Daily Papers

We design a suite of minimal algorithmic tasks that are a loose abstraction of open-ended real-world tasks. This allows us to cleanly and controllably quantify the creative limits of the present-day language model. Much like real-world tasks that require a creative, far-sighted leap of thought, our tasks require an implicit, open-ended stochastic planning step that either (a) discovers new connections in an abstract knowledge graph (like in wordplay, drawing analogies, or research) or (b) constructs new patterns (like in designing math problems or new proteins). In these tasks, we empirically and conceptually argue how next-token learning is myopic and memorizes excessively; comparatively, multi-token approaches, namely teacherless training and diffusion models, excel in producing diverse and original output. Secondly, in our tasks, we find that to elicit randomness from the Transformer without hurting coherence, it is better to inject noise right at the input layer (via a method we dub hash-conditioning) rather than defer to temperature sampling from the output layer. Thus, our work offers a principled, minimal test-bed for analyzing open-ended creative skills, and offers new arguments for going beyond next-token learning and softmax-based sampling. We make part of the code available under https://github.com/chenwu98/algorithmic-creativity

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Large language models trained on massive corpora of data from the web can memorize and reproduce sensitive or private data raising both legal and ethical concerns. Unlearning, or tuning models to forget information present in their training data, provides us with a way to protect private data after training. Although several methods exist for such unlearning, it is unclear to what extent they result in models equivalent to those where the data to be forgotten was never learned in the first place. To address this challenge, we present TOFU, a Task of Fictitious Unlearning, as a benchmark aimed at helping deepen our understanding of unlearning. We offer a dataset of 200 diverse synthetic author profiles, each consisting of 20 question-answer pairs, and a subset of these profiles called the forget set that serves as the target for unlearning. We compile a suite of metrics that work together to provide a holistic picture of unlearning efficacy. Finally, we provide a set of baseline results from existing unlearning algorithms. Importantly, none of the baselines we consider show effective unlearning motivating continued efforts to develop approaches for unlearning that effectively tune models so that they truly behave as if they were never trained on the forget data at all.

Language models often show little to no improvement (i.e., "saturation") when trained via vanilla supervised fine-tuning (SFT) on data similar to what they saw in their training set (e.g., MATH). We introduce a new fine-tuning strategy, STAT, to train such a student model by using the metacognition ability of a stronger large language model (LLM) as the teacher. The teacher uses the task dataset to create a list of skills needed for the task, and then labels each data point with its required skills (Didolkar et al., 2024). By monitoring the student's answers, the teacher creates a Missing-Skill-Profile for the student, tracking how often they failed to apply each skill in their responses. We use this idea to build a modified training set in one of two ways. In STAT-Sel, the teacher uses an existing set of training examples but adaptively reweights them according to the Missing-Skill-Profile. In STAT-Syn, the teacher synthesizes additional examples involving missing skills. Across extensive experiments on Llama and Qwen models, our methods yield improvements of up to 7.5% on MATH, whereas SFT provides only limited gains. Furthermore, STAT enhances performance on out-of-distribution benchmarks (e.g., AIME24/25, AMC23, etc.) by an average of 4.6%. Crucially, we find that STAT is complementary to RL via GRPO (Shao et al., 2024): after the model is improved using STAT to address skill gaps, GRPO continues to add further gains. We conclude that skill-targeted adaptive training should broadly improve current training pipelines. Our code is available at: https://github.com/princeton-pli/STAT.

Knowledge distillation trains a smaller student model to match the output distribution of a larger teacher to maximize the end-task performance under computational constraints. However, existing literature on language model distillation primarily focuses on compressing encoder-only models that are then specialized by task-specific supervised finetuning. We need to rethink this setup for more recent large language models with tens to hundreds of billions of parameters. Task-specific finetuning is impractical at this scale, and model performance is often measured using zero/few-shot prompting. Thus, in this work, we advocate for task-agnostic zero-shot evaluated distillation for large language models without access to end-task finetuning data. We propose a teacher-free task-agnostic distillation method, which uses a truncated version of the larger model for initialization, and continues pretraining this model using a language modeling objective. Our teacher-free method shines in a distillation regime where it is infeasible to fit both the student and teacher into the GPU memory. Despite its simplicity, our method can effectively reduce the model size by 50\%, matching or outperforming the vanilla distillation method on perplexity and accuracy on 13 zero-shot end-tasks while being 1.5x computationally efficient.

