Daily Papers

In the realm of web agent research, achieving both generalization and accuracy remains a challenging problem. Due to high variance in website structure, existing approaches often fail. Moreover, existing fine-tuning and in-context learning techniques fail to generalize across multiple websites. We introduce Wilbur, an approach that uses a differentiable ranking model and a novel instruction synthesis technique to optimally populate a black-box large language model's prompt with task demonstrations from previous runs. To maximize end-to-end success rates, we also propose an intelligent backtracking mechanism that learns and recovers from its mistakes. Finally, we show that our ranking model can be trained on data from a generative auto-curriculum which samples representative goals from an LLM, runs the agent, and automatically evaluates it, with no manual annotation. Wilbur achieves state-of-the-art results on the WebVoyager benchmark, beating text-only models by 8% overall, and up to 36% on certain websites. On the same benchmark, Wilbur is within 5% of a strong multi-modal model despite only receiving textual inputs, and further analysis reveals a substantial number of failures are due to engineering challenges of operating the web.

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.

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.

This paper investigates the intriguing question of whether we can create learning algorithms that automatically generate training data, learning environments, and curricula in order to help AI agents rapidly learn. We show that such algorithms are possible via Generative Teaching Networks (GTNs), a general approach that is, in theory, applicable to supervised, unsupervised, and reinforcement learning, although our experiments only focus on the supervised case. GTNs are deep neural networks that generate data and/or training environments that a learner (e.g. a freshly initialized neural network) trains on for a few SGD steps before being tested on a target task. We then differentiate through the entire learning process via meta-gradients to update the GTN parameters to improve performance on the target task. GTNs have the beneficial property that they can theoretically generate any type of data or training environment, making their potential impact large. This paper introduces GTNs, discusses their potential, and showcases that they can substantially accelerate learning. We also demonstrate a practical and exciting application of GTNs: accelerating the evaluation of candidate architectures for neural architecture search (NAS), which is rate-limited by such evaluations, enabling massive speed-ups in NAS. GTN-NAS improves the NAS state of the art, finding higher performing architectures when controlling for the search proposal mechanism. GTN-NAS also is competitive with the overall state of the art approaches, which achieve top performance while using orders of magnitude less computation than typical NAS methods. Speculating forward, GTNs may represent a first step toward the ambitious goal of algorithms that generate their own training data and, in doing so, open a variety of interesting new research questions and directions.

The superior performance of modern deep networks usually comes with a costly training procedure. This paper presents a new curriculum learning approach for the efficient training of visual backbones (e.g., vision Transformers). Our work is inspired by the inherent learning dynamics of deep networks: we experimentally show that at an earlier training stage, the model mainly learns to recognize some 'easier-to-learn' discriminative patterns within each example, e.g., the lower-frequency components of images and the original information before data augmentation. Driven by this phenomenon, we propose a curriculum where the model always leverages all the training data at each epoch, while the curriculum starts with only exposing the 'easier-to-learn' patterns of each example, and introduces gradually more difficult patterns. To implement this idea, we 1) introduce a cropping operation in the Fourier spectrum of the inputs, which enables the model to learn from only the lower-frequency components efficiently, 2) demonstrate that exposing the features of original images amounts to adopting weaker data augmentation, and 3) integrate 1) and 2) and design a curriculum learning schedule with a greedy-search algorithm. The resulting approach, EfficientTrain, is simple, general, yet surprisingly effective. As an off-the-shelf method, it reduces the wall-time training cost of a wide variety of popular models (e.g., ResNet, ConvNeXt, DeiT, PVT, Swin, and CSWin) by >1.5x on ImageNet-1K/22K without sacrificing accuracy. It is also effective for self-supervised learning (e.g., MAE). Code is available at https://github.com/LeapLabTHU/EfficientTrain.

Recently, parallel text generation has received widespread attention due to its success in generation efficiency. Although many advanced techniques are proposed to improve its generation quality, they still need the help of an autoregressive model for training to overcome the one-to-many multi-modal phenomenon in the dataset, limiting their applications. In this paper, we propose latent-GLAT, which employs the discrete latent variables to capture word categorical information and invoke an advanced curriculum learning technique, alleviating the multi-modality problem. Experiment results show that our method outperforms strong baselines without the help of an autoregressive model, which further broadens the application scenarios of the parallel decoding paradigm.

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.

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.

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

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.

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

Latent variable generative models have emerged as powerful tools for generative tasks including image and video synthesis. These models are enabled by pretrained autoencoders that map high resolution data into a compressed lower dimensional latent space, where the generative models can subsequently be developed while requiring fewer computational resources. Despite their effectiveness, the direct application of latent variable models to higher dimensional domains such as videos continues to pose challenges for efficient training and inference. In this paper, we propose an autoencoder that projects volumetric data onto a four-plane factorized latent space that grows sublinearly with the input size, making it ideal for higher dimensional data like videos. The design of our factorized model supports straightforward adoption in a number of conditional generation tasks with latent diffusion models (LDMs), such as class-conditional generation, frame prediction, and video interpolation. Our results show that the proposed four-plane latent space retains a rich representation needed for high-fidelity reconstructions despite the heavy compression, while simultaneously enabling LDMs to operate with significant improvements in speed and memory.

In this work, we introduce a self-supervised feature representation learning framework DreamTeacher that utilizes generative networks for pre-training downstream image backbones. We propose to distill knowledge from a trained generative model into standard image backbones that have been well engineered for specific perception tasks. We investigate two types of knowledge distillation: 1) distilling learned generative features onto target image backbones as an alternative to pretraining these backbones on large labeled datasets such as ImageNet, and 2) distilling labels obtained from generative networks with task heads onto logits of target backbones. We perform extensive analyses on multiple generative models, dense prediction benchmarks, and several pre-training regimes. We empirically find that our DreamTeacher significantly outperforms existing self-supervised representation learning approaches across the board. Unsupervised ImageNet pre-training with DreamTeacher leads to significant improvements over ImageNet classification pre-training on downstream datasets, showcasing generative models, and diffusion generative models specifically, as a promising approach to representation learning on large, diverse datasets without requiring manual annotation.

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

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

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.

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.

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.

Generative AI has experienced remarkable growth in recent years, leading to a wide array of applications across diverse domains. In this paper, we present a comprehensive survey of more than 350 generative AI applications, providing a structured taxonomy and concise descriptions of various unimodal and even multimodal generative AIs. The survey is organized into sections, covering a wide range of unimodal generative AI applications such as text, images, video, gaming and brain information. Our survey aims to serve as a valuable resource for researchers and practitioners to navigate the rapidly expanding landscape of generative AI, facilitating a better understanding of the current state-of-the-art and fostering further innovation in the field.

Large language models (LLMs) can perform a wide range of tasks by following natural language instructions, without the necessity of task-specific fine-tuning. Unfortunately, the performance of LLMs is greatly influenced by the quality of these instructions, and manually writing effective instructions for each task is a laborious and subjective process. In this paper, we introduce Auto-Instruct, a novel method to automatically improve the quality of instructions provided to LLMs. Our method leverages the inherent generative ability of LLMs to produce diverse candidate instructions for a given task, and then ranks them using a scoring model trained on a variety of 575 existing NLP tasks. In experiments on 118 out-of-domain tasks, Auto-Instruct surpasses both human-written instructions and existing baselines of LLM-generated instructions. Furthermore, our method exhibits notable generalizability even with other LLMs that are not incorporated into its training process.

Diffusion-based generative models have emerged as powerful tools in the realm of generative modeling. Despite extensive research on denoising across various timesteps and noise levels, a conflict persists regarding the relative difficulties of the denoising tasks. While various studies argue that lower timesteps present more challenging tasks, others contend that higher timesteps are more difficult. To address this conflict, our study undertakes a comprehensive examination of task difficulties, focusing on convergence behavior and changes in relative entropy between consecutive probability distributions across timesteps. Our observational study reveals that denoising at earlier timesteps poses challenges characterized by slower convergence and higher relative entropy, indicating increased task difficulty at these lower timesteps. Building on these observations, we introduce an easy-to-hard learning scheme, drawing from curriculum learning, to enhance the training process of diffusion models. By organizing timesteps or noise levels into clusters and training models with ascending orders of difficulty, we facilitate an order-aware training regime, progressing from easier to harder denoising tasks, thereby deviating from the conventional approach of training diffusion models simultaneously across all timesteps. Our approach leads to improved performance and faster convergence by leveraging benefits of curriculum learning, while maintaining orthogonality with existing improvements in diffusion training techniques. We validate these advantages through comprehensive experiments in image generation tasks, including unconditional, class-conditional, and text-to-image generation.

Deep Generative AI has been a long-standing essential topic in the machine learning community, which can impact a number of application areas like text generation and computer vision. The major paradigm to train a generative model is maximum likelihood estimation, which pushes the learner to capture and approximate the target data distribution by decreasing the divergence between the model distribution and the target distribution. This formulation successfully establishes the objective of generative tasks, while it is incapable of satisfying all the requirements that a user might expect from a generative model. Reinforcement learning, serving as a competitive option to inject new training signals by creating new objectives that exploit novel signals, has demonstrated its power and flexibility to incorporate human inductive bias from multiple angles, such as adversarial learning, hand-designed rules and learned reward model to build a performant model. Thereby, reinforcement learning has become a trending research field and has stretched the limits of generative AI in both model design and application. It is reasonable to summarize and conclude advances in recent years with a comprehensive review. Although there are surveys in different application areas recently, this survey aims to shed light on a high-level review that spans a range of application areas. We provide a rigorous taxonomy in this area and make sufficient coverage on various models and applications. Notably, we also surveyed the fast-developing large language model area. We conclude this survey by showing the potential directions that might tackle the limit of current models and expand the frontiers for generative AI.

