Daily Papers

In this work we create agents that can perform well beyond a single, individual task, that exhibit much wider generalisation of behaviour to a massive, rich space of challenges. We define a universe of tasks within an environment domain and demonstrate the ability to train agents that are generally capable across this vast space and beyond. The environment is natively multi-agent, spanning the continuum of competitive, cooperative, and independent games, which are situated within procedurally generated physical 3D worlds. The resulting space is exceptionally diverse in terms of the challenges posed to agents, and as such, even measuring the learning progress of an agent is an open research problem. We propose an iterative notion of improvement between successive generations of agents, rather than seeking to maximise a singular objective, allowing us to quantify progress despite tasks being incomparable in terms of achievable rewards. We show that through constructing an open-ended learning process, which dynamically changes the training task distributions and training objectives such that the agent never stops learning, we achieve consistent learning of new behaviours. The resulting agent is able to score reward in every one of our humanly solvable evaluation levels, with behaviour generalising to many held-out points in the universe of tasks. Examples of this zero-shot generalisation include good performance on Hide and Seek, Capture the Flag, and Tag. Through analysis and hand-authored probe tasks we characterise the behaviour of our agent, and find interesting emergent heuristic behaviours such as trial-and-error experimentation, simple tool use, option switching, and cooperation. Finally, we demonstrate that the general capabilities of this agent could unlock larger scale transfer of behaviour through cheap finetuning.

Zero-shot coordination in cooperative artificial intelligence (AI) remains a significant challenge, which means effectively coordinating with a wide range of unseen partners. Previous algorithms have attempted to address this challenge by optimizing fixed objectives within a population to improve strategy or behaviour diversity. However, these approaches can result in a loss of learning and an inability to cooperate with certain strategies within the population, known as cooperative incompatibility. To address this issue, we propose the Cooperative Open-ended LEarning (COLE) framework, which constructs open-ended objectives in cooperative games with two players from the perspective of graph theory to assess and identify the cooperative ability of each strategy. We further specify the framework and propose a practical algorithm that leverages knowledge from game theory and graph theory. Furthermore, an analysis of the learning process of the algorithm shows that it can efficiently overcome cooperative incompatibility. The experimental results in the Overcooked game environment demonstrate that our method outperforms current state-of-the-art methods when coordinating with different-level partners. Our demo is available at https://sites.google.com/view/cole-2023.

We are at the cusp of a transition from "learning from data" to "learning what data to learn from" as a central focus of artificial intelligence (AI) research. While the first-order learning problem is not completely solved, large models under unified architectures, such as transformers, have shifted the learning bottleneck from how to effectively train our models to how to effectively acquire and use task-relevant data. This problem, which we frame as exploration, is a universal aspect of learning in open-ended domains, such as the real world. Although the study of exploration in AI is largely limited to the field of reinforcement learning, we argue that exploration is essential to all learning systems, including supervised learning. We propose the problem of generalized exploration to conceptually unify exploration-driven learning between supervised learning and reinforcement learning, allowing us to highlight key similarities across learning settings and open research challenges. Importantly, generalized exploration serves as a necessary objective for maintaining open-ended learning processes, which in continually learning to discover and solve new problems, provides a promising path to more general intelligence.

In open-ended continuous environments, robots need to learn multiple parameterised control tasks in hierarchical reinforcement learning. We hypothesise that the most complex tasks can be learned more easily by transferring knowledge from simpler tasks, and faster by adapting the complexity of the actions to the task. We propose a task-oriented representation of complex actions, called procedures, to learn online task relationships and unbounded sequences of action primitives to control the different observables of the environment. Combining both goal-babbling with imitation learning, and active learning with transfer of knowledge based on intrinsic motivation, our algorithm self-organises its learning process. It chooses at any given time a task to focus on; and what, how, when and from whom to transfer knowledge. We show with a simulation and a real industrial robot arm, in cross-task and cross-learner transfer settings, that task composition is key to tackle highly complex tasks. Task decomposition is also efficiently transferred across different embodied learners and by active imitation, where the robot requests just a small amount of demonstrations and the adequate type of information. The robot learns and exploits task dependencies so as to learn tasks of every complexity.

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

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

Achieving true human-like ability to conduct a conversation remains an elusive goal for open-ended dialogue systems. We posit this is because extant approaches towards natural language generation (NLG) are typically construed as end-to-end architectures that do not adequately model human generation processes. To investigate, we decouple generation into two separate phases: planning and realization. In the planning phase, we train two planners to generate plans for response utterances. The realization phase uses response plans to produce an appropriate response. Through rigorous evaluations, both automated and human, we demonstrate that decoupling the process into planning and realization performs better than an end-to-end approach.

Emotional Support Conversation (ESC) systems aim to alleviate users' emotional difficulties and provide long-term, systematic support for emotional well-being. However, most large language model (LLM)-based ESC systems rely on predefined strategies, which limits their effectiveness in complex, real-life scenarios. To enable flexible responses to diverse emotional problem scenarios, this paper introduces a novel end-to-end framework (RLFF-ESC) that directly learns enduring emotionally supportive response skills using reinforcement learning. For sustained emotional support, we first employ an LLM-based multi-agent mechanism to simulate future dialogue trajectories and collect future-oriented rewards. We then train a future-oriented reward model, which is subsequently used to train the emotional support policy model. Additionally, we incorporate an explicit reasoning process during response generation to further enhance the quality, relevance, and contextual appropriateness of the system's responses. We evaluate the backbone policy model on Qwen2.5-7B-Instruct-1M and LLaMA3.1-8B-Instruct models, testing the proposed RLFF-ESC framework across two public ESC datasets. Experimental results demonstrate that RLFF-ESC consistently outperforms existing baselines in terms of goal completion and response quality.