Large language Models (LLMs) have demonstrated remarkable skills across various domains. Understanding the mechanisms behind their abilities and implementing controls over them is becoming increasingly important for developing better models. In this paper, we focus on skill unlearning in LLMs, specifically unlearning a particular skill while retaining their overall capabilities. We introduce two lightweight, training-free machine skill unlearning techniques for LLMs. First, we observe that the pre-activation distribution of neurons in each Feed-Forward Layer (FFL) differs when the model demonstrates different skills. Additionally, we find that queries triggering the same skill cluster within the FFL key space and can be separated from other queries using a hypercube. Based on these observations, we propose two lightweight, training-free skill unlearning methods via intervention and abstention respectively: Neuron Adjust and Key Space Detection. We evaluate our methods on unlearning math-solving, Python-coding, and comprehension skills across seven different languages. The results demonstrate their strong unlearning capabilities for the designated skills. Specifically, Key Space Detection achieves over 80\% relative performance drop on the forgetting skill and less than 10\% relative performance drop on other skills and the model's general knowledge (MMLU) for most unlearning tasks. Our code is available at https://github.com/Trustworthy-ML-Lab/effective_skill_unlearning

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

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

Recent advances in test-time scaling have led to the emergence of thinking LLMs that exhibit self-reflective behaviors and multi-step reasoning. While RL drives this self-improvement paradigm, a recent study (Gandhi et al., 2025) shows that RL alone does not truly instill these new reasoning abilities - it merely draws out behaviors already present in the base models. This raises a question: How can we train the models that don't exhibit such thinking behavior to develop it in the first place? To this end, we propose ThinkTuning, a GRPO-based interactive training approach where we augment the rollouts of a student model with the guidance from a teacher model. A simple idea from classroom practice inspires our method: a teacher poses a problem, lets the student try an answer, then gives corrective feedback -- enough to point the mind in the right direction and then show the solution. Each piece of feedback reshapes the student's thoughts, leading them to arrive at the correct solution. Similarly, we find that this type of implicit supervision through feedback from a teacher model of the same size improves the reasoning capabilities of the student model. In particular, on average, our method shows a 3.85% improvement over zero-shot baselines across benchmarks, and on MATH-500, AIME and GPQA-Diamond it shows 2.08%, 2.23% and 3.99% improvements over the vanilla-GRPO baseline. Source code is available at https://github.com/3rdAT/ThinkTuning.

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

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.

Recent legislation has led to interest in machine unlearning, i.e., removing specific training samples from a predictive model as if they never existed in the training dataset. Unlearning may also be required due to corrupted/adversarial data or simply a user's updated privacy requirement. For models which require no training (k-NN), simply deleting the closest original sample can be effective. But this idea is inapplicable to models which learn richer representations. Recent ideas leveraging optimization-based updates scale poorly with the model dimension d, due to inverting the Hessian of the loss function. We use a variant of a new conditional independence coefficient, L-CODEC, to identify a subset of the model parameters with the most semantic overlap on an individual sample level. Our approach completely avoids the need to invert a (possibly) huge matrix. By utilizing a Markov blanket selection, we premise that L-CODEC is also suitable for deep unlearning, as well as other applications in vision. Compared to alternatives, L-CODEC makes approximate unlearning possible in settings that would otherwise be infeasible, including vision models used for face recognition, person re-identification and NLP models that may require unlearning samples identified for exclusion. Code can be found at https://github.com/vsingh-group/LCODEC-deep-unlearning/