AI creation, such as poem or lyrics generation, has attracted increasing attention from both industry and academic communities, with many promising models proposed in the past few years. Existing methods usually estimate the outputs based on single and independent visual or textual information. However, in reality, humans usually make creations according to their experiences, which may involve different modalities and be sequentially correlated. To model such human capabilities, in this paper, we define and solve a novel AI creation problem based on human experiences. More specifically, we study how to generate texts based on sequential multi-modal information. Compared with the previous works, this task is much more difficult because the designed model has to well understand and adapt the semantics among different modalities and effectively convert them into the output in a sequential manner. To alleviate these difficulties, we firstly design a multi-channel sequence-to-sequence architecture equipped with a multi-modal attention network. For more effective optimization, we then propose a curriculum negative sampling strategy tailored for the sequential inputs. To benchmark this problem and demonstrate the effectiveness of our model, we manually labeled a new multi-modal experience dataset. With this dataset, we conduct extensive experiments by comparing our model with a series of representative baselines, where we can demonstrate significant improvements in our model based on both automatic and human-centered metrics. The code and data are available at: https://github.com/Aman-4-Real/MMTG.

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.

Generative models offer a scalable and flexible paradigm for simulating complex environments, yet current approaches fall short in addressing the domain-specific requirements of autonomous driving - such as multi-agent interactions, fine-grained control, and multi-camera consistency. We introduce GAIA-2, Generative AI for Autonomy, a latent diffusion world model that unifies these capabilities within a single generative framework. GAIA-2 supports controllable video generation conditioned on a rich set of structured inputs: ego-vehicle dynamics, agent configurations, environmental factors, and road semantics. It generates high-resolution, spatiotemporally consistent multi-camera videos across geographically diverse driving environments (UK, US, Germany). The model integrates both structured conditioning and external latent embeddings (e.g., from a proprietary driving model) to facilitate flexible and semantically grounded scene synthesis. Through this integration, GAIA-2 enables scalable simulation of both common and rare driving scenarios, advancing the use of generative world models as a core tool in the development of autonomous systems. Videos are available at https://wayve.ai/thinking/gaia-2.

Beginning with text and images, generative AI has expanded to audio, video, computer code, and molecules. Yet, if generative AI is the answer, what is the question? We explore the foundations of generation as a distinct machine learning task with connections to prediction, compression, and decision-making. We survey five major generative model families: autoregressive models, variational autoencoders, normalizing flows, generative adversarial networks, and diffusion models. We then introduce a probabilistic framework that emphasizes the distinction between density estimation and generation. We review a game-theoretic framework with a two-player adversary-learner setup to study generation. We discuss post-training modifications that prepare generative models for deployment. We end by highlighting some important topics in socially responsible generation such as privacy, detection of AI-generated content, and copyright and IP. We adopt a task-first framing of generation, focusing on what generation is as a machine learning problem, rather than only on how models implement it.

With the growing interest in pretrained vision-language models like CLIP, recent research has focused on adapting these models to downstream tasks. Despite achieving promising results, most existing methods require labeled data for all classes, which may not hold in real-world applications due to the long tail and Zipf's law. For example, some classes may lack labeled data entirely, such as emerging concepts. To address this problem, we propose a plug-and-play generative approach called SyntHesIzed Prompts~(SHIP) to improve existing fine-tuning methods. Specifically, we follow variational autoencoders to introduce a generator that reconstructs the visual features by inputting the synthesized prompts and the corresponding class names to the textual encoder of CLIP. In this manner, we easily obtain the synthesized features for the remaining label-only classes. Thereafter, we fine-tune CLIP with off-the-shelf methods by combining labeled and synthesized features. Extensive experiments on base-to-new generalization, cross-dataset transfer learning, and generalized zero-shot learning demonstrate the superiority of our approach. The code is available at https://github.com/mrflogs/SHIP.

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

Generative models have recently exhibited exceptional capabilities in various scenarios, for example, image generation based on text description. In this work, we focus on the task of generating a series of coherent image sequence based on a given storyline, denoted as open-ended visual storytelling. We make the following three contributions: (i) to fulfill the task of visual storytelling, we introduce two modules into a pre-trained stable diffusion model, and construct an auto-regressive image generator, termed as StoryGen, that enables to generate the current frame by conditioning on both a text prompt and a preceding frame; (ii) to train our proposed model, we collect paired image and text samples by sourcing from various online sources, such as videos, E-books, and establish a data processing pipeline for constructing a diverse dataset, named StorySalon, with a far larger vocabulary than existing animation-specific datasets; (iii) we adopt a three-stage curriculum training strategy, that enables style transfer, visual context conditioning, and human feedback alignment, respectively. Quantitative experiments and human evaluation have validated the superiority of our proposed model, in terms of image quality, style consistency, content consistency, and visual-language alignment. We will make the code, model, and dataset publicly available to the research community.

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.

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.

Powerful generative models, particularly in Natural Language Modelling, are commonly trained by maximizing a variational lower bound on the data log likelihood. These models often suffer from poor use of their latent variable, with ad-hoc annealing factors used to encourage retention of information in the latent variable. We discuss an alternative and general approach to latent variable modelling, based on an objective that combines the data log likelihood as well as the likelihood of a perfect reconstruction through an autoencoder. Tying these together ensures by design that the latent variable captures information about the observations, whilst retaining the ability to generate well. Interestingly, though this approach is a priori unrelated to VAEs, the lower bound attained is identical to the standard VAE bound but with the addition of a simple pre-factor; thus, providing a formal interpretation of the commonly used, ad-hoc pre-factors in training VAEs.

Large monolithic generative models trained on massive amounts of data have become an increasingly dominant approach in AI research. In this paper, we argue that we should instead construct large generative systems by composing smaller generative models together. We show how such a compositional generative approach enables us to learn distributions in a more data-efficient manner, enabling generalization to parts of the data distribution unseen at training time. We further show how this enables us to program and construct new generative models for tasks completely unseen at training. Finally, we show that in many cases, we can discover separate compositional components from data.

Self-supervised learning excels at learning representations from large amounts of data. At the same time, generative models offer the complementary property of learning information about the underlying data generation process. In this study, we aim at establishing a principled connection between these two paradigms and highlight the benefits of their complementarity. In particular, we perform an analysis of self-supervised learning objectives, elucidating the underlying probabilistic graphical models and presenting a standardized methodology for their derivation from first principles. The analysis suggests a natural means of integrating self-supervised learning with likelihood-based generative models. We instantiate this concept within the realm of cluster-based self-supervised learning and energy models, introducing a lower bound proven to reliably penalize the most important failure modes and unlocking full unification. Our theoretical findings are substantiated through experiments on synthetic and real-world data, including SVHN, CIFAR10, and CIFAR100, demonstrating that our objective function allows to jointly train a backbone network in a discriminative and generative fashion, consequently outperforming existing self-supervised learning strategies in terms of clustering, generation and out-of-distribution detection performance by a wide margin. We also demonstrate that the solution can be integrated into a neuro-symbolic framework to tackle a simple yet non-trivial instantiation of the symbol grounding problem. The code is publicly available at https://github.com/emsansone/GEDI.

Generative AI and large language models have the potential to drastically improve the landscape of computing education by automatically generating personalized feedback and content. Recent works have studied the capabilities of these models for different programming education scenarios; however, these works considered only text-based programming, in particular, Python programming. Consequently, they leave open the question of how well these models would perform in visual programming domains popularly used for K-8 programming education. The main research question we study is: Do state-of-the-art generative models show advanced capabilities in visual programming on par with their capabilities in text-based Python programming? In our work, we evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, in visual programming domains for various scenarios and assess performance using expert-based annotations. In particular, we base our evaluation using reference tasks from the domains of Hour of Code: Maze Challenge by Code-dot-org and Karel. Our results show that these models perform poorly and struggle to combine spatial, logical, and programming skills crucial for visual programming. These results also provide exciting directions for future work on developing techniques to improve the performance of generative models in visual programming.

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

We introduce a framework for automatically defining and learning deep generative models with problem-specific structure. We tackle problem domains that are more traditionally solved by algorithms such as sorting, constraint satisfaction for Sudoku, and matrix factorization. Concretely, we train diffusion models with an architecture tailored to the problem specification. This problem specification should contain a graphical model describing relationships between variables, and often benefits from explicit representation of subcomputations. Permutation invariances can also be exploited. Across a diverse set of experiments we improve the scaling relationship between problem dimension and our model's performance, in terms of both training time and final accuracy. Our code can be found at https://github.com/plai-group/gsdm.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

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.

The rapid development of Large Language Models (LLMs) has substantially expanded the range of tasks they can address. In the field of Natural Language Processing (NLP), researchers have shifted their focus from conventional NLP tasks (e.g., sequence tagging and parsing) towards tasks that revolve around aligning with human needs (e.g., brainstorming and email writing). This shift in task distribution imposes new requirements on evaluating these aligned models regarding generality (i.e., assessing performance across diverse scenarios), flexibility (i.e., examining under different protocols), and interpretability (i.e., scrutinizing models with explanations). In this paper, we propose a generative judge with 13B parameters, Auto-J, designed to address these challenges. Our model is trained on user queries and LLM-generated responses under massive real-world scenarios and accommodates diverse evaluation protocols (e.g., pairwise response comparison and single-response evaluation) with well-structured natural language critiques. To demonstrate the efficacy of our approach, we construct a new testbed covering 58 different scenarios. Experimentally, Auto-J outperforms a series of strong competitors, including both open-source and closed-source models, by a large margin. We also provide detailed analysis and case studies to further reveal the potential of our method and make a variety of resources public at https://github.com/GAIR-NLP/auto-j.

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.

Probabilistic Circuits (PCs) are a unified framework for tractable probabilistic models that support efficient computation of various probabilistic queries (e.g., marginal probabilities). One key challenge is to scale PCs to model large and high-dimensional real-world datasets: we observe that as the number of parameters in PCs increases, their performance immediately plateaus. This phenomenon suggests that the existing optimizers fail to exploit the full expressive power of large PCs. We propose to overcome such bottleneck by latent variable distillation: we leverage the less tractable but more expressive deep generative models to provide extra supervision over the latent variables of PCs. Specifically, we extract information from Transformer-based generative models to assign values to latent variables of PCs, providing guidance to PC optimizers. Experiments on both image and language modeling benchmarks (e.g., ImageNet and WikiText-2) show that latent variable distillation substantially boosts the performance of large PCs compared to their counterparts without latent variable distillation. In particular, on the image modeling benchmarks, PCs achieve competitive performance against some of the widely-used deep generative models, including variational autoencoders and flow-based models, opening up new avenues for tractable generative modeling.