One of the grand challenges of artificial general intelligence is developing agents capable of conducting scientific research and discovering new knowledge. While frontier models have already been used as aids to human scientists, e.g. for brainstorming ideas, writing code, or prediction tasks, they still conduct only a small part of the scientific process. This paper presents the first comprehensive framework for fully automatic scientific discovery, enabling frontier large language models to perform research independently and communicate their findings. We introduce The AI Scientist, which generates novel research ideas, writes code, executes experiments, visualizes results, describes its findings by writing a full scientific paper, and then runs a simulated review process for evaluation. In principle, this process can be repeated to iteratively develop ideas in an open-ended fashion, acting like the human scientific community. We demonstrate its versatility by applying it to three distinct subfields of machine learning: diffusion modeling, transformer-based language modeling, and learning dynamics. Each idea is implemented and developed into a full paper at a cost of less than $15 per paper. To evaluate the generated papers, we design and validate an automated reviewer, which we show achieves near-human performance in evaluating paper scores. The AI Scientist can produce papers that exceed the acceptance threshold at a top machine learning conference as judged by our automated reviewer. This approach signifies the beginning of a new era in scientific discovery in machine learning: bringing the transformative benefits of AI agents to the entire research process of AI itself, and taking us closer to a world where endless affordable creativity and innovation can be unleashed on the world's most challenging problems. Our code is open-sourced at https://github.com/SakanaAI/AI-Scientist

Large language models (LLMs) are increasingly trained with reinforcement learning (RL) as autonomous agents that reason and act over long horizons in interactive environments. However, sparse and sometimes unverifiable rewards make temporal credit assignment extremely challenging. Recent work attempts to integrate process supervision into agent learning but suffers from biased annotation, reward hacking, high-variance from overly fine-grained signals or failtures when state overlap is rare. We therefore introduce Online Process Reward Learning (OPRL), a general credit-assignment strategy for agentic RL that integrates seamlessly with standard on-policy algorithms without relying on additional rollouts or explicit step labels. In OPRL, we optimize an implicit process reward model (PRM) alternately with the agent's policy to transform trajectory preferences into implicit step rewards through a trajectory-based DPO objective. These step rewards are then used to compute step-level advantages, which are combined with episode-level advantages from outcome rewards for policy update, creating a self-reinforcing loop. Theoretical findings guarantee that the learned step rewards are consistent with trajectory preferences and act as potential-based shaping rewards, providing bounded gradients to stabilize training. Empirically, we evaluate OPRL on three distinct agent benmarks, including WebShop and VisualSokoban, as well as open-ended social interactions with unverfiable rewards in SOTOPIA. Crucially, OPRL shows superior performance over frontier LLMs and strong RL baselines across domains, achieving state-of-the-art results with higher sample-efficiency and lower variance during training. Further analysis also demonstrates the efficient exploration by OPRL using fewer actions, underscoring its potential for agentic learning in real-world scenarios.

Much of the excitement in modern AI is driven by the observation that scaling up existing systems leads to better performance. But does better performance necessarily imply better internal representations? While the representational optimist assumes it must, this position paper challenges that view. We compare neural networks evolved through an open-ended search process to networks trained via conventional stochastic gradient descent (SGD) on the simple task of generating a single image. This minimal setup offers a unique advantage: each hidden neuron's full functional behavior can be easily visualized as an image, thus revealing how the network's output behavior is internally constructed neuron by neuron. The result is striking: while both networks produce the same output behavior, their internal representations differ dramatically. The SGD-trained networks exhibit a form of disorganization that we term fractured entangled representation (FER). Interestingly, the evolved networks largely lack FER, even approaching a unified factored representation (UFR). In large models, FER may be degrading core model capacities like generalization, creativity, and (continual) learning. Therefore, understanding and mitigating FER could be critical to the future of representation learning.

We introduce MLE-Dojo, a Gym-style framework for systematically reinforcement learning, evaluating, and improving autonomous large language model (LLM) agents in iterative machine learning engineering (MLE) workflows. Unlike existing benchmarks that primarily rely on static datasets or single-attempt evaluations, MLE-Dojo provides an interactive environment enabling agents to iteratively experiment, debug, and refine solutions through structured feedback loops. Built upon 200+ real-world Kaggle challenges, MLE-Dojo covers diverse, open-ended MLE tasks carefully curated to reflect realistic engineering scenarios such as data processing, architecture search, hyperparameter tuning, and code debugging. Its fully executable environment supports comprehensive agent training via both supervised fine-tuning and reinforcement learning, facilitating iterative experimentation, realistic data sampling, and real-time outcome verification. Extensive evaluations of eight frontier LLMs reveal that while current models achieve meaningful iterative improvements, they still exhibit significant limitations in autonomously generating long-horizon solutions and efficiently resolving complex errors. Furthermore, MLE-Dojo's flexible and extensible architecture seamlessly integrates diverse data sources, tools, and evaluation protocols, uniquely enabling model-based agent tuning and promoting interoperability, scalability, and reproducibility. We open-source our framework and benchmarks to foster community-driven innovation towards next-generation MLE agents.

We introduce Meta MLGym and MLGym-Bench, a new framework and benchmark for evaluating and developing LLM agents on AI research tasks. This is the first Gym environment for machine learning (ML) tasks, enabling research on reinforcement learning (RL) algorithms for training such agents. MLGym-bench consists of 13 diverse and open-ended AI research tasks from diverse domains such as computer vision, natural language processing, reinforcement learning, and game theory. Solving these tasks requires real-world AI research skills such as generating new ideas and hypotheses, creating and processing data, implementing ML methods, training models, running experiments, analyzing the results, and iterating through this process to improve on a given task. We evaluate a number of frontier large language models (LLMs) on our benchmarks such as Claude-3.5-Sonnet, Llama-3.1 405B, GPT-4o, o1-preview, and Gemini-1.5 Pro. Our MLGym framework makes it easy to add new tasks, integrate and evaluate models or agents, generate synthetic data at scale, as well as develop new learning algorithms for training agents on AI research tasks. We find that current frontier models can improve on the given baselines, usually by finding better hyperparameters, but do not generate novel hypotheses, algorithms, architectures, or substantial improvements. We open-source our framework and benchmark to facilitate future research in advancing the AI research capabilities of LLM agents.