Machine unlearning aims to remove information derived from forgotten data while preserving that of the remaining dataset in a well-trained model. With the increasing emphasis on data privacy, several approaches to machine unlearning have emerged. However, these methods typically rely on complete supervision throughout the unlearning process. Unfortunately, obtaining such supervision, whether for the forgetting or remaining data, can be impractical due to the substantial cost associated with annotating real-world datasets. This challenge prompts us to propose a supervision-free unlearning approach that operates without the need for labels during the unlearning process. Specifically, we introduce a variational approach to approximate the distribution of representations for the remaining data. Leveraging this approximation, we adapt the original model to eliminate information from the forgotten data at the representation level. To further address the issue of lacking supervision information, which hinders alignment with ground truth, we introduce a contrastive loss to facilitate the matching of representations between the remaining data and those of the original model, thus preserving predictive performance. Experimental results across various unlearning tasks demonstrate the effectiveness of our proposed method, Label-Agnostic Forgetting (LAF) without using any labels, which achieves comparable performance to state-of-the-art methods that rely on full supervision information. Furthermore, our approach excels in semi-supervised scenarios, leveraging limited supervision information to outperform fully supervised baselines. This work not only showcases the viability of supervision-free unlearning in deep models but also opens up a new possibility for future research in unlearning at the representation level.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

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.

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

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

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.

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

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

Machine unlearning is the process of efficiently removing the influence of a training data instance from a trained machine learning model without retraining it from scratch. A popular subclass of unlearning approaches is exact machine unlearning, which focuses on techniques that explicitly guarantee the removal of the influence of a data instance from a model. Exact unlearning approaches use a machine learning model in which individual components are trained on disjoint subsets of the data. During deletion, exact unlearning approaches only retrain the affected components rather than the entire model. While existing approaches reduce retraining costs, it can still be expensive for an organization to retrain a model component as it requires halting a system in production, which leads to service failure and adversely impacts customers. To address these challenges, we introduce an exact unlearning framework -- Sequence-aware Sharded Sliced Training (S3T), designed to enhance the deletion capabilities of an exact unlearning system while minimizing the impact on model's performance. At the core of S3T, we utilize a lightweight parameter-efficient fine-tuning approach that enables parameter isolation by sequentially training layers with disjoint data slices. This enables efficient unlearning by simply deactivating the layers affected by data deletion. Furthermore, to reduce the retraining cost and improve model performance, we train the model on multiple data sequences, which allows S3T to handle an increased number of deletion requests. Both theoretically and empirically, we demonstrate that S3T attains superior deletion capabilities and enhanced performance compared to baselines across a wide range of settings.

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

Given an unconditional diffusion model and a predictor for a target property of interest (e.g., a classifier), the goal of training-free guidance is to generate samples with desirable target properties without additional training. Existing methods, though effective in various individual applications, often lack theoretical grounding and rigorous testing on extensive benchmarks. As a result, they could even fail on simple tasks, and applying them to a new problem becomes unavoidably difficult. This paper introduces a novel algorithmic framework encompassing existing methods as special cases, unifying the study of training-free guidance into the analysis of an algorithm-agnostic design space. Via theoretical and empirical investigation, we propose an efficient and effective hyper-parameter searching strategy that can be readily applied to any downstream task. We systematically benchmark across 7 diffusion models on 16 tasks with 40 targets, and improve performance by 8.5% on average. Our framework and benchmark offer a solid foundation for conditional generation in a training-free manner.

Scaling multilingual representation learning beyond the hundred most frequent languages is challenging, in particular to cover the long tail of low-resource languages. A promising approach has been to train one-for-all multilingual models capable of cross-lingual transfer, but these models often suffer from insufficient capacity and interference between unrelated languages. Instead, we move away from this approach and focus on training multiple language (family) specific representations, but most prominently enable all languages to still be encoded in the same representational space. To achieve this, we focus on teacher-student training, allowing all encoders to be mutually compatible for bitext mining, and enabling fast learning of new languages. We introduce a new teacher-student training scheme which combines supervised and self-supervised training, allowing encoders to take advantage of monolingual training data, which is valuable in the low-resource setting. Our approach significantly outperforms the original LASER encoder. We study very low-resource languages and handle 50 African languages, many of which are not covered by any other model. For these languages, we train sentence encoders, mine bitexts, and validate the bitexts by training NMT systems.