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 field of deep generative modeling has grown rapidly and consistently over the years. With the availability of massive amounts of training data coupled with advances in scalable unsupervised learning paradigms, recent large-scale generative models show tremendous promise in synthesizing high-resolution images and text, as well as structured data such as videos and molecules. However, we argue that current large-scale generative AI models do not sufficiently address several fundamental issues that hinder their widespread adoption across domains. In this work, we aim to identify key unresolved challenges in modern generative AI paradigms that should be tackled to further enhance their capabilities, versatility, and reliability. By identifying these challenges, we aim to provide researchers with valuable insights for exploring fruitful research directions, thereby fostering the development of more robust and accessible generative AI solutions.

Generative autoencoders offer a promising approach for controllable text generation by leveraging their latent sentence representations. However, current models struggle to maintain coherent latent spaces required to perform meaningful text manipulations via latent vector operations. Specifically, we demonstrate by example that neural encoders do not necessarily map similar sentences to nearby latent vectors. A theoretical explanation for this phenomenon establishes that high capacity autoencoders can learn an arbitrary mapping between sequences and associated latent representations. To remedy this issue, we augment adversarial autoencoders with a denoising objective where original sentences are reconstructed from perturbed versions (referred to as DAAE). We prove that this simple modification guides the latent space geometry of the resulting model by encouraging the encoder to map similar texts to similar latent representations. In empirical comparisons with various types of autoencoders, our model provides the best trade-off between generation quality and reconstruction capacity. Moreover, the improved geometry of the DAAE latent space enables zero-shot text style transfer via simple latent vector arithmetic.

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

Latent-based image generative models, such as Latent Diffusion Models (LDMs) and Mask Image Models (MIMs), have achieved notable success in image generation tasks. These models typically leverage reconstructive autoencoders like VQGAN or VAE to encode pixels into a more compact latent space and learn the data distribution in the latent space instead of directly from pixels. However, this practice raises a pertinent question: Is it truly the optimal choice? In response, we begin with an intriguing observation: despite sharing the same latent space, autoregressive models significantly lag behind LDMs and MIMs in image generation. This finding contrasts sharply with the field of NLP, where the autoregressive model GPT has established a commanding presence. To address this discrepancy, we introduce a unified perspective on the relationship between latent space and generative models, emphasizing the stability of latent space in image generative modeling. Furthermore, we propose a simple but effective discrete image tokenizer to stabilize the latent space for image generative modeling. Experimental results show that image autoregressive modeling with our tokenizer (DiGIT) benefits both image understanding and image generation with the next token prediction principle, which is inherently straightforward for GPT models but challenging for other generative models. Remarkably, for the first time, a GPT-style autoregressive model for images outperforms LDMs, which also exhibits substantial improvement akin to GPT when scaling up model size. Our findings underscore the potential of an optimized latent space and the integration of discrete tokenization in advancing the capabilities of image generative models. The code is available at https://github.com/DAMO-NLP-SG/DiGIT.

In image generation, Multiple Latent Variable Generative Models (MLVGMs) employ multiple latent variables to gradually shape the final images, from global characteristics to finer and local details (e.g., StyleGAN, NVAE), emerging as powerful tools for diverse applications. Yet their generative dynamics remain only empirically observed, without a systematic understanding of each latent variable's impact. In this work, we propose a novel framework that quantifies the contribution of each latent variable using Mutual Information (MI) as a metric. Our analysis reveals that current MLVGMs often underutilize some latent variables, and provides actionable insights for their use in downstream applications. With this foundation, we introduce a method for generating synthetic data for Self-Supervised Contrastive Representation Learning (SSCRL). By leveraging the hierarchical and disentangled variables of MLVGMs, our approach produces diverse and semantically meaningful views without the need for real image data. Additionally, we introduce a Continuous Sampling (CS) strategy, where the generator dynamically creates new samples during SSCRL training, greatly increasing data variability. Our comprehensive experiments demonstrate the effectiveness of these contributions, showing that MLVGMs' generated views compete on par with or even surpass views generated from real data. This work establishes a principled approach to understanding and exploiting MLVGMs, advancing both generative modeling and self-supervised learning. Code and pre-trained models at: https://github.com/SerezD/mi_ml_gen.

Generative AI and large language models hold great promise in enhancing programming education by automatically generating individualized feedback for students. We investigate the role of generative AI models in providing human tutor-style programming hints to help students resolve errors in their buggy programs. Recent works have benchmarked state-of-the-art models for various feedback generation scenarios; however, their overall quality is still inferior to human tutors and not yet ready for real-world deployment. In this paper, we seek to push the limits of generative AI models toward providing high-quality programming hints and develop a novel technique, GPT4Hints-GPT3.5Val. As a first step, our technique leverages GPT-4 as a ``tutor'' model to generate hints -- it boosts the generative quality by using symbolic information of failing test cases and fixes in prompts. As a next step, our technique leverages GPT-3.5, a weaker model, as a ``student'' model to further validate the hint quality -- it performs an automatic quality validation by simulating the potential utility of providing this feedback. We show the efficacy of our technique via extensive evaluation using three real-world datasets of Python programs covering a variety of concepts ranging from basic algorithms to regular expressions and data analysis using pandas library.

In autonomous driving, traditional Computer Vision (CV) agents often struggle in unfamiliar situations due to biases in the training data. Deep Reinforcement Learning (DRL) agents address this by learning from experience and maximizing rewards, which helps them adapt to dynamic environments. However, ensuring their generalization remains challenging, especially with static training environments. Additionally, DRL models lack transparency, making it difficult to guarantee safety in all scenarios, particularly those not seen during training. To tackle these issues, we propose a method that combines DRL with Curriculum Learning for autonomous driving. Our approach uses a Proximal Policy Optimization (PPO) agent and a Variational Autoencoder (VAE) to learn safe driving in the CARLA simulator. The agent is trained using two-fold curriculum learning, progressively increasing environment difficulty and incorporating a collision penalty in the reward function to promote safety. This method improves the agent's adaptability and reliability in complex environments, and understand the nuances of balancing multiple reward components from different feedback signals in a single scalar reward function. Keywords: Computer Vision, Deep Reinforcement Learning, Variational Autoencoder, Proximal Policy Optimization, Curriculum Learning, Autonomous Driving.

Reinforcement learning with verifiable reward (RLVR) has become a promising paradigm for post-training large language models (LLMs) to improve their reasoning capability. However, when the rollout accuracy is low on hard problems, the reward becomes sparse, limiting learning efficiency and causing exploration bottlenecks. Existing approaches either rely on teacher models for distillation or filter out difficult problems, which limits scalability or restricts reasoning improvement through exploration. We propose EvoCoT, a self-evolving curriculum learning framework based on two-stage chain-of-thought (CoT) reasoning optimization. EvoCoT constrains the exploration space by self-generating and verifying CoT trajectories, then gradually shortens CoT steps to expand the space in a controlled way. The framework enables LLMs to stably learn from initially unsolved hard problems under sparse rewards. We apply EvoCoT to multiple LLM families, including Qwen, DeepSeek, and Llama. Experiments show that EvoCoT enables LLMs to solve previously unsolved problems, improves reasoning capability without external CoT supervision, and is compatible with various RL fine-tuning methods. We release the source code to support future research.

Can a generative model be trained to produce images from a specific domain, guided by a text prompt only, without seeing any image? In other words: can an image generator be trained "blindly"? Leveraging the semantic power of large scale Contrastive-Language-Image-Pre-training (CLIP) models, we present a text-driven method that allows shifting a generative model to new domains, without having to collect even a single image. We show that through natural language prompts and a few minutes of training, our method can adapt a generator across a multitude of domains characterized by diverse styles and shapes. Notably, many of these modifications would be difficult or outright impossible to reach with existing methods. We conduct an extensive set of experiments and comparisons across a wide range of domains. These demonstrate the effectiveness of our approach and show that our shifted models maintain the latent-space properties that make generative models appealing for downstream tasks.

Large-scale generative models are capable of producing high-quality images from detailed text descriptions. However, many aspects of an image are difficult or impossible to convey through text. We introduce self-guidance, a method that provides greater control over generated images by guiding the internal representations of diffusion models. We demonstrate that properties such as the shape, location, and appearance of objects can be extracted from these representations and used to steer sampling. Self-guidance works similarly to classifier guidance, but uses signals present in the pretrained model itself, requiring no additional models or training. We show how a simple set of properties can be composed to perform challenging image manipulations, such as modifying the position or size of objects, merging the appearance of objects in one image with the layout of another, composing objects from many images into one, and more. We also show that self-guidance can be used to edit real images. For results and an interactive demo, see our project page at https://dave.ml/selfguidance/

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

We propose CoT-Self-Instruct, a synthetic data generation method that instructs LLMs to first reason and plan via Chain-of-Thought (CoT) based on the given seed tasks, and then to generate a new synthetic prompt of similar quality and complexity for use in LLM training, followed by filtering for high-quality data with automatic metrics. In verifiable reasoning, our synthetic data significantly outperforms existing training datasets, such as s1k and OpenMathReasoning, across MATH500, AMC23, AIME24 and GPQA-Diamond. For non-verifiable instruction-following tasks, our method surpasses the performance of human or standard self-instruct prompts on both AlpacaEval 2.0 and Arena-Hard.

Solving math problems through verifiable languages such as Lean has significantly impacted both the mathematics and computer science communities. Current state-of-the-art models are often trained with expensive online Reinforcement Learning (RL) or expert iteration. However, these approaches rely on fixed problem sets, which causes inefficient training and limits the model to tackle complex problems. To overcome these limitations, we propose GAR: Generative Adversarial Reinforcement learning, a comprehensive RL training framework that jointly trains the problem composer and solver in an adversarial loop. GAR introduces an implicit curriculum learning mechanism, which aligns task difficulty with the prover's evolving capability. It thereby improves the training efficiency and enables stronger performance of proving advanced theorems. Experiments show that with GAR training, Goedel-Prover-V2-8B and DeepSeek-Prover-V2-7B achieve an average relative improvement in pass@32 of 4.20% on MiniF2F-Test benchmark, while DeepSeek-Prover-V2's pass@32 on ProofNet-Test increases from 22.58% to 25.81%. Beyond formal proving, GAR establishes a general RL paradigm for co-evolution of problem generation and solving under verifiable environments.