Solving open-ended science questions remains challenging for large language models, particularly due to inherently unreliable supervision and evaluation. The bottleneck lies in the data construction and reward design for scientific post-training. We develop a large-scale, systematic data processing pipeline that transforms heterogeneous open-source science data into Dr. SCI dataset, which comprises of 1M questions across eight STEM subjects, with explicit verifiable/open-ended splits, scalable difficulty annotation, and fine-grained rubrics that operationalize evaluation for open-ended answers. Building on this dataset, we propose the Dr. SCI post-training pipeline, which redesigns the standard SFT -> RL workflow through three components: (i) Exploration-Expanding SFT, which broadens the model's reasoning pattern coverage prior to RL; (ii) Dynamic Difficulty Curriculum, which adapts training data to the model's evolving scientific capability; and (iii) SciRubric-Guided RL, which enables stable reinforcement learning on open-ended scientific questions via rubric-based evaluation with explicit answer correctness. Qwen3-4B-Base trained using Dr. SCI pipeline achieves 63.2 on GPQA-diamond and 32.4 on GPQA-general, consistently improves over strong post-trained baselines such as o1-mini and GPT-4o, demonstrating substantial gains in scientific reasoning, especially in open-ended settings.

Open-ended algorithms aim to learn new, interesting behaviors forever. That requires a vast environment search space, but there are thus infinitely many possible tasks. Even after filtering for tasks the current agent can learn (i.e., learning progress), countless learnable yet uninteresting tasks remain (e.g., minor variations of previously learned tasks). An Achilles Heel of open-endedness research is the inability to quantify (and thus prioritize) tasks that are not just learnable, but also interesting (e.g., worthwhile and novel). We propose solving this problem by Open-endedness via Models of human Notions of Interestingness (OMNI). The insight is that we can utilize foundation models (FMs) as a model of interestingness (MoI), because they already internalize human concepts of interestingness from training on vast amounts of human-generated data, where humans naturally write about what they find interesting or boring. We show that FM-based MoIs improve open-ended learning by focusing on tasks that are both learnable and interesting, outperforming baselines based on uniform task sampling or learning progress alone. This approach has the potential to dramatically advance the ability to intelligently select which tasks to focus on next (i.e., auto-curricula), and could be seen as AI selecting its own next task to learn, facilitating self-improving AI and AI-Generating Algorithms. Project website at https://www.jennyzhangzt.com/omni/

Open-ended discovery requires learning from repeated attempts while continuing to explore directions whose value is not yet apparent. Search with a frozen large language model (LLM) can reuse previous solutions in context, but cannot update the model from its successes and failures on the test problem. Reinforcement learning (RL) enables such adaptation; however, strongly favoring high-reward trajectories may suppress low-reward yet potentially promising directions too early. We introduce CURIO, a curiosity-driven test-time learning framework that complements task feedback with an Intrinsic Curiosity World Model (ICWM). The ICWM learns transitions in the policy's hidden-state representation and supplies prediction-error bonuses at sampled tokens outside the policy's top-k choices. Epoch normalization and an annealed weight regulate their contribution to the policy update. On six mathematical discovery tasks and single-cell denoising with Qwen3 backbones from 8B to 235B, three-run means improve over a matched task-only RL control on five mathematical objectives, match the best reported performance on Circle Packing, and improve denoising Score and mean squared error (MSE) on both held-out corpora at every tested scale. Relative gains reach 18.3% on Hadamard and 10.8% on denoising Score. Code-diversity measurements show greater structural variation among generated programs, supporting curiosity as a complementary exploration signal for learning in open-ended discovery.

Conventional supervised learning typically assumes that the learning task can be solved by learning a single function since the data is sampled from a fixed distribution. However, this assumption is invalid in open-ended environments where no task-level data partitioning is available. In this paper, we present a novel supervised learning framework of learning from open-ended data, which is modeled as data implicitly sampled from multiple domains with the data in each domain obeying a domain-specific target function. Since different domains may possess distinct target functions, open-ended data inherently requires multiple functions to capture all its input-output relations, rendering training a single global model problematic. To address this issue, we devise an Open-ended Supervised Learning (OSL) framework, of which the key component is a subjective function that allocates the data among multiple candidate models to resolve the "conflict" between the data from different domains, exhibiting a natural hierarchy. We theoretically analyze the learnability and the generalization error of OSL, and empirically validate its efficacy in both open-ended regression and classification tasks.

Open-ended evaluation is essential for deploying large language models in real-world settings. In studying HealthBench, we observe that using the model itself as a grader and generating rubric-based reward signals substantially improves reasoning performance. Remarkably, the trained model also becomes a stronger grader. Motivated by this, we introduce Self-Rewarding Rubric-Based Reinforcement Learning for Open-Ended Reasoning, a lightweight framework that enables faster and more resource-efficient training while surpassing baselines. Remarkably, on Qwen3-32B, training with just the 4000-sample HealthBench Easy subset is sufficient to obtain a model that exceeds GPT-5 on HealthBench Hard. Incorporating a small amount of teacher-graded data further enhances performance for less capable models.

