a structured planning language. If so, LLM can act as a natural interface between the planner and human users; the translated goal can be handed to domain-independent AI planners that are very effective at planning. Our empirical results on GPT 3.5 variants show that LLMs are much better suited towards translation rather than planning. We find that LLMs are able to leverage commonsense knowledge and reasoning to furnish missing details from under-specified goals (as is often the case in natural language). However, our experiments also reveal that LLMs can fail to generate goals in tasks that involve numerical or physical (e.g., spatial) reasoning, and that LLMs are sensitive to the prompts used. As such, these models are promising for translation to structured planning languages, but care should be taken in their use.

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.

Embodied agents have achieved prominent performance in following human instructions to complete tasks. However, the potential of providing instructions informed by texts and images to assist humans in completing tasks remains underexplored. To uncover this capability, we present the multimodal procedural planning (MPP) task, in which models are given a high-level goal and generate plans of paired text-image steps, providing more complementary and informative guidance than unimodal plans. The key challenges of MPP are to ensure the informativeness, temporal coherence,and accuracy of plans across modalities. To tackle this, we propose Text-Image Prompting (TIP), a dual-modality prompting method that jointly leverages zero-shot reasoning ability in large language models (LLMs) and compelling text-to-image generation ability from diffusion-based models. TIP improves the interaction in the dual modalities using Text-to-Image Bridge and Image-to-Text Bridge, allowing LLMs to guide the textual-grounded image plan generation and leveraging the descriptions of image plans to ground the textual plan reversely. To address the lack of relevant datasets, we collect WIKIPLAN and RECIPEPLAN as a testbed for MPP. Our results show compelling human preferences and automatic scores against unimodal and multimodal baselines on WIKIPLAN and RECIPEPLAN in terms of informativeness, temporal coherence, and plan accuracy. Our code and data: https://github.com/YujieLu10/MPP.

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

The functionality of Large Language Model (LLM) agents is primarily determined by two capabilities: action planning and answer summarization. The former, action planning, is the core capability that dictates an agent's performance. However, prevailing training paradigms employ end-to-end, multi-objective optimization that jointly trains both capabilities. This paradigm faces two critical challenges: imbalanced optimization objective allocation and scarcity of verifiable data, making it difficult to enhance the agent's planning capability. To address these challenges, we propose Reinforcement Learning with Tool-use Rewards (RLTR), a novel framework that decouples the training process to enable a focused, single-objective optimization of the planning module. Crucially, RLTR introduces a reward signal based on tool-use completeness to directly evaluate the quality of tool invocation sequences. This method offers a more direct and reliable training signal than assessing the final response content, thereby obviating the need for verifiable data. Our experiments demonstrate that RLTR achieves an 8%-12% improvement in planning performance compared to end-to-end baselines. Moreover, this enhanced planning capability, in turn, translates to a 5%-6% increase in the final response quality of the overall agent system.

Large Language Models (LLMs) have demonstrated remarkable capabilities across various tasks, yet they face significant challenges in embodied task planning scenarios that require continuous environmental understanding and action generation. Existing approaches generate open-loop action scripts based on static knowledge, making it difficult to learn causal relationships between actions and environmental feedback, particularly in partially observable environments. We introduce Embodied Planner-R1, a novel outcome-driven reinforcement learning framework that enables LLMs to develop interactive capabilities through autonomous exploration with minimal supervision. Our framework incorporates three key innovations: (1) Without human annotations, we employ pure reinforcement learning with group rollout, incorporating in-environment interaction through parallel exploration; (2) completion-driven sparse reward; and (3) Interactive Policy Optimization (IPO) for efficient learning from grouped trajectories. Across two challenging text-based Embodied planning benchmarks, Embodied Planner-R1 achieves impressive completion rates of 97.78% on ALFWorld and 79.92% on ScienceWorld, surpassing prior methods by a large margin, and suffers only a -3.66% drop in previously unseen environments, evidencing strong generalization.