State-of-the-art flow models achieve remarkable quality but require slow, iterative sampling. To accelerate this, flow maps can be distilled from pre-trained teachers, a procedure that conventionally requires sampling from an external dataset. We argue that this data-dependency introduces a fundamental risk of Teacher-Data Mismatch, as a static dataset may provide an incomplete or even misaligned representation of the teacher's full generative capabilities. This leads us to question whether this reliance on data is truly necessary for successful flow map distillation. In this work, we explore a data-free alternative that samples only from the prior distribution, a distribution the teacher is guaranteed to follow by construction, thereby circumventing the mismatch risk entirely. To demonstrate the practical viability of this philosophy, we introduce a principled framework that learns to predict the teacher's sampling path while actively correcting for its own compounding errors to ensure high fidelity. Our approach surpasses all data-based counterparts and establishes a new state-of-the-art by a significant margin. Specifically, distilling from SiT-XL/2+REPA, our method reaches an impressive FID of 1.45 on ImageNet 256x256, and 1.49 on ImageNet 512x512, both with only 1 sampling step. We hope our work establishes a more robust paradigm for accelerating generative models and motivates the broader adoption of flow map distillation without data.

Recent advancements in prompt engineering strategies, such as Chain-of-Thought (CoT) and Self-Discover, have demonstrated significant potential in improving the reasoning abilities of Large Language Models (LLMs). However, these state-of-the-art (SOTA) prompting strategies rely on single or fixed set of static seed reasoning modules like "think step by step" or "break down this problem" intended to simulate human approach to problem-solving. This constraint limits the flexibility of models in tackling diverse problems effectively. In this paper, we introduce Auto-Evolve, a novel framework that enables LLMs to self-create dynamic reasoning modules and downstream action plan, resulting in significant improvements over current SOTA methods. We evaluate Auto-Evolve on the challenging BigBench-Hard (BBH) dataset with Claude 2.0, Claude 3 Sonnet, Mistral Large, and GPT 4, where it consistently outperforms the SOTA prompt strategies. Auto-Evolve outperforms CoT by up to 10.4% and on an average by 7% across these four models. Our framework introduces two innovations: a) Auto-Evolve dynamically generates reasoning modules for each task while aligning with human reasoning paradigm, thus eliminating the need for predefined templates. b) We introduce an iterative refinement component, that incrementally refines instruction guidance for LLMs and helps boost performance by average 2.8% compared to doing it in a single step.

Latent generative models have emerged as a leading approach for high-quality image synthesis. These models rely on an autoencoder to compress images into a latent space, followed by a generative model to learn the latent distribution. We identify that existing autoencoders lack equivariance to semantic-preserving transformations like scaling and rotation, resulting in complex latent spaces that hinder generative performance. To address this, we propose EQ-VAE, a simple regularization approach that enforces equivariance in the latent space, reducing its complexity without degrading reconstruction quality. By finetuning pre-trained autoencoders with EQ-VAE, we enhance the performance of several state-of-the-art generative models, including DiT, SiT, REPA and MaskGIT, achieving a 7 speedup on DiT-XL/2 with only five epochs of SD-VAE fine-tuning. EQ-VAE is compatible with both continuous and discrete autoencoders, thus offering a versatile enhancement for a wide range of latent generative models. Project page and code: https://eq-vae.github.io/.

With rapid advances in generative artificial intelligence, the text-to-music synthesis task has emerged as a promising direction for music generation from scratch. However, finer-grained control over multi-track generation remains an open challenge. Existing models exhibit strong raw generation capability but lack the flexibility to compose separate tracks and combine them in a controllable manner, differing from typical workflows of human composers. To address this issue, we propose JEN-1 Composer, a unified framework to efficiently model marginal, conditional, and joint distributions over multi-track music via a single model. JEN-1 Composer framework exhibits the capacity to seamlessly incorporate any diffusion-based music generation system, e.g. Jen-1, enhancing its capacity for versatile multi-track music generation. We introduce a curriculum training strategy aimed at incrementally instructing the model in the transition from single-track generation to the flexible generation of multi-track combinations. During the inference, users have the ability to iteratively produce and choose music tracks that meet their preferences, subsequently creating an entire musical composition incrementally following the proposed Human-AI co-composition workflow. Quantitative and qualitative assessments demonstrate state-of-the-art performance in controllable and high-fidelity multi-track music synthesis. The proposed JEN-1 Composer represents a significant advance toward interactive AI-facilitated music creation and composition. Demos will be available at https://jenmusic.ai/audio-demos.

In the quest for super-human performance, Large Language Models (LLMs) have traditionally been tethered to human-annotated datasets and predefined training objectives-a process that is both labor-intensive and inherently limited. This paper presents a transformative approach: Autonomous Learning for LLMs, a self-sufficient learning paradigm that frees models from the constraints of human supervision. This method endows LLMs with the ability to self-educate through direct interaction with text, akin to a human reading and comprehending literature. Our approach eliminates the reliance on annotated data, fostering an Autonomous Learning environment where the model independently identifies and reinforces its knowledge gaps. Empirical results from our comprehensive experiments, which utilized a diverse array of learning materials and were evaluated against standard public quizzes, reveal that Autonomous Learning outstrips the performance of both Pre-training and Supervised Fine-Tuning (SFT), as well as retrieval-augmented methods. These findings underscore the potential of Autonomous Learning to not only enhance the efficiency and effectiveness of LLM training but also to pave the way for the development of more advanced, self-reliant AI systems.

A key advance in learning generative models is the use of amortized inference distributions that are jointly trained with the models. We find that existing training objectives for variational autoencoders can lead to inaccurate amortized inference distributions and, in some cases, improving the objective provably degrades the inference quality. In addition, it has been observed that variational autoencoders tend to ignore the latent variables when combined with a decoding distribution that is too flexible. We again identify the cause in existing training criteria and propose a new class of objectives (InfoVAE) that mitigate these problems. We show that our model can significantly improve the quality of the variational posterior and can make effective use of the latent features regardless of the flexibility of the decoding distribution. Through extensive qualitative and quantitative analyses, we demonstrate that our models outperform competing approaches on multiple performance metrics.

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.

Few-shot video action recognition is an effective approach to recognizing new categories with only a few labeled examples, thereby reducing the challenges associated with collecting and annotating large-scale video datasets. Existing methods in video action recognition rely on large labeled datasets from the same domain. However, this setup is not realistic as novel categories may come from different data domains that may have different spatial and temporal characteristics. This dissimilarity between the source and target domains can pose a significant challenge, rendering traditional few-shot action recognition techniques ineffective. To address this issue, in this work, we propose a novel cross-domain few-shot video action recognition method that leverages self-supervised learning and curriculum learning to balance the information from the source and target domains. To be particular, our method employs a masked autoencoder-based self-supervised training objective to learn from both source and target data in a self-supervised manner. Then a progressive curriculum balances learning the discriminative information from the source dataset with the generic information learned from the target domain. Initially, our curriculum utilizes supervised learning to learn class discriminative features from the source data. As the training progresses, we transition to learning target-domain-specific features. We propose a progressive curriculum to encourage the emergence of rich features in the target domain based on class discriminative supervised features in the source domain. %a schedule that helps with this transition. We evaluate our method on several challenging benchmark datasets and demonstrate that our approach outperforms existing cross-domain few-shot learning techniques. Our code is available at https://github.com/Sarinda251/CDFSL-V{https://github.com/Sarinda251/CDFSL-V}

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.

This paper proposes a new type of generative model that is able to quickly learn a latent representation without an encoder. This is achieved using empirical Bayes to calculate the expectation of the posterior, which is implemented by initialising a latent vector with zeros, then using the gradient of the log-likelihood of the data with respect to this zero vector as new latent points. The approach has similar characteristics to autoencoders, but with a simpler architecture, and is demonstrated in a variational autoencoder equivalent that permits sampling. This also allows implicit representation networks to learn a space of implicit functions without requiring a hypernetwork, retaining their representation advantages across datasets. The experiments show that the proposed method converges faster, with significantly lower reconstruction error than autoencoders, while requiring half the parameters.

Recent advancements in generative models have significantly facilitated the development of personalized content creation. Given a small set of images with user-specific concept, personalized image generation allows to create images that incorporate the specified concept and adhere to provided text descriptions. Due to its wide applications in content creation, significant effort has been devoted to this field in recent years. Nonetheless, the technologies used for personalization have evolved alongside the development of generative models, with their distinct and interrelated components. In this survey, we present a comprehensive review of generalized personalized image generation across various generative models, including traditional GANs, contemporary text-to-image diffusion models, and emerging multi-model autoregressive models. We first define a unified framework that standardizes the personalization process across different generative models, encompassing three key components, i.e., inversion spaces, inversion methods, and personalization schemes. This unified framework offers a structured approach to dissecting and comparing personalization techniques across different generative architectures. Building upon this unified framework, we further provide an in-depth analysis of personalization techniques within each generative model, highlighting their unique contributions and innovations. Through comparative analysis, this survey elucidates the current landscape of personalized image generation, identifying commonalities and distinguishing features among existing methods. Finally, we discuss the open challenges in the field and propose potential directions for future research. We keep tracing related works at https://github.com/csyxwei/Awesome-Personalized-Image-Generation.

Generative Artificial Intelligence (GenAI) constitutes a transformative technological wave that reconfigures industries through its unparalleled capabilities for content creation, reasoning, planning, and multimodal understanding. This revolutionary force offers the most promising path yet toward solving one of engineering's grandest challenges: achieving reliable, fully autonomous driving, particularly the pursuit of Level 5 autonomy. This survey delivers a comprehensive and critical synthesis of the emerging role of GenAI across the autonomous driving stack. We begin by distilling the principles and trade-offs of modern generative modeling, encompassing VAEs, GANs, Diffusion Models, and Large Language Models (LLMs). We then map their frontier applications in image, LiDAR, trajectory, occupancy, video generation as well as LLM-guided reasoning and decision making. We categorize practical applications, such as synthetic data workflows, end-to-end driving strategies, high-fidelity digital twin systems, smart transportation networks, and cross-domain transfer to embodied AI. We identify key obstacles and possibilities such as comprehensive generalization across rare cases, evaluation and safety checks, budget-limited implementation, regulatory compliance, ethical concerns, and environmental effects, while proposing research plans across theoretical assurances, trust metrics, transport integration, and socio-technical influence. By unifying these threads, the survey provides a forward-looking reference for researchers, engineers, and policymakers navigating the convergence of generative AI and advanced autonomous mobility. An actively maintained repository of cited works is available at https://github.com/taco-group/GenAI4AD.