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

Open-ended learning benefits immensely from the use of symbolic methods for goal representation as they offer ways to structure knowledge for efficient and transferable learning. However, the existing Hierarchical Reinforcement Learning (HRL) approaches relying on symbolic reasoning are often limited as they require a manual goal representation. The challenge in autonomously discovering a symbolic goal representation is that it must preserve critical information, such as the environment dynamics. In this paper, we propose a developmental mechanism for goal discovery via an emergent representation that abstracts (i.e., groups together) sets of environment states that have similar roles in the task. We introduce a Feudal HRL algorithm that concurrently learns both the goal representation and a hierarchical policy. The algorithm uses symbolic reachability analysis for neural networks to approximate the transition relation among sets of states and to refine the goal representation. We evaluate our approach on complex navigation tasks, showing the learned representation is interpretable, transferrable and results in data efficient learning.

Large Language Models (LLMs), despite their advancements, are fundamentally limited by their static parametric knowledge, hindering performance on tasks requiring open-domain up-to-date information. While enabling LLMs to interact with external knowledge environments is a promising solution, current efforts primarily address closed-end problems. Open-ended questions, which characterized by lacking a standard answer or providing non-unique and diverse answers, remain underexplored. To bridge this gap, we present O^2-Searcher, a novel search agent leveraging reinforcement learning to effectively tackle both open-ended and closed-ended questions in the open domain. O^2-Searcher leverages an efficient, locally simulated search environment for dynamic knowledge acquisition, effectively decoupling the external world knowledge from model's sophisticated reasoning processes. It employs a unified training mechanism with meticulously designed reward functions, enabling the agent to identify problem types and adapt different answer generation strategies. Furthermore, to evaluate performance on complex open-ended tasks, we construct O^2-QA, a high-quality benchmark featuring 300 manually curated, multi-domain open-ended questions with associated web page caches. Extensive experiments show that O^2-Searcher, using only a 3B model, significantly surpasses leading LLM agents on O^2-QA. It also achieves SOTA results on various closed-ended QA benchmarks against similarly-sized models, while performing on par with much larger ones.

We are in the midst of large-scale industrial and academic efforts to automate the processes of scientific, technological and creative production through AI-driven assistants. Historically, a fundamental property of these processes in their human form has been their open-endedness: their capacity for generating a seemingly endless supply of novel and meaningful new forms. Do artificial agents have any capacity for such fruitful unguided discovery? To answer this question, we turn to Picbreeder, the canonical exemplar of human-driven open-ended search, in which users collaboratively generated a diverse library of images through interactive evolution of small neural networks. We replicate Picbreeder, replacing human users with frontier Vision Language Models (VLMs). We observe clear qualitative differences between the output of our system and the historical human baseline, and attempt to characterize them using metrics of phylogenetic complexity and visual and semantic salience and novelty. In an effort to identify some of the causal factors contributing these differences, we study the addition of exploratory noise to the agents' selection process, of behavioral diversity between agents, and of narrative momentum in the form of memory of past actions. We make our code available at https://github.com/smearle/picbreeder-vlm.

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

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a scientific and reproducible literature search strategy based on the PRISMA process using explicit inclusion and exclusion criteria to study text-based automatic assessment systems in post-secondary education, screening 838 papers and synthesizing 93 studies. To understand how text-based automatic assessment systems have been developed and applied in education in recent years, three research questions are considered. All included studies are summarized and categorized according to a proposed comprehensive framework, including the input and output of the system, research motivation, and research outcomes, aiming to answer the research questions accordingly. Additionally, the typical studies of automated assessment systems, research methods, and application domains in these studies are investigated and summarized. This systematic review provides an overview of recent educational applications of text-based assessment systems for understanding the latest AI/NLP developments assisting in text-based assessments in higher education. Findings will particularly benefit researchers and educators incorporating LLMs such as ChatGPT into their educational activities.

Recent advances in large language model (LLM) reasoning through reinforcement learning rely on annotated datasets for verifiable rewards, which may limit models' ability to surpass human-level performance. While self-play offers a promising alternative, existing approaches depend on external verifiers or cannot learn open-endedly. We present Open-Ended Self-Improving Reasoner (OpenSIR), a self-play framework where an LLM learns to generate and solve novel problems by alternating teacher and student roles without external supervision. To generate novel problems, OpenSIR optimises for both difficulty and diversity, rewarding problems that challenge appropriately while exploring distinct concepts, enabling open-ended mathematical discovery. Starting from a single trivial seed problem, OpenSIR substantially improves instruction models: Llama-3.2-3B-Instruct advances from 73.9 to 78.3 on GSM8K, and from 28.8 to 34.4 on College Math, while Gemma-2-2B-Instruct rises from 38.5 to 58.7 on GSM8K. Our analyses reveal that OpenSIR achieves open-ended learning through co-evolving teacher-student roles that adaptively calibrate difficulty and drive diverse exploration, progressing autonomously from basic to advanced mathematics.

Self-evolving agents are usually built around prescribed optimization pipelines: the framework decides how to gather evidence, revise a persistent artifact, select candidates, and stop. We ask whether this task-specific procedure remains necessary when a frontier model acts as the optimizer. We introduce Open-Ended Optimization (OEO), which keeps the objective, permitted interactions, resource budget, data boundary, and evaluation fixed while allowing the optimizer to compose the improvement process online. We compare OEO with two complementary prescribed approaches: SkillOpt, a staged pipeline with bounded edits, and GEPA, a reflective evolutionary search. Across 14 head-to-head comparisons over 8 benchmark-target-model settings, GPT-5.5-driven OEO records 12 wins, 1 tie, and 1 narrow loss of 0.21 percentage points. It uses a median 34.3 percent of SkillOpt's configured target-interaction token budget. A one-shot, zero-interaction control shows that the gains are not explained by a single prior-driven rewrite. However, delegation has a capability boundary: SkillOpt outperforms OEO with a medium optimizer, and a weak optimizer cannot operate through the unchanged OEO interface. In the fully instrumented OEO-SkillOpt pair, trajectory analysis further shows that prescription changes how optimization proceeds more consistently than it changes final behavior. Together, these findings recast prescribed pipelines as capability-dependent scaffolding: essential constraints remain external, but a sufficiently capable optimizer can compose the route from measurable feedback to persistent improvement.