The advent of Intelligent Tutoring Systems (ITSs) has marked a paradigm shift in education, enabling highly personalized learning pathways. However, true personalization requires adapting to learners' complex knowledge states (multi-source) and diverse goals (multi-sink); existing ITSs often lack the necessary structural-reasoning capability and knowledge dynamism to generate genuinely effective learning paths, and they lack scientifically rigorous validation paradigms. In this paper we propose GraphMASAL (A Graph-based Multi-Agent System for Adaptive Learning), which integrates (i) a dynamic knowledge graph for persistent, stateful learner modeling; (ii) a LangGraph-orchestrated trio of agents (Diagnostician, Planner, Tutor); (iii) a knowledge-graph-grounded two-stage neural IR component (dual-encoder dense retrieval with cross-encoder listwise re-ranking and calibrated score fusion); and (iv) a multi-source multi-sink (MSMS) planning engine with a cognitively grounded cost and an approximation guarantee via greedy set cover. Under blinded automated evaluations with matched inputs and inference settings across diverse student profiles, GraphMASAL consistently outperforms LLM prompting and structured ablations in planning--achieving stronger structural/sequence alignment of learning paths, higher coverage of weak concepts, and lower learning cost--while also surpassing prompt-based baselines in cognitive diagnosis. Agreement with expert/LLM-proxy ratings further supports the validity of our evaluation protocol. These findings indicate that grounding LLM agents in a dynamic knowledge graph, coupled with optimization under educational constraints, yields reliable, interpretable, and pedagogically plausible learning plans, advancing personalized and goal-oriented education.

We present Bi-LAT, a novel imitation learning framework that unifies bilateral control with natural language processing to achieve precise force modulation in robotic manipulation. Bi-LAT leverages joint position, velocity, and torque data from leader-follower teleoperation while also integrating visual and linguistic cues to dynamically adjust applied force. By encoding human instructions such as "softly grasp the cup" or "strongly twist the sponge" through a multimodal Transformer-based model, Bi-LAT learns to distinguish nuanced force requirements in real-world tasks. We demonstrate Bi-LAT's performance in (1) unimanual cup-stacking scenario where the robot accurately modulates grasp force based on language commands, and (2) bimanual sponge-twisting task that requires coordinated force control. Experimental results show that Bi-LAT effectively reproduces the instructed force levels, particularly when incorporating SigLIP among tested language encoders. Our findings demonstrate the potential of integrating natural language cues into imitation learning, paving the way for more intuitive and adaptive human-robot interaction. For additional material, please visit: https://mertcookimg.github.io/bi-lat/

Large Language Models (LLMs) are typically fine-tuned for reasoning tasks through a two-stage pipeline of Supervised Fine-Tuning (SFT) followed by Reinforcement Learning (RL), a process fraught with catastrophic forgetting and suboptimal trade-offs between imitation and exploration. Recent single-stage methods attempt to unify SFT and RL using heuristics, but lack a principled mechanism for dynamically balancing the two paradigms. In this paper, we reframe this challenge through the theoretical lens of implicit rewards, viewing SFT and RL not as distinct methods but as complementary reward signals. We introduce Adaptive Meta Fine-Tuning (AMFT), a novel single-stage algorithm that learns the optimal balance between SFT's implicit, path-level reward and RL's explicit, outcome-based reward. The core of AMFT is a meta-gradient adaptive weight controller that treats the SFT-RL balance as a learnable parameter, dynamically optimizing it to maximize long-term task performance. This forward-looking approach, regularized by policy entropy for stability, autonomously discovers an effective training curriculum. We conduct a comprehensive evaluation on challenging benchmarks spanning mathematical reasoning, abstract visual reasoning (General Points), and vision-language navigation (V-IRL). AMFT consistently establishes a new state-of-the-art and demonstrats superior generalization on out-of-distribution (OOD) tasks. Ablation studies and training dynamic analysis confirm that the meta-learning controller is crucial for AMFT's stability, sample efficiency, and performance, offering a more principled and effective paradigm for LLM alignment.Our codes are open-sourced via https://github.com/hlxtsyj/AMFT.