Prior work has shown that finetuning large language models (LLMs) using machine-generated instruction-following data enables such models to achieve remarkable zero-shot capabilities on new tasks, and no human-written instructions are needed. In this paper, we present the first attempt to use GPT-4 to generate instruction-following data for LLM finetuning. Our early experiments on instruction-tuned LLaMA models show that the 52K English and Chinese instruction-following data generated by GPT-4 leads to superior zero-shot performance on new tasks to the instruction-following data generated by previous state-of-the-art models. We also collect feedback and comparison data from GPT-4 to enable a comprehensive evaluation and reward model training. We make our data generated using GPT-4 as well as our codebase publicly available.

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

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

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

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.

Knowledge distillation (KD) is widely used to train small, high-performing student language models (LMs) using large teacher LMs. While effective in fine-tuning, KD during pre-training faces challenges in efficiency, flexibility, and effectiveness. Existing methods either incur high computational costs due to online teacher inference, require tokenization matching between teacher and student LMs, or risk losing the difficulty and diversity of the teacher-generated training data. To address these issues, we propose MiniPLM, a KD framework for pre-training LMs by refining the training data distribution with the teacher's knowledge. For efficiency, MiniPLM performs offline teacher LM inference, allowing KD for multiple student LMs without adding training-time costs. For flexibility, MiniPLM operates solely on the training corpus, enabling KD across model families. For effectiveness, MiniPLM leverages the differences between large and small LMs to enhance the difficulty and diversity of the training data, helping student LMs acquire versatile and sophisticated knowledge. Extensive experiments demonstrate that MiniPLM boosts the student LMs' performance on 9 widely used downstream tasks, improves the language modeling capabilities, and reduces pre-training computation. The benefit of MiniPLM extends to large pre-training scales, evidenced by the extrapolation of the scaling curves. Further analysis reveals that MiniPLM supports KD across model families and enhances the utilization of pre-training data. Our model, code, and data are available at https://github.com/thu-coai/MiniPLM.

Layer-wise distillation is a powerful tool to compress large models (i.e. teacher models) into small ones (i.e., student models). The student distills knowledge from the teacher by mimicking the hidden representations of the teacher at every intermediate layer. However, layer-wise distillation is difficult. Since the student has a smaller model capacity than the teacher, it is often under-fitted. Furthermore, the hidden representations of the teacher contain redundant information that the student does not necessarily need for the target task's learning. To address these challenges, we propose a novel Task-aware layEr-wise Distillation (TED). TED designs task-aware filters to align the hidden representations of the student and the teacher at each layer. The filters select the knowledge that is useful for the target task from the hidden representations. As such, TED reduces the knowledge gap between the two models and helps the student to fit better on the target task. We evaluate TED in two scenarios: continual pre-training and fine-tuning. TED demonstrates significant and consistent improvements over existing distillation methods in both scenarios. Code is available at https://github.com/cliang1453/task-aware-distillation.

Chat models (i.e. language models trained to follow instructions through conversation with humans) outperform base models (i.e. trained solely on unlabeled data) in both conversation and general task-solving abilities. These models are generally English-centric and require further adaptation for languages that are underrepresented in or absent from their training data. A common technique for adapting base models is to extend the model's vocabulary with target language tokens, i.e. vocabulary expansion (VE), and then continually pre-train it on language-specific data. Using chat data is ideal for chat model adaptation, but often, either this does not exist or is costly to construct. Alternatively, adapting chat models with unlabeled data is a possible solution, but it could result in catastrophic forgetting. In this paper, we investigate the impact of using unlabeled target language data for VE on chat models for the first time. We first show that off-the-shelf VE generally performs well across target language tasks and models in 71% of cases, though it underperforms in scenarios where source chat models are already strong. To further improve adapted models, we propose post-hoc techniques that inject information from the source model without requiring any further training. Experiments reveal the effectiveness of our methods, helping the adapted models to achieve performance improvements in 87% of cases.