Recent AI systems have made rapid progress in scientific discovery when given well-defined metrics, but whether they can autonomously undertake open-ended scientific discovery remains unclear. We investigate AI's ability to tackle open-ended tasks in Station, an open-world environment in which multiple agents simulate a scientific ecosystem. To tackle challenges specific to open-ended tasks, we propose augmenting Station with two mechanisms: a Supervisor mechanism and periodic Meta Reflection, which encourage persistent exploration even when intermediate metrics are lacking. We construct open-ended tasks from three recent oral papers presented at ICLR. We give agents the main research question studied in each paper while withholding the paper's results and disabling web access. We then measure how many of the original findings-partitioned into individual criteria-agents rediscover. We find that Station rediscovers 62.7% of the criteria on average, compared with 15.4% for Codex Multiagent-v2 and 14.4-20.6% for AI Scientist-v2. Ablation and behavioral analyses indicate that adding the two mechanisms together improves research coverage and continuity. We further evaluate Station on two open-ended tasks without oracle papers and find that some of the discoveries made by the agents closely match discoveries reported by researchers after the knowledge cutoff date. Together, these results indicate that a suitable environment can enable agents to autonomously make meaningful progress in open-ended scientific discovery.

Open-ended questions test a more thorough understanding than closed-ended questions and are often a preferred assessment method. However, open-ended questions are tedious to grade and subject to personal bias. Therefore, there have been efforts to speed up the grading process through automation. Short Answer Grading (SAG) systems aim to automatically score students' answers. Despite growth in SAG methods and capabilities, there exists no comprehensive short-answer grading benchmark across different subjects, grading scales, and distributions. Thus, it is hard to assess the capabilities of current automated grading methods in terms of their generalizability. In this preliminary work, we introduce the combined ASAG2024 benchmark to facilitate the comparison of automated grading systems. Combining seven commonly used short-answer grading datasets in a common structure and grading scale. For our benchmark, we evaluate a set of recent SAG methods, revealing that while LLM-based approaches reach new high scores, they still are far from reaching human performance. This opens up avenues for future research on human-machine SAG systems.

In recent years there has been a tremendous surge in the general capabilities of AI systems, mainly fuelled by training foundation models on internetscale data. Nevertheless, the creation of openended, ever self-improving AI remains elusive. In this position paper, we argue that the ingredients are now in place to achieve openendedness in AI systems with respect to a human observer. Furthermore, we claim that such open-endedness is an essential property of any artificial superhuman intelligence (ASI). We begin by providing a concrete formal definition of open-endedness through the lens of novelty and learnability. We then illustrate a path towards ASI via open-ended systems built on top of foundation models, capable of making novel, humanrelevant discoveries. We conclude by examining the safety implications of generally-capable openended AI. We expect that open-ended foundation models will prove to be an increasingly fertile and safety-critical area of research in the near future.

Generative AI systems (GenAI) are increasingly used by students as learning companions, yet little is known about how they regulate these tools in open-ended learning settings, where the goal is to improve understanding for later independent performance. This study examined Grade-9 students' use of a general-purpose GenAI during mathematical-modeling practice through the lens of epistemic proactivity (EP)---the extent to which learners retain responsibility for regulating and advancing their own knowledge-building. We operationalized EP through two complementary behavioral dimensions: self-regulated learning (SRL) functions and help-seeking (HS) content. We asked whether static summaries of these behaviors or their within-session development were more informative about subsequent unaided performance. A total of 112 students interacted with a web-based LLM tutor, producing 880 substantive student turns; 95 completed both the unaided pre- and post-tests. Interactions were strongly request-dominated, with comparatively little explicit planning, monitoring, or evaluation, and students' stated HS intentions were only weakly reflected in their enacted behavior. Static summaries of AI use did not account for additional post-test variance beyond pre-test performance. In contrast, among the 89 students with HS computable trajectories, within-session HS development was informative: students whose requests became relatively more understanding-oriented---toward conceptual and procedural assistance rather than answer-seeking or verification---showed higher subsequent unaided performance. These findings suggest that AI-supported learning cannot be understood from aggregate interaction characteristics alone; the change in the depth with which students formulate their requests as an interaction develops may provide additional insight into their subsequent performance without AI.

OpenAI o1 represents a significant milestone in Artificial Inteiligence, which achieves expert-level performances on many challanging tasks that require strong reasoning ability.OpenAI has claimed that the main techinique behinds o1 is the reinforcement learining. Recent works use alternative approaches like knowledge distillation to imitate o1's reasoning style, but their effectiveness is limited by the capability ceiling of the teacher model. Therefore, this paper analyzes the roadmap to achieving o1 from the perspective of reinforcement learning, focusing on four key components: policy initialization, reward design, search, and learning. Policy initialization enables models to develop human-like reasoning behaviors, equipping them with the ability to effectively explore solution spaces for complex problems. Reward design provides dense and effective signals via reward shaping or reward modeling, which is the guidance for both search and learning. Search plays a crucial role in generating high-quality solutions during both training and testing phases, which can produce better solutions with more computation. Learning utilizes the data generated by search for improving policy, which can achieve the better performance with more parameters and more searched data. Existing open-source projects that attempt to reproduce o1 can be seem as a part or a variant of our roadmap. Collectively, these components underscore how learning and search drive o1's advancement, making meaningful contributions to the development of LLM.