Reverse thinking plays a crucial role in human reasoning. Humans can reason not only from a problem to a solution but also in reverse, i.e., start from the solution and reason towards the problem. This often enhances overall reasoning performance as it enables consistency checks between their forward and backward thinking. To enable Large Language Models (LLMs) to perform reverse thinking, we introduce Reverse-Enhanced Thinking (RevThink), a framework composed of data augmentation and learning objectives. In RevThink, we augment the dataset by collecting structured forward-backward reasoning from a teacher model, consisting of: (1) the original question, (2) forward reasoning, (3) backward question, and (4) backward reasoning. We then employ three objectives to train a smaller student model in a multi-task learning fashion: (a) generate forward reasoning from a question, (b) generate a backward question from a question, and (c) generate backward reasoning from the backward question. Experiments across 12 datasets covering commonsense, math, and logical reasoning show an average 13.53% improvement over the student model's zero-shot performance and a 6.84% improvement over the strongest knowledge distillation baselines. Moreover, our method demonstrates sample efficiency -- using only 10% of the correct forward reasoning from the training data, it outperforms a standard fine-tuning method trained on 10x more forward reasoning. RevThink also exhibits strong generalization to out-of-distribution held-out datasets.

Building generalist agents that can accomplish many goals in rich open-ended environments is one of the research frontiers for reinforcement learning. A key limiting factor for building generalist agents with RL has been the need for a large number of reward functions for achieving different goals. We investigate the feasibility of using off-the-shelf vision-language models, or VLMs, as sources of rewards for reinforcement learning agents. We show how rewards for visual achievement of a variety of language goals can be derived from the CLIP family of models, and used to train RL agents that can achieve a variety of language goals. We showcase this approach in two distinct visual domains and present a scaling trend showing how larger VLMs lead to more accurate rewards for visual goal achievement, which in turn produces more capable RL agents.

As multi-turn dialogues with large language models (LLMs) grow longer and more complex, how can users better evaluate and review progress on their conversational goals? We present OnGoal, an LLM chat interface that helps users better manage goal progress. OnGoal provides real-time feedback on goal alignment through LLM-assisted evaluation, explanations for evaluation results with examples, and overviews of goal progression over time, enabling users to navigate complex dialogues more effectively. Through a study with 20 participants on a writing task, we evaluate OnGoal against a baseline chat interface without goal tracking. Using OnGoal, participants spent less time and effort to achieve their goals while exploring new prompting strategies to overcome miscommunication, suggesting tracking and visualizing goals can enhance engagement and resilience in LLM dialogues. Our findings inspired design implications for future LLM chat interfaces that improve goal communication, reduce cognitive load, enhance interactivity, and enable feedback to improve LLM performance.

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

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.

Large Language Model agents excel at solving complex tasks through iterative reasoning and tool use, but typically depend on ultra-large, costly backbones. Existing distillation approaches train smaller students to imitate full teacher trajectories, yet reasoning and knowledge gaps between the teacher and student often lead to compounding errors. We propose SCoRe, a student-centered framework in which the student generates trajectories and the teacher intervenes only at the first critical error, producing training data matched to the student's ability and exposing specific weaknesses. The student is first fine-tuned on corrected trajectories. Subsequently, short-horizon reinforcement learning starts from the verified prefix before the first critical error, with target rewards assigned at that step. This design encourages autonomous problem-solving beyond imitation and improves training stability. Particularly, on 12 challenging benchmarks, a 7B-parameter student distilled with SCoRe matches the agentic performance of a 72B-parameter teacher.