Existing subject-driven text-to-image generation models suffer from tedious fine-tuning steps and struggle to maintain both text-image alignment and subject fidelity. For generating compositional subjects, it often encounters problems such as object missing and attribute mixing, where some subjects in the input prompt are not generated or their attributes are incorrectly combined. To address these limitations, we propose a subject-driven generation framework and introduce training-free guidance to intervene in the generative process during inference time. This approach strengthens the attention map, allowing for precise attribute binding and feature injection for each subject. Notably, our method exhibits exceptional zero-shot generation ability, especially in the challenging task of compositional generation. Furthermore, we propose a novel metric GroundingScore to evaluate subject alignment thoroughly. The obtained quantitative results serve as compelling evidence showcasing the effectiveness of our proposed method. The code will be released soon.

Recent advances in text-to-image generative models have enabled numerous practical applications, including subject-driven generation, which fine-tunes pretrained models to capture subject semantics from only a few examples. While diffusion-based models produce high-quality images, their extensive denoising steps result in significant computational overhead, limiting real-world applicability. Visual autoregressive~(VAR) models, which predict next-scale tokens rather than spatially adjacent ones, offer significantly faster inference suitable for practical deployment. In this paper, we propose the first VAR-based approach for subject-driven generation. However, na\"{\i}ve fine-tuning VAR leads to computational overhead, language drift, and reduced diversity. To address these challenges, we introduce selective layer tuning to reduce complexity and prior distillation to mitigate language drift. Additionally, we found that the early stages have a greater influence on the generation of subject than the latter stages, which merely synthesize local details. Based on this finding, we propose scale-wise weighted tuning, which prioritizes coarser resolutions for promoting the model to focus on the subject-relevant information instead of local details. Extensive experiments validate that our method significantly outperforms diffusion-based baselines across various metrics and demonstrates its practical usage.

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.

As cutting-edge Text-to-Image (T2I) generation models already excel at producing remarkable single images, an even more challenging task, i.e., multi-turn interactive image generation begins to attract the attention of related research communities. This task requires models to interact with users over multiple turns to generate a coherent sequence of images. However, since users may switch subjects frequently, current efforts struggle to maintain subject consistency while generating diverse images. To address this issue, we introduce a training-free multi-agent framework called AutoStudio. AutoStudio employs three agents based on large language models (LLMs) to handle interactions, along with a stable diffusion (SD) based agent for generating high-quality images. Specifically, AutoStudio consists of (i) a subject manager to interpret interaction dialogues and manage the context of each subject, (ii) a layout generator to generate fine-grained bounding boxes to control subject locations, (iii) a supervisor to provide suggestions for layout refinements, and (iv) a drawer to complete image generation. Furthermore, we introduce a Parallel-UNet to replace the original UNet in the drawer, which employs two parallel cross-attention modules for exploiting subject-aware features. We also introduce a subject-initialized generation method to better preserve small subjects. Our AutoStudio hereby can generate a sequence of multi-subject images interactively and consistently. Extensive experiments on the public CMIGBench benchmark and human evaluations show that AutoStudio maintains multi-subject consistency across multiple turns well, and it also raises the state-of-the-art performance by 13.65% in average Frechet Inception Distance and 2.83% in average character-character similarity.

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

Modularization is a cornerstone of computer science, abstracting complex functions into atomic building blocks. In this paper, we introduce a new level of modularization by abstracting generative models into atomic generative modules. Analogous to fractals in mathematics, our method constructs a new type of generative model by recursively invoking atomic generative modules, resulting in self-similar fractal architectures that we call fractal generative models. As a running example, we instantiate our fractal framework using autoregressive models as the atomic generative modules and examine it on the challenging task of pixel-by-pixel image generation, demonstrating strong performance in both likelihood estimation and generation quality. We hope this work could open a new paradigm in generative modeling and provide a fertile ground for future research. Code is available at https://github.com/LTH14/fractalgen.

AI tasks encompass a wide range of domains and fields. While numerous AI models have been designed for specific tasks and applications, they often require considerable human efforts in finding the right model architecture, optimization algorithm, and hyperparameters. Recent advances in large language models (LLMs) like ChatGPT show remarkable capabilities in various aspects of reasoning, comprehension, and interaction. Consequently, we propose developing task-oriented prompts and automatically utilizing LLMs to automate the training pipeline. To implement this concept, we present the AutoML-GPT, which employs GPT as the bridge to diverse AI models and dynamically trains models with optimized hyperparameters. AutoML-GPT dynamically takes user requests from the model and data cards and composes the corresponding prompt paragraph. Ultimately, with this prompt paragraph, AutoML-GPT will automatically conduct the experiments from data processing to model architecture, hyperparameter tuning, and predicted training log. By leveraging {\ours}'s robust language capabilities and the available AI models, AutoML-GPT can tackle numerous intricate AI tasks across various tasks and datasets. This approach achieves remarkable results in computer vision, natural language processing, and other challenging areas. Extensive experiments and ablation studies demonstrate that our method can be general, effective, and beneficial for many AI tasks.

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.

Generative AI and large language models hold great promise in enhancing computing education by powering next-generation educational technologies for introductory programming. Recent works have studied these models for different scenarios relevant to programming education; however, these works are limited for several reasons, as they typically consider already outdated models or only specific scenario(s). Consequently, there is a lack of a systematic study that benchmarks state-of-the-art models for a comprehensive set of programming education scenarios. In our work, we systematically evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, and compare their performance with human tutors for a variety of scenarios. We evaluate using five introductory Python programming problems and real-world buggy programs from an online platform, and assess performance using expert-based annotations. Our results show that GPT-4 drastically outperforms ChatGPT (based on GPT-3.5) and comes close to human tutors' performance for several scenarios. These results also highlight settings where GPT-4 still struggles, providing exciting future directions on developing techniques to improve the performance of these models.

The integration of generative AI in education is expanding, yet empirical analyses of large-scale and real-world interactions between students and AI systems still remain limited. Addressing this gap, we present RECIPE4U (RECIPE for University), a dataset sourced from a semester-long experiment with 212 college students in English as Foreign Language (EFL) writing courses. During the study, students engaged in dialogues with ChatGPT to revise their essays. RECIPE4U includes comprehensive records of these interactions, including conversation logs, students' intent, students' self-rated satisfaction, and students' essay edit histories. In particular, we annotate the students' utterances in RECIPE4U with 13 intention labels based on our coding schemes. We establish baseline results for two subtasks in task-oriented dialogue systems within educational contexts: intent detection and satisfaction estimation. As a foundational step, we explore student-ChatGPT interaction patterns through RECIPE4U and analyze them by focusing on students' dialogue, essay data statistics, and students' essay edits. We further illustrate potential applications of RECIPE4U dataset for enhancing the incorporation of LLMs in educational frameworks. RECIPE4U is publicly available at https://zeunie.github.io/RECIPE4U/.

Based on powerful Large Language Models (LLMs), recent generative Multimodal Large Language Models (MLLMs) have gained prominence as a pivotal research area, exhibiting remarkable capability for both comprehension and generation. In this work, we address the evaluation of generative comprehension in MLLMs as a preliminary step towards a comprehensive assessment of generative models, by introducing a benchmark named SEED-Bench. SEED-Bench consists of 19K multiple choice questions with accurate human annotations (x 6 larger than existing benchmarks), which spans 12 evaluation dimensions including the comprehension of both the image and video modality. We develop an advanced pipeline for generating multiple-choice questions that target specific evaluation dimensions, integrating both automatic filtering and manual verification processes. Multiple-choice questions with groundtruth options derived from human annotation enables an objective and efficient assessment of model performance, eliminating the need for human or GPT intervention during evaluation. We further evaluate the performance of 18 models across all 12 dimensions, covering both the spatial and temporal understanding. By revealing the limitations of existing MLLMs through evaluation results, we aim for SEED-Bench to provide insights for motivating future research. We will launch and consistently maintain a leaderboard to provide a platform for the community to assess and investigate model capability.

The rapid progress of large language models (LLMs) has opened new opportunities for education. While learners can interact with academic papers through LLM-powered dialogue, limitations still exist: absence of structured organization and high text reliance can impede systematic understanding and engagement with complex concepts. To address these challenges, we propose Auto-Slides, an LLM-driven system that converts research papers into pedagogically structured, multimodal slides (e.g., diagrams and tables). Drawing on cognitive science, it creates a presentation-oriented narrative and allows iterative refinement via an interactive editor, in order to match learners' knowledge level and goals. Auto-Slides further incorporates verification and knowledge retrieval mechanisms to ensure accuracy and contextual completeness. Through extensive user studies, Auto-Slides enhances learners' comprehension and engagement compared to conventional LLM-based reading. Our contributions lie in designing a multi-agent framework for transforming academic papers into pedagogically optimized slides and introducing interactive customization for personalized learning.

Automatically generating scripts (i.e. sequences of key steps described in text) from video demonstrations and reasoning about the subsequent steps are crucial to the modern AI virtual assistants to guide humans to complete everyday tasks, especially unfamiliar ones. However, current methods for generative script learning rely heavily on well-structured preceding steps described in text and/or images or are limited to a certain domain, resulting in a disparity with real-world user scenarios. To address these limitations, we present a new benchmark challenge -- MultiScript, with two new tasks on task-oriented multimodal script learning: (1) multimodal script generation, and (2) subsequent step prediction. For both tasks, the input consists of a target task name and a video illustrating what has been done to complete the target task, and the expected output is (1) a sequence of structured step descriptions in text based on the demonstration video, and (2) a single text description for the subsequent step, respectively. Built from WikiHow, MultiScript covers multimodal scripts in videos and text descriptions for over 6,655 human everyday tasks across 19 diverse domains. To establish baseline performance on MultiScript, we propose two knowledge-guided multimodal generative frameworks that incorporate the task-related knowledge prompted from large language models such as Vicuna. Experimental results show that our proposed approaches significantly improve over the competitive baselines.