Open-ended text generation tasks, such as dialogue generation and story completion, require models to generate a coherent continuation given limited preceding context. The open-ended nature of these tasks brings new challenges to the neural auto-regressive text generators nowadays. Despite these neural models are good at producing human-like text, it is difficult for them to arrange causalities and relations between given facts and possible ensuing events. To bridge this gap, we propose a novel two-stage method which explicitly arranges the ensuing events in open-ended text generation. Our approach can be understood as a specially-trained coarse-to-fine algorithm, where an event transition planner provides a "coarse" plot skeleton and a text generator in the second stage refines the skeleton. Experiments on two open-ended text generation tasks demonstrate that our proposed method effectively improves the quality of the generated text, especially in coherence and diversity. The code is available at: https://github.com/qtli/EventPlanforTextGen.

Given a prefix (context), open-ended generation aims to decode texts that are coherent, which do not abruptly drift from previous topics, and informative, which do not suffer from undesired repetitions. In this paper, we propose Look-back, an improved decoding algorithm that leverages the Kullback-Leibler divergence to track the distribution distance between current and historical decoding steps. Thus Look-back can automatically predict potential repetitive phrase and topic drift, and remove tokens that may cause the failure modes, restricting the next token probability distribution within a plausible distance to the history. We perform decoding experiments on document continuation and story generation, and demonstrate that Look-back is able to generate more fluent and coherent text, outperforming other strong decoding methods significantly in both automatic and human evaluations.

Large Language Models are increasingly deployed as educational tools, yet existing benchmarks focus on narrow skills and lack grounding in learning sciences. We introduce OpenLearnLM Benchmark, a theory-grounded framework evaluating LLMs across three dimensions derived from educational assessment theory: Knowledge (curriculum-aligned content and pedagogical understanding), Skills (scenario-based competencies organized through a four-level center-role-scenario-subscenario hierarchy), and Attitude (alignment consistency and deception resistance). Our benchmark comprises 124K+ items spanning multiple subjects, educational roles, and difficulty levels based on Bloom's taxonomy. The Knowledge domain prioritizes authentic assessment items from established benchmarks, while the Attitude domain adapts Anthropic's Alignment Faking methodology to detect behavioral inconsistency under varying monitoring conditions. Evaluation of seven frontier models reveals distinct capability profiles: Claude-Opus-4.5 excels in practical skills despite lower content knowledge, while Grok-4.1-fast leads in knowledge but shows alignment concerns. Notably, no single model dominates all dimensions, validating the necessity of multi-axis evaluation. OpenLearnLM provides an open, comprehensive framework for advancing LLM readiness in authentic educational contexts.

In this technical report, we introduce OpenR, an open-source framework designed to integrate key components for enhancing the reasoning capabilities of large language models (LLMs). OpenR unifies data acquisition, reinforcement learning training (both online and offline), and non-autoregressive decoding into a cohesive software platform. Our goal is to establish an open-source platform and community to accelerate the development of LLM reasoning. Inspired by the success of OpenAI's o1 model, which demonstrated improved reasoning abilities through step-by-step reasoning and reinforcement learning, OpenR integrates test-time compute, reinforcement learning, and process supervision to improve reasoning in LLMs. Our work is the first to provide an open-source framework that explores the core techniques of OpenAI's o1 model with reinforcement learning, achieving advanced reasoning capabilities beyond traditional autoregressive methods. We demonstrate the efficacy of OpenR by evaluating it on the MATH dataset, utilising publicly available data and search methods. Our initial experiments confirm substantial gains, with relative improvements in reasoning and performance driven by test-time computation and reinforcement learning through process reward models. The OpenR framework, including code, models, and datasets, is accessible at https://openreasoner.github.io.

The foundational pretraining phase determines a model's capability ceiling, as post-training struggles to overcome capability foundations established during pretraining, yet it remains critically under-explored. This stems from a structural paradox: organizations with computational resources operate under commercial pressures that inhibit transparent disclosure, while academic institutions possess research freedom but lack pretraining-scale computational resources. daVinci-LLM occupies this unexplored intersection, combining industrial-scale resources with full research freedom to advance the science of pretraining. We adopt a fully-open paradigm that treats openness as scientific methodology, releasing complete data processing pipelines, full training processes, and systematic exploration results. Recognizing that the field lacks systematic methodology for data processing, we employ the Data Darwinism framework, a principled L0-L9 taxonomy from filtering to synthesis. We train a 3B-parameter model from random initialization across 8T tokens using a two-stage adaptive curriculum that progressively shifts from foundational capabilities to reasoning-intensive enhancement. Through 200+ controlled ablations, we establish that: processing depth systematically enhances capabilities, establishing it as a critical dimension alongside volume scaling; different domains exhibit distinct saturation dynamics, necessitating adaptive strategies from proportion adjustments to format shifts; compositional balance enables targeted intensification while preventing performance collapse; how evaluation protocol choices shape our understanding of pretraining progress. By releasing the complete exploration process, we enable the community to build upon our findings and systematic methodologies to form accumulative scientific knowledge in pretraining.

Self-evolving agents requires adaptation after deployment, but existing approaches assume a usable learning loop, such as curated skills, successful trajectories, or verifier signals. Real open-world deployments may provide none of these, offering only a task prompt. In this work, we study open-world self-evolution, where an agent must build both its skills and its own verification signals from scratch, using open-world resources but no target-task supervision. We propose OpenSkill, a framework that bootstraps this loop: it acquires grounded knowledge and verification anchors from documentation, repositories, and the web, synthesizes them into transferable skills, and refines those skills against self-built virtual tasks grounded in the anchors rather than in target answers. The open world thus supplies both the knowledge to be learned and a supervision-independent practice environment, with target-task supervision reserved for final evaluation. Across three benchmarks and two target agents, OpenSkill attains the best automated pass rate while satisfying the no-supervision constraint. Analysis shows its skills transfer across models without model-specific adaptation, and its self-built verifier aligns with ground-truth outcomes despite never accessing them.