We propose a new policy representation based on score-based diffusion models (SDMs). We apply our new policy representation in the domain of Goal-Conditioned Imitation Learning (GCIL) to learn general-purpose goal-specified policies from large uncurated datasets without rewards. Our new goal-conditioned policy architecture "BEhavior generation with ScOre-based Diffusion Policies" (BESO) leverages a generative, score-based diffusion model as its policy. BESO decouples the learning of the score model from the inference sampling process, and, hence allows for fast sampling strategies to generate goal-specified behavior in just 3 denoising steps, compared to 30+ steps of other diffusion based policies. Furthermore, BESO is highly expressive and can effectively capture multi-modality present in the solution space of the play data. Unlike previous methods such as Latent Plans or C-Bet, BESO does not rely on complex hierarchical policies or additional clustering for effective goal-conditioned behavior learning. Finally, we show how BESO can even be used to learn a goal-independent policy from play-data using classifier-free guidance. To the best of our knowledge this is the first work that a) represents a behavior policy based on such a decoupled SDM b) learns an SDM based policy in the domain of GCIL and c) provides a way to simultaneously learn a goal-dependent and a goal-independent policy from play-data. We evaluate BESO through detailed simulation and show that it consistently outperforms several state-of-the-art goal-conditioned imitation learning methods on challenging benchmarks. We additionally provide extensive ablation studies and experiments to demonstrate the effectiveness of our method for goal-conditioned behavior generation. Demonstrations and Code are available at https://intuitive-robots.github.io/beso-website/

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

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

We propose a novel task, G4C, to study teacher-student natural language interactions in a goal-driven and grounded environment. Dungeons and Dragons (D&D), a role-playing game, provides an ideal setting to investigate such interactions. Here, the Dungeon Master (DM), i.e., the teacher, guides the actions of several players -- students, each with their own personas and abilities -- to achieve shared goals grounded in a fantasy world. Our approach is to decompose and model these interactions into (1) the DM's intent to guide players toward a given goal; (2) the DM's guidance utterance to the players expressing this intent; and (3) a theory-of-mind (ToM) model that anticipates the players' reaction to the guidance one turn into the future. We develop a novel reinforcement learning (RL) method for training a DM that generates guidance for players by rewarding utterances where the intent matches the ToM-anticipated player actions. Human and automated evaluations show that a DM trained to explicitly model intents and incorporate ToM of the players using RL generates better-quality guidance that is 3x more likely to fulfill the DM's intent than a vanilla natural language generation (NLG) approach.

We propose an agent architecture that automates parts of the common reinforcement learning experiment workflow, to enable automated mastery of control domains for embodied agents. To do so, it leverages a VLM to perform some of the capabilities normally required of a human experimenter, including the monitoring and analysis of experiment progress, the proposition of new tasks based on past successes and failures of the agent, decomposing tasks into a sequence of subtasks (skills), and retrieval of the skill to execute - enabling our system to build automated curricula for learning. We believe this is one of the first proposals for a system that leverages a VLM throughout the full experiment cycle of reinforcement learning. We provide a first prototype of this system, and examine the feasibility of current models and techniques for the desired level of automation. For this, we use a standard Gemini model, without additional fine-tuning, to provide a curriculum of skills to a language-conditioned Actor-Critic algorithm, in order to steer data collection so as to aid learning new skills. Data collected in this way is shown to be useful for learning and iteratively improving control policies in a robotics domain. Additional examination of the ability of the system to build a growing library of skills, and to judge the progress of the training of those skills, also shows promising results, suggesting that the proposed architecture provides a potential recipe for fully automated mastery of tasks and domains for embodied agents.

Goal-conditioned policies for robotic navigation can be trained on large, unannotated datasets, providing for good generalization to real-world settings. However, particularly in vision-based settings where specifying goals requires an image, this makes for an unnatural interface. Language provides a more convenient modality for communication with robots, but contemporary methods typically require expensive supervision, in the form of trajectories annotated with language descriptions. We present a system, LM-Nav, for robotic navigation that enjoys the benefits of training on unannotated large datasets of trajectories, while still providing a high-level interface to the user. Instead of utilizing a labeled instruction following dataset, we show that such a system can be constructed entirely out of pre-trained models for navigation (ViNG), image-language association (CLIP), and language modeling (GPT-3), without requiring any fine-tuning or language-annotated robot data. We instantiate LM-Nav on a real-world mobile robot and demonstrate long-horizon navigation through complex, outdoor environments from natural language instructions. For videos of our experiments, code release, and an interactive Colab notebook that runs in your browser, please check out our project page https://sites.google.com/view/lmnav