We present RoboGen, a generative robotic agent that automatically learns diverse robotic skills at scale via generative simulation. RoboGen leverages the latest advancements in foundation and generative models. Instead of directly using or adapting these models to produce policies or low-level actions, we advocate for a generative scheme, which uses these models to automatically generate diversified tasks, scenes, and training supervisions, thereby scaling up robotic skill learning with minimal human supervision. Our approach equips a robotic agent with a self-guided propose-generate-learn cycle: the agent first proposes interesting tasks and skills to develop, and then generates corresponding simulation environments by populating pertinent objects and assets with proper spatial configurations. Afterwards, the agent decomposes the proposed high-level task into sub-tasks, selects the optimal learning approach (reinforcement learning, motion planning, or trajectory optimization), generates required training supervision, and then learns policies to acquire the proposed skill. Our work attempts to extract the extensive and versatile knowledge embedded in large-scale models and transfer them to the field of robotics. Our fully generative pipeline can be queried repeatedly, producing an endless stream of skill demonstrations associated with diverse tasks and environments.

Text-to-video (T2V) generation technology holds potential to transform multiple domains such as education, marketing, entertainment, and assistive technologies for individuals with visual or reading comprehension challenges, by creating coherent visual content from natural language prompts. From its inception, the field has advanced from adversarial models to diffusion-based models, yielding higher-fidelity, temporally consistent outputs. Yet challenges persist, such as alignment, long-range coherence, and computational efficiency. Addressing this evolving landscape, we present a comprehensive survey of text-to-video generative models, tracing their development from early GANs and VAEs to hybrid Diffusion-Transformer (DiT) architectures, detailing how these models work, what limitations they addressed in their predecessors, and why shifts toward new architectural paradigms were necessary to overcome challenges in quality, coherence, and control. We provide a systematic account of the datasets, which the surveyed text-to-video models were trained and evaluated on, and, to support reproducibility and assess the accessibility of training such models, we detail their training configurations, including their hardware specifications, GPU counts, batch sizes, learning rates, optimizers, epochs, and other key hyperparameters. Further, we outline the evaluation metrics commonly used for evaluating such models and present their performance across standard benchmarks, while also discussing the limitations of these metrics and the emerging shift toward more holistic, perception-aligned evaluation strategies. Finally, drawing from our analysis, we outline the current open challenges and propose a few promising future directions, laying out a perspective for future researchers to explore and build upon in advancing T2V research and applications.

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

We demonstrate that a neural network pre-trained on text and fine-tuned on code solves mathematics course problems, explains solutions, and generates new questions at a human level. We automatically synthesize programs using few-shot learning and OpenAI's Codex transformer and execute them to solve course problems at 81% automatic accuracy. We curate a new dataset of questions from MIT's largest mathematics courses (Single Variable and Multivariable Calculus, Differential Equations, Introduction to Probability and Statistics, Linear Algebra, and Mathematics for Computer Science) and Columbia University's Computational Linear Algebra. We solve questions from a MATH dataset (on Prealgebra, Algebra, Counting and Probability, Intermediate Algebra, Number Theory, and Precalculus), the latest benchmark of advanced mathematics problems designed to assess mathematical reasoning. We randomly sample questions and generate solutions with multiple modalities, including numbers, equations, and plots. The latest GPT-3 language model pre-trained on text automatically solves only 18.8% of these university questions using zero-shot learning and 30.8% using few-shot learning and the most recent chain of thought prompting. In contrast, program synthesis with few-shot learning using Codex fine-tuned on code generates programs that automatically solve 81% of these questions. Our approach improves the previous state-of-the-art automatic solution accuracy on the benchmark topics from 8.8% to 81.1%. We perform a survey to evaluate the quality and difficulty of generated questions. This work is the first to automatically solve university-level mathematics course questions at a human level and the first work to explain and generate university-level mathematics course questions at scale, a milestone for higher education.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

This work explores whether a deep generative model can learn complex knowledge solely from visual input, in contrast to the prevalent focus on text-based models like large language models (LLMs). We develop VideoWorld, an auto-regressive video generation model trained on unlabeled video data, and test its knowledge acquisition abilities in video-based Go and robotic control tasks. Our experiments reveal two key findings: (1) video-only training provides sufficient information for learning knowledge, including rules, reasoning and planning capabilities, and (2) the representation of visual change is crucial for knowledge acquisition. To improve both the efficiency and efficacy of this process, we introduce the Latent Dynamics Model (LDM) as a key component of VideoWorld. Remarkably, VideoWorld reaches a 5-dan professional level in the Video-GoBench with just a 300-million-parameter model, without relying on search algorithms or reward mechanisms typical in reinforcement learning. In robotic tasks, VideoWorld effectively learns diverse control operations and generalizes across environments, approaching the performance of oracle models in CALVIN and RLBench. This study opens new avenues for knowledge acquisition from visual data, with all code, data, and models open-sourced for further research.

Most dataset distillation methods struggle to accommodate large-scale datasets due to their substantial computational and memory requirements. In this paper, we present a curriculum-based dataset distillation framework designed to harmonize scalability with efficiency. This framework strategically distills synthetic images, adhering to a curriculum that transitions from simple to complex. By incorporating curriculum evaluation, we address the issue of previous methods generating images that tend to be homogeneous and simplistic, doing so at a manageable computational cost. Furthermore, we introduce adversarial optimization towards synthetic images to further improve their representativeness and safeguard against their overfitting to the neural network involved in distilling. This enhances the generalization capability of the distilled images across various neural network architectures and also increases their robustness to noise. Extensive experiments demonstrate that our framework sets new benchmarks in large-scale dataset distillation, achieving substantial improvements of 11.1\% on Tiny-ImageNet, 9.0\% on ImageNet-1K, and 7.3\% on ImageNet-21K. The source code will be released to the community.

Large language models (LLMs) can perform complex reasoning by generating intermediate reasoning steps. Providing these steps for prompting demonstrations is called chain-of-thought (CoT) prompting. CoT prompting has two major paradigms. One leverages a simple prompt like "Let's think step by step" to facilitate step-by-step thinking before answering a question. The other uses a few manual demonstrations one by one, each composed of a question and a reasoning chain that leads to an answer. The superior performance of the second paradigm hinges on the hand-crafting of task-specific demonstrations one by one. We show that such manual efforts may be eliminated by leveraging LLMs with the "Let's think step by step" prompt to generate reasoning chains for demonstrations one by one, i.e., let's think not just step by step, but also one by one. However, these generated chains often come with mistakes. To mitigate the effect of such mistakes, we find that diversity matters for automatically constructing demonstrations. We propose an automatic CoT prompting method: Auto-CoT. It samples questions with diversity and generates reasoning chains to construct demonstrations. On ten public benchmark reasoning tasks with GPT-3, Auto-CoT consistently matches or exceeds the performance of the CoT paradigm that requires manual designs of demonstrations. Code is available at https://github.com/amazon-research/auto-cot

Probabilistic circuits (PCs) are a tractable representation of probability distributions allowing for exact and efficient computation of likelihoods and marginals. There has been significant recent progress on improving the scale and expressiveness of PCs. However, PC training performance plateaus as model size increases. We discover that most capacity in existing large PC structures is wasted: fully-connected parameter layers are only sparsely used. We propose two operations: pruning and growing, that exploit the sparsity of PC structures. Specifically, the pruning operation removes unimportant sub-networks of the PC for model compression and comes with theoretical guarantees. The growing operation increases model capacity by increasing the size of the latent space. By alternatingly applying pruning and growing, we increase the capacity that is meaningfully used, allowing us to significantly scale up PC learning. Empirically, our learner achieves state-of-the-art likelihoods on MNIST-family image datasets and on Penn Tree Bank language data compared to other PC learners and less tractable deep generative models such as flow-based models and variational autoencoders (VAEs).

We propose a method to teach multiple large language models (LLM) to collaborate by interleaving their generations at the token level. We model the decision of which LLM generates the next token as a latent variable. By optimizing the marginal likelihood of a training set under our latent variable model, the base LLM automatically learns when to generate itself and when to call on one of the ``assistant'' language models to generate, all without direct supervision. Token-level collaboration during decoding allows for a fusion of each model's expertise in a manner tailored to the specific task at hand. Our collaborative decoding is especially useful in cross-domain settings where a generalist base LLM learns to invoke domain expert models. On instruction-following, domain-specific QA, and reasoning tasks, we show that the performance of the joint system exceeds that of the individual models. Through qualitative analysis of the learned latent decisions, we show models trained with our method exhibit several interesting collaboration patterns, e.g., template-filling. Our code is available at https://github.com/clinicalml/co-llm.

Conditional Text Generation has drawn much attention as a topic of Natural Language Generation (NLG) which provides the possibility for humans to control the properties of generated contents. Current conditional generation models cannot handle emerging conditions due to their joint end-to-end learning fashion. When a new condition added, these techniques require full retraining. In this paper, we present a new framework named Pre-train and Plug-in Variational Auto-Encoder (PPVAE) towards flexible conditional text generation. PPVAE decouples the text generation module from the condition representation module to allow "one-to-many" conditional generation. When a fresh condition emerges, only a lightweight network needs to be trained and works as a plug-in for PPVAE, which is efficient and desirable for real-world applications. Extensive experiments demonstrate the superiority of PPVAE against the existing alternatives with better conditionality and diversity but less training effort.

Due to the scarcity of high-quality data, large language models (LLMs) are often trained on mixtures of data with varying quality levels, even after sophisticated data curation. A natural approach to better leverage high-quality data is curriculum-based pretraining, where the model is trained on data sorted in ascending order of quality as determined by a quality metric. However, prior studies have reported limited improvements from such curriculum-based pretraining strategies. This work identifies a critical factor constraining these methods: the incompatibility between the ascending data quality order and the decaying learning rate (LR) schedule. We find that while curriculum-based training substantially outperforms random shuffling when using a constant LR, its advantage diminishes under standard LR decay schedules. Our experiments show this incompatibility can be mitigated by two simple strategies: (1) employing a more moderate LR decay schedule, where the final LR is only moderately smaller than the peak LR, and (2) replacing LR decay with model averaging, i.e., computing a weighted average of the final few checkpoints. By combining these strategies, we improve the average score on a suite of standard benchmarks by 1.64% over random shuffling, without additional data refinement. Validated on 1.5B-parameter models trained over 30B tokens with various data-quality metrics, our findings call for a re-evaluation of curriculum-based LLM pretraining and underscore the potential of co-designing data curricula with optimization methods.