Open-ended search combined with foundation models has produced advances such as faster algorithms, new results on open mathematical problems, and self-improving agents. We extend this paradigm to recommendation for decision-making, focusing on decisions where the set of possible choices is fixed but the reasons for choosing them are not. In high-stakes decisions, e.g., which company to acquire or which customer to target, comparing diverse, well-reasoned options can be more useful than a single ranked list. We formalize open-ended recommendation as building a diverse, high-quality set of recommendations, each an item together with a hypothesis, a natural-language reason why the item fits the needs of a decision maker. We propose QD-Rec, a quality--diversity method that selects items with a contextual bandit and generates hypotheses with a foundation model from earlier ones kept in an archive as stepping stones. A new recommendation enters the archive if it is novel or better than its nearest neighbor. Across M&A, customer targeting, and paper and book recommendation, QD-Rec gives the highest mean quality and builds the largest archive in most settings.

True self-evolution requires agents to act as lifelong learners that internalize novel experiences to solve future problems. However, rigorously measuring this foundational capability is hindered by two obstacles: the entanglement of prior knowledge, where ``new'' knowledge may appear in pre-training data, and the entanglement of reasoning complexity, where failures may stem from problem difficulty rather than an inability to recall learned knowledge. We introduce SE-Bench, a diagnostic environment that obfuscates the NumPy library and its API doc into a pseudo-novel package with randomized identifiers. Agents are trained to internalize this package and evaluated on simple coding tasks without access to documentation, yielding a clean setting where tasks are trivial with the new API doc but impossible for base models without it. Our investigation reveals three insights: (1) the Open-Book Paradox, where training with reference documentation inhibits retention, requiring "Closed-Book Training" to force knowledge compression into weights; (2) the RL Gap, where standard RL fails to internalize new knowledge completely due to PPO clipping and negative gradients; and (3) the viability of Self-Play for internalization, proving models can learn from self-generated, noisy tasks when coupled with SFT, but not RL. Overall, SE-Bench establishes a rigorous diagnostic platform for self-evolution with knowledge internalization. Our code and dataset can be found at https://github.com/thunlp/SE-Bench.

Open-ended scientific discovery often requires repeatedly proposing and evaluating candidate solutions. LLM-based systems can support this process by generating and refining executable solutions from verifier feedback. Methods such as TTT-Discover use test-time training (TTT) to update the solution-generating LLM from verifier feedback, adapting its generation policy to improve subsequent proposals on the target problem. However, this becomes expensive when reliable execution requires a large model, since training must maintain gradients, optimizer states, and policy statistics while repeatedly generating long, structured outputs. It also complicates credit assignment: outcome-level verifier feedback must jointly evaluate the high-level strategy and its low-level implementation. In this work, we introduce Guidance-TTT, which separates these roles. A compact guidance model is trained at test time to propose high-level strategic changes, while a frozen execution model implements them as complete executable solutions. At each step, the system selects a promising previously discovered solution, proposes a change, executes and verifies it, and updates only the guidance model using an adaptive group-relative RL objective. This concentrates test-time learning on short strategic decisions while retaining the implementation capability of a substantially stronger model without adapting it. Without web access, Guidance-TTT produces strong solutions across four distinct domains: combinatorial optimization (Polyomino Packing), heuristic programming (AHC058), machine learning (Lasso), and GPU kernel optimization (TriMul). Across these tasks, it outperforms the best solutions reported in prior work while remaining competitive with state-of-the-art results on public online leaderboards. Code is available at https://github.com/Human-Agent-Society/reef/tree/guidance-ttt-support.

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.

Open-ended and AI-generating algorithms aim to continuously generate and solve increasingly complex tasks indefinitely, offering a promising path toward more general intelligence. To accomplish this grand vision, learning must occur within a vast array of potential tasks. Existing approaches to automatically generating environments are constrained within manually predefined, often narrow distributions of environment, limiting their ability to create any learning environment. To address this limitation, we introduce a novel framework, OMNI-EPIC, that augments previous work in Open-endedness via Models of human Notions of Interestingness (OMNI) with Environments Programmed in Code (EPIC). OMNI-EPIC leverages foundation models to autonomously generate code specifying the next learnable (i.e., not too easy or difficult for the agent's current skill set) and interesting (e.g., worthwhile and novel) tasks. OMNI-EPIC generates both environments (e.g., an obstacle course) and reward functions (e.g., progress through the obstacle course quickly without touching red objects), enabling it, in principle, to create any simulatable learning task. We showcase the explosive creativity of OMNI-EPIC, which continuously innovates to suggest new, interesting learning challenges. We also highlight how OMNI-EPIC can adapt to reinforcement learning agents' learning progress, generating tasks that are of suitable difficulty. Overall, OMNI-EPIC can endlessly create learnable and interesting environments, further propelling the development of self-improving AI systems and AI-Generating Algorithms. Project website with videos: https://dub.sh/omniepic

Generative AI tools, such as AI-generated hints, are increasingly integrated into programming education to offer timely, personalized support. However, little is known about how to effectively leverage these hints while ensuring autonomous and meaningful learning. One promising approach involves pairing AI-generated hints with reflection prompts, asking students to review and analyze their learning, when they request hints. This study investigates the interplay between AI-generated hints and different designs of reflection prompts in an online introductory programming course. We conducted a two-trial field experiment. In Trial 1, students were randomly assigned to receive prompts either before or after receiving hints, or no prompt at all. Each prompt also targeted one of three SRL phases: planning, monitoring, and evaluation. In Trial 2, we examined two types of prompt guidance: directed (offering more explicit and structured guidance) and open (offering more general and less constrained guidance). Findings show that students in the before-hint (RQ1), planning (RQ2), and directed (RQ3) prompt groups produced higher-quality reflections but reported lower satisfaction with AI-generated hints than those in other conditions. Immediate performance did not differ across conditions. This negative relationship between reflection quality and hint satisfaction aligns with previous work on student mental effort and satisfaction. Our results highlight the need to reconsider how AI models are trained and evaluated for education, as prioritizing user satisfaction can undermine deeper learning.