Chain-of-Thought(CoT) prompting and its variants explore equipping large language models (LLMs) with high-level reasoning abilities by emulating human-like linear cognition and logic. However, the human mind is complicated and mixed with both linear and nonlinear thinking. In this work, we propose Inferential Exclusion Prompting (IEP), a novel prompting that combines the principles of elimination and inference in order to guide LLMs to think non-linearly. IEP guides LLMs to plan and then utilize Natural Language Inference (NLI) to deduce each possible solution's entailment relation with context, commonsense, or facts, therefore yielding a broader perspective by thinking back for inferring. This forward planning and backward eliminating process allows IEP to better simulate the complex human thinking processes compared to other CoT-based methods, which only reflect linear cognitive processes. We conducted a series of empirical studies and have corroborated that IEP consistently outperforms CoT across various tasks. Additionally, we observe that integrating IEP and CoT further improves the LLMs' performance on certain tasks, highlighting the necessity of equipping LLMs with mixed logic processes. Moreover, to better evaluate comprehensive features inherent in human logic, we introduce Mental-Ability Reasoning Benchmark (MARB). The benchmark comprises six novel subtasks with a total of 9,115 questions, among which 1,685 are developed with hand-crafted rationale references. We believe both IEP and MARB can serve as a promising direction for unveiling LLMs' logic and verbal reasoning abilities and drive further advancements. MARB will be available at ~anonymity link soon.

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

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

Hierarchical Imitation Learning (HIL) is a promising approach for tackling long-horizon decision-making tasks. While it is a challenging task due to the lack of detailed supervisory labels for sub-goal learning, and reliance on hundreds to thousands of expert demonstrations. In this work, we introduce SEAL, a novel framework that leverages Large Language Models (LLMs)'s powerful semantic and world knowledge for both specifying sub-goal space and pre-labeling states to semantically meaningful sub-goal representations without prior knowledge of task hierarchies. SEAL employs a dual-encoder structure, combining supervised LLM-guided sub-goal learning with unsupervised Vector Quantization (VQ) for more robust sub-goal representations. Additionally, SEAL incorporates a transition-augmented low-level planner for improved adaptation to sub-goal transitions. Our experiments demonstrate that SEAL outperforms state-of-the-art HIL methods and LLM-based planning approaches, particularly in settings with small expert datasets and complex long-horizon tasks.

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.

Large Language Models (LLMs) have shown impressive reasoning capabilities in well-defined problems with clear solutions, such as mathematics and coding. However, they still struggle with complex real-world scenarios like business negotiations, which require strategic reasoning-an ability to navigate dynamic environments and align long-term goals amidst uncertainty. Existing methods for strategic reasoning face challenges in adaptability, scalability, and transferring strategies to new contexts. To address these issues, we propose explicit policy optimization (EPO) for strategic reasoning, featuring an LLM that provides strategies in open-ended action space and can be plugged into arbitrary LLM agents to motivate goal-directed behavior. To improve adaptability and policy transferability, we train the strategic reasoning model via multi-turn reinforcement learning (RL) using process rewards and iterative self-play, without supervised fine-tuning (SFT) as a preliminary step. Experiments across social and physical domains demonstrate EPO's ability of long-term goal alignment through enhanced strategic reasoning, achieving state-of-the-art performance on social dialogue and web navigation tasks. Our findings reveal various collaborative reasoning mechanisms emergent in EPO and its effectiveness in generating novel strategies, underscoring its potential for strategic reasoning in real-world applications.