Text-to-image generative models have enabled high-resolution image synthesis across different domains, but require users to specify the content they wish to generate. In this paper, we consider the inverse problem -- given a collection of different images, can we discover the generative concepts that represent each image? We present an unsupervised approach to discover generative concepts from a collection of images, disentangling different art styles in paintings, objects, and lighting from kitchen scenes, and discovering image classes given ImageNet images. We show how such generative concepts can accurately represent the content of images, be recombined and composed to generate new artistic and hybrid images, and be further used as a representation for downstream classification tasks.

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.

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.

Advanced generative models excel at synthesizing images but often rely on text-based conditioning. Visual designers, however, often work beyond language, directly drawing inspiration from existing visual elements. In many cases, these elements represent only fragments of a potential concept-such as an uniquely structured wing, or a specific hairstyle-serving as inspiration for the artist to explore how they can come together creatively into a coherent whole. Recognizing this need, we introduce a generative framework that seamlessly integrates a partial set of user-provided visual components into a coherent composition while simultaneously sampling the missing parts needed to generate a plausible and complete concept. Our approach builds on a strong and underexplored representation space, extracted from IP-Adapter+, on which we train IP-Prior, a lightweight flow-matching model that synthesizes coherent compositions based on domain-specific priors, enabling diverse and context-aware generations. Additionally, we present a LoRA-based fine-tuning strategy that significantly improves prompt adherence in IP-Adapter+ for a given task, addressing its common trade-off between reconstruction quality and prompt adherence.

Generative Artificial Intelligence (AI) has enabled the development of sophisticated models that are capable of producing high-caliber text, images, and other outputs through the utilization of large pre-trained models. Nevertheless, assessing the quality of the generation is an even more arduous task than the generation itself, and this issue has not been given adequate consideration recently. This paper proposes a novel evaluation framework, GPTScore, which utilizes the emergent abilities (e.g., zero-shot instruction) of generative pre-trained models to score generated texts. There are 19 pre-trained models explored in this paper, ranging in size from 80M (e.g., FLAN-T5-small) to 175B (e.g., GPT3). Experimental results on four text generation tasks, 22 evaluation aspects, and corresponding 37 datasets demonstrate that this approach can effectively allow us to achieve what one desires to evaluate for texts simply by natural language instructions. This nature helps us overcome several long-standing challenges in text evaluation--how to achieve customized, multi-faceted evaluation without the need for annotated samples. We make our code publicly available at https://github.com/jinlanfu/GPTScore.

Synthetic data is becoming increasingly important for accelerating the development of language models, both large and small. Despite several successful use cases, researchers also raised concerns around model collapse and drawbacks of imitating other models. This discrepancy can be attributed to the fact that synthetic data varies in quality and diversity. Effective use of synthetic data usually requires significant human effort in curating the data. We focus on using synthetic data for post-training, specifically creating data by powerful models to teach a new skill or behavior to another model, we refer to this setting as Generative Teaching. We introduce AgentInstruct, an extensible agentic framework for automatically creating large amounts of diverse and high-quality synthetic data. AgentInstruct can create both the prompts and responses, using only raw data sources like text documents and code files as seeds. We demonstrate the utility of AgentInstruct by creating a post training dataset of 25M pairs to teach language models different skills, such as text editing, creative writing, tool usage, coding, reading comprehension, etc. The dataset can be used for instruction tuning of any base model. We post-train Mistral-7b with the data. When comparing the resulting model Orca-3 to Mistral-7b-Instruct (which uses the same base model), we observe significant improvements across many benchmarks. For example, 40% improvement on AGIEval, 19% improvement on MMLU, 54% improvement on GSM8K, 38% improvement on BBH and 45% improvement on AlpacaEval. Additionally, it consistently outperforms other models such as LLAMA-8B-instruct and GPT-3.5-turbo.

We propose TR0N, a highly general framework to turn pre-trained unconditional generative models, such as GANs and VAEs, into conditional models. The conditioning can be highly arbitrary, and requires only a pre-trained auxiliary model. For example, we show how to turn unconditional models into class-conditional ones with the help of a classifier, and also into text-to-image models by leveraging CLIP. TR0N learns a lightweight stochastic mapping which "translates" between the space of conditions and the latent space of the generative model, in such a way that the generated latent corresponds to a data sample satisfying the desired condition. The translated latent samples are then further improved upon through Langevin dynamics, enabling us to obtain higher-quality data samples. TR0N requires no training data nor fine-tuning, yet can achieve a zero-shot FID of 10.9 on MS-COCO, outperforming competing alternatives not only on this metric, but also in sampling speed -- all while retaining a much higher level of generality. Our code is available at https://github.com/layer6ai-labs/tr0n.

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.

Generating videos from text has proven to be a significant challenge for existing generative models. We tackle this problem by training a conditional generative model to extract both static and dynamic information from text. This is manifested in a hybrid framework, employing a Variational Autoencoder (VAE) and a Generative Adversarial Network (GAN). The static features, called "gist," are used to sketch text-conditioned background color and object layout structure. Dynamic features are considered by transforming input text into an image filter. To obtain a large amount of data for training the deep-learning model, we develop a method to automatically create a matched text-video corpus from publicly available online videos. Experimental results show that the proposed framework generates plausible and diverse videos, while accurately reflecting the input text information. It significantly outperforms baseline models that directly adapt text-to-image generation procedures to produce videos. Performance is evaluated both visually and by adapting the inception score used to evaluate image generation in GANs.

For an artificial creative agent, an essential driver of the search for novelty is a value function which is often provided by the system designer or users. We argue that an important barrier for progress in creativity research is the inability of these systems to develop their own notion of value for novelty. We propose a notion of knowledge-driven creativity that circumvent the need for an externally imposed value function, allowing the system to explore based on what it has learned from a set of referential objects. The concept is illustrated by a specific knowledge model provided by a deep generative autoencoder. Using the described system, we train a knowledge model on a set of digit images and we use the same model to build coherent sets of new digits that do not belong to known digit types.

A deep generative model such as a GAN learns to model a rich set of semantic and physical rules about the target distribution, but up to now, it has been obscure how such rules are encoded in the network, or how a rule could be changed. In this paper, we introduce a new problem setting: manipulation of specific rules encoded by a deep generative model. To address the problem, we propose a formulation in which the desired rule is changed by manipulating a layer of a deep network as a linear associative memory. We derive an algorithm for modifying one entry of the associative memory, and we demonstrate that several interesting structural rules can be located and modified within the layers of state-of-the-art generative models. We present a user interface to enable users to interactively change the rules of a generative model to achieve desired effects, and we show several proof-of-concept applications. Finally, results on multiple datasets demonstrate the advantage of our method against standard fine-tuning methods and edit transfer algorithms.

Large Language Model (LLM) Agents, often trained with Reinforcement Learning (RL), are constrained by a dependency on human-curated data, limiting scalability and tethering AI to human knowledge. Existing self-evolution frameworks offer an alternative but are typically restricted by the model's inherent capabilities and single-round interactions, hindering the development of complex curricula involving tool use or dynamic reasoning. We introduce Agent0, a fully autonomous framework that evolves high-performing agents without external data through multi-step co-evolution and seamless tool integration. Agent0 establishes a symbiotic competition between two agents initialized from the same base LLM: a curriculum agent that proposes increasingly challenging frontier tasks, and an executor agent that learns to solve them. We integrate external tools to enhance the executor's problem-solving capacity; this improvement, in turn, pressures the curriculum agent to construct more complex, tool-aware tasks. Through this iterative process, Agent0 establishes a self-reinforcing cycle that continuously produces high-quality curricula. Empirically, Agent0 substantially boosts reasoning capabilities, improving the Qwen3-8B-Base model by 18% on mathematical reasoning and 24% on general reasoning benchmarks. Code is available at https://github.com/aiming-lab/Agent0.

Generative AI models have impressive performance on many Natural Language Processing tasks such as language understanding, reasoning and language generation. One of the most important questions that is being asked by the AI community today is about the capabilities and limits of these models, and it is clear that evaluating generative AI is very challenging. Most studies on generative Large Language Models (LLMs) are restricted to English and it is unclear how capable these models are at understanding and generating other languages. We present the first comprehensive benchmarking of generative LLMs - MEGA, which evaluates models on standard NLP benchmarks, covering 8 diverse tasks and 33 typologically diverse languages. We also compare the performance of generative LLMs to State of the Art (SOTA) non-autoregressive models on these tasks to determine how well generative models perform compared to the previous generation of LLMs. We present a thorough analysis of the performance of models across languages and discuss some of the reasons why generative LLMs are currently not optimal for all languages. We create a framework for evaluating generative LLMs in the multilingual setting and provide directions for future progress in the field.

Generative models (e.g., GANs, diffusion models) learn the underlying data distribution in an unsupervised manner. However, many applications of interest require sampling from a particular region of the output space or sampling evenly over a range of characteristics. For efficient sampling in these scenarios, we propose Generative Visual Prompt (PromptGen), a framework for distributional control over pre-trained generative models by incorporating knowledge of other off-the-shelf models. PromptGen defines control as energy-based models (EBMs) and samples images in a feed-forward manner by approximating the EBM with invertible neural networks, avoiding optimization at inference. Our experiments demonstrate how PromptGen can efficiently sample from several unconditional generative models (e.g., StyleGAN2, StyleNeRF, diffusion autoencoder, NVAE) in a controlled or/and de-biased manner using various off-the-shelf models: (1) with the CLIP model as control, PromptGen can sample images guided by text, (2) with image classifiers as control, PromptGen can de-bias generative models across a set of attributes or attribute combinations, and (3) with inverse graphics models as control, PromptGen can sample images of the same identity in different poses. (4) Finally, PromptGen reveals that the CLIP model shows a "reporting bias" when used as control, and PromptGen can further de-bias this controlled distribution in an iterative manner. The code is available at https://github.com/ChenWu98/Generative-Visual-Prompt.