Voice assistants, such as Siri and Google Assistant, typically model audio and text separately, resulting in lost speech information and increased complexity. Recent efforts to address this with end-to-end Speech Large Language Models (LLMs) trained with supervised finetuning (SFT) have led to models ``forgetting" capabilities from text-only LLMs. Our work proposes an alternative paradigm for training Speech LLMs without instruction data, using the response of a text-only LLM to transcripts as self-supervision. Importantly, this process can be performed without annotated responses. We show that our Distilled Voice Assistant (DiVA) generalizes to Spoken Question Answering, Classification, and Translation. Furthermore, we show that DiVA better meets user preferences, achieving a 72\% win rate compared with state-of-the-art models like Qwen 2 Audio, despite using >100x less training compute.

Recent advances in one-step generative models typically follow a two-stage process: first training a teacher diffusion model and then distilling it into a one-step student model. This distillation process traditionally relies on both the teacher model's score function to compute the distillation loss and its weights for student initialization. In this paper, we explore whether one-step generative models can be trained directly without this distillation process. First, we show that the teacher's score function is not essential and propose a family of distillation methods that achieve competitive results without relying on score estimation. Next, we demonstrate that initialization from teacher weights is indispensable in successful training. Surprisingly, we find that this benefit is not due to improved ``input-output" mapping but rather the learned feature representations, which dominate distillation quality. Our findings provide a better understanding of the role of initialization in one-step model training and its impact on distillation quality.

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.

Knowledge distillation(KD) is a common approach to improve model performance in automatic speech recognition (ASR), where a student model is trained to imitate the output behaviour of a teacher model. However, traditional KD methods suffer from teacher label storage issue, especially when the training corpora are large. Although on-the-fly teacher label generation tackles this issue, the training speed is significantly slower as the teacher model has to be evaluated every batch. In this paper, we reformulate the generation of teacher label as a codec problem. We propose a novel Multi-codebook Vector Quantization (MVQ) approach that compresses teacher embeddings to codebook indexes (CI). Based on this, a KD training framework (MVQ-KD) is proposed where a student model predicts the CI generated from the embeddings of a self-supervised pre-trained teacher model. Experiments on the LibriSpeech clean-100 hour show that MVQ-KD framework achieves comparable performance as traditional KD methods (l1, l2), while requiring 256 times less storage. When the full LibriSpeech dataset is used, MVQ-KD framework results in 13.8% and 8.2% relative word error rate reductions (WERRs) for non -streaming transducer on test-clean and test-other and 4.0% and 4.9% for streaming transducer. The implementation of this work is already released as a part of the open-source project icefall.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

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.

Recent advances in automatic speech recognition (ASR) often rely on large speech foundation models for generating high-quality transcriptions. However, these models can be impractical due to limited computing resources. The situation is even more severe in terms of more realistic or difficult scenarios, such as code-switching ASR (CS-ASR). To address this, we present a framework for developing more efficient models for CS-ASR through knowledge distillation using realistic speech-only data. Our proposed method, Leave No Knowledge Behind During Knowledge Distillation (K^2D), leverages both the teacher model's knowledge and additional insights from a small auxiliary model. We evaluate our approach on two in-domain and two out-domain datasets, demonstrating that K^2D is effective. By conducting K^2D on the unlabeled realistic data, we have successfully obtained a 2-time smaller model with 5-time faster generation speed while outperforming the baseline methods and the teacher model on all the testing sets. We have made our model publicly available on Hugging Face (https://huggingface.co/andybi7676/k2d-whisper.zh-en).

Methods for learning from demonstration (LfD) have shown success in acquiring behavior policies by imitating a user. However, even for a single task, LfD may require numerous demonstrations. For versatile agents that must learn many tasks via demonstration, this process would substantially burden the user if each task were learned in isolation. To address this challenge, we introduce the novel problem of lifelong learning from demonstration, which allows the agent to continually build upon knowledge learned from previously demonstrated tasks to accelerate the learning of new tasks, reducing the amount of demonstrations required. As one solution to this problem, we propose the first lifelong learning approach to inverse reinforcement learning, which learns consecutive tasks via demonstration, continually transferring knowledge between tasks to improve performance.