We introduce Directional Stimulus Prompting, a novel framework for guiding black-box large language models (LLMs) toward specific desired outputs. Instead of directly adjusting LLMs, our method employs a small tunable policy model (e.g., T5) to generate an auxiliary directional stimulus prompt for each input instance. These directional stimulus prompts act as nuanced, instance-specific hints and clues to guide LLMs in generating desired outcomes, such as including specific keywords in the generated summary. Our approach sidesteps the challenges of direct LLM tuning by optimizing the policy model to explore directional stimulus prompts that align LLMs with desired behaviors. The policy model can be optimized through 1) supervised fine-tuning using labeled data and 2) reinforcement learning from offline or online rewards based on the LLM's output. We assess our method across summarization, dialogue response generation, and chain-of-thought reasoning tasks. Our experiments demonstrate that the framework consistently improves LLMs' (e.g., ChatGPT, Codex, InstructGPT) performance on these supervised tasks using minimal labeled data. Notably, using just 80 dialogues on the MultiWOZ dataset, our approach enhances ChatGPT's performance by an impressive 41.4%, matching or surpassing some fully supervised start-of-the-art models. Additionally, the instance-specific chain-of-thought prompt generated by our approach improves InstructGPT's reasoning accuracy compared to human-crafted or automatically generated prompts. The code and data are publicly available at https://github.com/Leezekun/Directional-Stimulus-Prompting.

Humanoid robots are promising to acquire various skills by imitating human behaviors. However, existing algorithms are only capable of tracking smooth, low-speed human motions, even with delicate reward and curriculum design. This paper presents a physics-based humanoid control framework, aiming to master highly-dynamic human behaviors such as Kungfu and dancing through multi-steps motion processing and adaptive motion tracking. For motion processing, we design a pipeline to extract, filter out, correct, and retarget motions, while ensuring compliance with physical constraints to the maximum extent. For motion imitation, we formulate a bi-level optimization problem to dynamically adjust the tracking accuracy tolerance based on the current tracking error, creating an adaptive curriculum mechanism. We further construct an asymmetric actor-critic framework for policy training. In experiments, we train whole-body control policies to imitate a set of highly-dynamic motions. Our method achieves significantly lower tracking errors than existing approaches and is successfully deployed on the Unitree G1 robot, demonstrating stable and expressive behaviors. The project page is https://kungfu-bot.github.io.

In this paper, we propose a general framework for universal zero-shot goal-oriented navigation. Existing zero-shot methods build inference framework upon large language models (LLM) for specific tasks, which differs a lot in overall pipeline and fails to generalize across different types of goal. Towards the aim of universal zero-shot navigation, we propose a uniform graph representation to unify different goals, including object category, instance image and text description. We also convert the observation of agent into an online maintained scene graph. With this consistent scene and goal representation, we preserve most structural information compared with pure text and are able to leverage LLM for explicit graph-based reasoning. Specifically, we conduct graph matching between the scene graph and goal graph at each time instant and propose different strategies to generate long-term goal of exploration according to different matching states. The agent first iteratively searches subgraph of goal when zero-matched. With partial matching, the agent then utilizes coordinate projection and anchor pair alignment to infer the goal location. Finally scene graph correction and goal verification are applied for perfect matching. We also present a blacklist mechanism to enable robust switch between stages. Extensive experiments on several benchmarks show that our UniGoal achieves state-of-the-art zero-shot performance on three studied navigation tasks with a single model, even outperforming task-specific zero-shot methods and supervised universal methods.

Humans are social beings; we pursue social goals in our daily interactions, which is a crucial aspect of social intelligence. Yet, AI systems' abilities in this realm remain elusive. We present SOTOPIA, an open-ended environment to simulate complex social interactions between artificial agents and evaluate their social intelligence. In our environment, agents role-play and interact under a wide variety of scenarios; they coordinate, collaborate, exchange, and compete with each other to achieve complex social goals. We simulate the role-play interaction between LLM-based agents and humans within this task space and evaluate their performance with a holistic evaluation framework called SOTOPIA-Eval. With SOTOPIA, we find significant differences between these models in terms of their social intelligence, and we identify a subset of SOTOPIA scenarios, SOTOPIA-hard, that is generally challenging for all models. We find that on this subset, GPT-4 achieves a significantly lower goal completion rate than humans and struggles to exhibit social commonsense reasoning and strategic communication skills. These findings demonstrate SOTOPIA's promise as a general platform for research on evaluating and improving social intelligence in artificial agents.

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.