While generative models produce high-quality images of concepts learned from a large-scale database, a user often wishes to synthesize instantiations of their own concepts (for example, their family, pets, or items). Can we teach a model to quickly acquire a new concept, given a few examples? Furthermore, can we compose multiple new concepts together? We propose Custom Diffusion, an efficient method for augmenting existing text-to-image models. We find that only optimizing a few parameters in the text-to-image conditioning mechanism is sufficiently powerful to represent new concepts while enabling fast tuning (~6 minutes). Additionally, we can jointly train for multiple concepts or combine multiple fine-tuned models into one via closed-form constrained optimization. Our fine-tuned model generates variations of multiple, new concepts and seamlessly composes them with existing concepts in novel settings. Our method outperforms several baselines and concurrent works, regarding both qualitative and quantitative evaluations, while being memory and computationally efficient.

The term "generative AI" refers to computational techniques that are capable of generating seemingly new, meaningful content such as text, images, or audio from training data. The widespread diffusion of this technology with examples such as Dall-E 2, GPT-4, and Copilot is currently revolutionizing the way we work and communicate with each other. In this article, we provide a conceptualization of generative AI as an entity in socio-technical systems and provide examples of models, systems, and applications. Based on that, we introduce limitations of current generative AI and provide an agenda for Business & Information Systems Engineering (BISE) research. Different from previous works, we focus on generative AI in the context of information systems, and, to this end, we discuss several opportunities and challenges that are unique to the BISE community and make suggestions for impactful directions for BISE research.

The rapid advancement of generative models has enabled modern AI systems to comprehend and produce highly sophisticated content, even achieving human-level performance in specific domains. However, these models remain fundamentally constrained by catastrophic forgetting - a persistent challenge where adapting to new tasks typically leads to significant degradation in performance on previously learned tasks. To address this practical limitation, numerous approaches have been proposed to enhance the adaptability and scalability of generative models in real-world applications. In this work, we present a comprehensive survey of continual learning methods for mainstream generative models, including large language models, multimodal large language models, vision language action models, and diffusion models. Drawing inspiration from the memory mechanisms of the human brain, we systematically categorize these approaches into three paradigms: architecture-based, regularization-based, and replay-based methods, while elucidating their underlying methodologies and motivations. We further analyze continual learning setups for different generative models, including training objectives, benchmarks, and core backbones, offering deeper insights into the field. The project page of this paper is available at https://github.com/Ghy0501/Awesome-Continual-Learning-in-Generative-Models.

Although Large Language Models (LLMs) are becoming increasingly powerful, they still exhibit significant but subtle weaknesses, such as mistakes in instruction-following or coding tasks. As these unexpected errors could lead to severe consequences in practical deployments, it is crucial to investigate the limitations within LLMs systematically. Traditional benchmarking approaches cannot thoroughly pinpoint specific model deficiencies, while manual inspections are costly and not scalable. In this paper, we introduce a unified framework, AutoDetect, to automatically expose weaknesses in LLMs across various tasks. Inspired by the educational assessment process that measures students' learning outcomes, AutoDetect consists of three LLM-powered agents: Examiner, Questioner, and Assessor. The collaboration among these three agents is designed to realize comprehensive and in-depth weakness identification. Our framework demonstrates significant success in uncovering flaws, with an identification success rate exceeding 30% in prominent models such as ChatGPT and Claude. More importantly, these identified weaknesses can guide specific model improvements, proving more effective than untargeted data augmentation methods like Self-Instruct. Our approach has led to substantial enhancements in popular LLMs, including the Llama series and Mistral-7b, boosting their performance by over 10% across several benchmarks. Code and data are publicly available at https://github.com/thu-coai/AutoDetect.

Deep generative models are a class of techniques that train deep neural networks to model the distribution of training samples. Research has fragmented into various interconnected approaches, each of which make trade-offs including run-time, diversity, and architectural restrictions. In particular, this compendium covers energy-based models, variational autoencoders, generative adversarial networks, autoregressive models, normalizing flows, in addition to numerous hybrid approaches. These techniques are compared and contrasted, explaining the premises behind each and how they are interrelated, while reviewing current state-of-the-art advances and implementations.

Large language models (LLMs) often have a fixed knowledge cutoff, limiting their accuracy on emerging information. We present ALAS (Autonomous Learning Agent System), a modular pipeline that continuously updates an LLM's knowledge with minimal human intervention. ALAS autonomously generates a learning curriculum for a target domain, retrieves up-to-date information from the web (with citations), distills this into question-answer training data, and fine-tunes the model through supervised fine-tuning (SFT) and direct preference optimization (DPO). It iteratively evaluates performance and revises the curriculum, enabling long-term continual learning. We demonstrate ALAS's ability to self-improve a model on rapidly evolving domains (e.g., new Python releases, latest security CVEs, academic trends), significantly boosting post-cutoff question answering accuracy (from 15% to 90% on average) without manual dataset curation. The system emphasizes modularity and reproducibility: each component (planning, retrieval, distillation, memory, fine-tuning) is interchangeable and built on standard APIs. We discuss comparative baselines (e.g., retrieval-augmented generation vs. fine-tuning) and show that ALAS achieves 90% accuracy on knowledge-updated queries with minimal engineering overhead. Finally, we outline limitations (cost, dependency on source quality) and future directions for autonomous lifelong learning in LLMs.

This paper takes a first step towards a critical thinking curriculum for neural auto-regressive language models. We introduce a synthetic corpus of deductively valid arguments, and generate artificial argumentative texts to train and evaluate GPT-2. Significant transfer learning effects can be observed: Training a model on three simple core schemes allows it to accurately complete conclusions of different, and more complex types of arguments, too. The language models generalize the core argument schemes in a correct way. Moreover, we obtain consistent and promising results for NLU benchmarks. In particular, pre-training on the argument schemes raises zero-shot accuracy on the GLUE diagnostics by up to 15 percentage points. The findings suggest that intermediary pre-training on texts that exemplify basic reasoning abilities (such as typically covered in critical thinking textbooks) might help language models to acquire a broad range of reasoning skills. The synthetic argumentative texts presented in this paper are a promising starting point for building such a "critical thinking curriculum for language models."

Recent text-to-image generative models, e.g., Stable Diffusion V3 and Flux, have achieved notable progress. However, these models are strongly restricted to their limited knowledge, a.k.a., their own fixed parameters, that are trained with closed datasets. This leads to significant hallucinations or distortions when facing fine-grained and unseen novel real-world objects, e.g., the appearance of the Tesla Cybertruck. To this end, we present the first real-object-based retrieval-augmented generation framework (RealRAG), which augments fine-grained and unseen novel object generation by learning and retrieving real-world images to overcome the knowledge gaps of generative models. Specifically, to integrate missing memory for unseen novel object generation, we train a reflective retriever by self-reflective contrastive learning, which injects the generator's knowledge into the sef-reflective negatives, ensuring that the retrieved augmented images compensate for the model's missing knowledge. Furthermore, the real-object-based framework integrates fine-grained visual knowledge for the generative models, tackling the distortion problem and improving the realism for fine-grained object generation. Our Real-RAG is superior in its modular application to all types of state-of-the-art text-to-image generative models and also delivers remarkable performance boosts with all of them, such as a gain of 16.18% FID score with the auto-regressive model on the Stanford Car benchmark.

Despite rapid advancements in the capabilities of generative models, pretrained text-to-image models still struggle in capturing the semantics conveyed by complex prompts that compound multiple objects and instance-level attributes. Consequently, we are witnessing growing interests in integrating additional structural constraints, typically in the form of coarse bounding boxes, to better guide the generation process in such challenging cases. In this work, we take the idea of structural guidance a step further by making the observation that contemporary image generation models can directly provide a plausible fine-grained structural initialization. We propose a technique that couples this image-based structural guidance with LLM-based instance-level instructions, yielding output images that adhere to all parts of the text prompt, including object counts, instance-level attributes, and spatial relations between instances.

Generative Language Models (LMs) such as ChatGPT have exhibited remarkable performance across various downstream tasks. Nevertheless, one of their most prominent drawbacks is generating inaccurate or false information with a confident tone. Previous studies have devised sophisticated pipelines and prompts to induce large LMs to exhibit the capability for self-correction. However, large LMs are explicitly prompted to verify and modify its answers separately rather than completing all steps spontaneously like humans. Moreover, these complex prompts are extremely challenging for small LMs to follow. In this paper, we introduce the Intrinsic Self-Correction (ISC) in generative language models, aiming to correct the initial output of LMs in a self-triggered manner, even for those small LMs with 6 billion parameters. Specifically, we devise a pipeline for constructing self-correction data and propose Partial Answer Masking (PAM), aiming to endow the model with the capability for intrinsic self-correction through fine-tuning. We conduct experiments using LMs with parameters sizes ranging from 6 billion to 13 billion in two tasks, including commonsense reasoning and factual knowledge reasoning. Our experiments demonstrate that the outputs generated using ISC outperform those generated without self-correction. We believe that the output quality of even small LMs can be further improved by empowering them with the ability to intrinsic self-correct.

The primary limitation of large language models (LLMs) is their restricted understanding of the world. This poses significant difficulties for LLM-based agents, particularly in domains where pre-trained LLMs lack sufficient knowledge. In this paper, we introduce a novel framework, called AutoGuide, that bridges the knowledge gap in pre-trained LLMs by leveraging implicit knowledge in offline experiences. Specifically, AutoGuide effectively extracts knowledge embedded in offline data by extracting a set of state-aware guidelines. Importantly, each state-aware guideline is expressed in concise natural language and follows a conditional structure, clearly describing the state where it is applicable. As such, the resulting guidelines enable a principled way to provide helpful knowledge pertinent to an agent's current decision-making process. We show that our approach outperforms competitive LLM-based baselines by a large margin in sequential decision-making benchmarks.

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.

We propose a novel model- and feature-based approach to development of vehicle software systems, where the end architecture is not explicitly defined. Instead, it emerges from an iterative process of search and optimization given certain constraints, requirements and hardware architecture, while retaining the property of single-system illusion, where applications run in a logically uniform environment. One of the key points of the presented approach is the inclusion of modern generative AI, specifically Large Language Models (LLMs), in the loop. With the recent advances in the field, we expect that the LLMs will be able to assist in processing of requirements, generation of formal system models, as well as generation of software deployment specification and test code. The resulting pipeline is automated to a large extent, with feedback being generated at each step.