Research idea innovation is a fundamental engine of scientific progress, yet it remains difficult to generate and evaluate in a scalable and controllable way. This challenge lies in its inherently open-ended and multi-objective nature, where ideas should balance novelty, plausibility and feasibility. While recent LLM-based approaches have made progress through carefully designed prompts or agent pipelines, they are constrained by predefined, static ideation workflows. To address this limitation, we propose MindFlow, a framework that explicitly formulates ideation as a graph-structured Flow in Mind, which is composed of modular thinking operators and modeled by a probabilistic mind supernet. Given a research topic, a controller dynamically samples thinking flows to generate candidate ideas. This open-ended problem is optimized using a tournament-based relative ranking, enabling the controller to progressively favor higher-quality thinking flows. We further introduce an evaluation protocol that jointly assesses problem finding and problem solving, going beyond title- or abstractonly judgments. Across diverse topics, MindFlow shows its superiority as an explicit, controllable and optimizable research idea innovator.

Generative AI (GenAI) tools are now common learning companions for adolescents, yet how they regulate their use during authentic learning tasks remains poorly understood. Self-regulated learning (SRL) and high-level help-seeking (HS) are commonly proposed as safeguards against passive or shortcut-oriented use, but most empirical studies focus on aggregate learning outcomes rather than these moment-to-moment processes during AI-supported learning. This work-in-progress examines open-ended conversational data from 98 Grade-9 students across three German Gymnasium schools, who used a web-based Mistral-Large tutor to prepare a curriculum-aligned mathematics skill before an exam. Alongside chat logs (1,616 turns; 808 student turns), we collected pre-post domain knowledge, pre-chat learning needs, and self-reported cognitive load. We propose a turn-level codebook combining theory-driven SRL and HS constructs with two LLM-specific inductive codes (agency over the AI; epistemic vigilance), and report preliminary AI-coded results. Although students overwhelmingly selected scaffolded support before the chat, their interactions were dominated by instrumental requests with almost no explicit monitoring or evaluation. Post-test performance was significantly lower than pre-test, and higher extraneous cognitive load predicted lower post-test scores after controlling for prior knowledge. We discuss how these patterns can support hybrid human-AI analysis of interaction patterns and inform scaffolds for more agentic and epistemically proactive GenAI use.

Multimodal Large Language Models (MLLMs) have made significant strides in visual understanding and generation tasks. However, generating interleaved image-text content remains a challenge, which requires integrated multimodal understanding and generation abilities. While the progress in unified models offers new solutions, existing benchmarks are insufficient for evaluating these methods due to data size and diversity limitations. To bridge this gap, we introduce GATE OpenING (OpenING), a comprehensive benchmark comprising 5,400 high-quality human-annotated instances across 56 real-world tasks. OpenING covers diverse daily scenarios such as travel guide, design, and brainstorming, offering a robust platform for challenging interleaved generation methods. In addition, we present IntJudge, a judge model for evaluating open-ended multimodal generation methods. Trained with a novel data pipeline, our IntJudge achieves an agreement rate of 82. 42% with human judgments, outperforming GPT-based evaluators by 11.34%. Extensive experiments on OpenING reveal that current interleaved generation methods still have substantial room for improvement. Key findings on interleaved image-text generation are further presented to guide the development of next-generation models. The OpenING is open-sourced at https://opening.github.io.

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

Machine learning has achieved remarkable success in many applications. However, existing studies are largely based on the closed-world assumption, which assumes that the environment is stationary, and the model is fixed once deployed. In many real-world applications, this fundamental and rather naive assumption may not hold because an open environment is complex, dynamic, and full of unknowns. In such cases, rejecting unknowns, discovering novelties, and then incrementally learning them, could enable models to be safe and evolve continually as biological systems do. This paper provides a holistic view of open-world machine learning by investigating unknown rejection, novel class discovery, and class-incremental learning in a unified paradigm. The challenges, principles, and limitations of current methodologies are discussed in detail. Finally, we discuss several potential directions for future research. This paper aims to provide a comprehensive introduction to the emerging open-world machine learning paradigm, to help researchers build more powerful AI systems in their respective fields, and to promote the development of artificial general intelligence.

Aligning Large Language Models (LLMs) for open-ended tasks is challenging because responses must satisfy multidimensional criteria without following a single correct generation trajectory. Existing rubric-based reinforcement learning (RL) methods compress fine-grained criterion-level feedback into scalar rewards, making persistent capability gaps difficult to target under limited on-policy exploration. We propose RISE-RL (Rubric-Informed Selective Exploration), which uses repeatedly missed rubric criteria to elicit privileged trajectories that are difficult to discover through unguided exploration alone. RISE-RL retains only trajectories whose complete-rubric reward exceeds the mean reward of natural rollouts, and then re-evaluates them under the original prompt to emphasize behaviors that remain weakly supported by the natural policy. The resulting guidance signal is optimized through a separate auxiliary objective and removed once its additional benefit diminishes. Experiments with 4B and 14B models across writing, chat, health, and science show that RISE-RL achieves the highest mean score on every evaluated benchmark under guidance-free evaluation. Compared with standard Rubric-RL, it improves the average score by 1.3 points at the 4B scale and 3.3 points at the 14B scale, including a 6.0-point gain on CreativeWriting-V3. It also improves creative-writing diversity and yields gains on objectively scored medical and scientific benchmarks. These results indicate that selective internalization through reward filtering and policy support shaping is effective for open-ended reinforcement learning.

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.

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

The frontier of mathematics is defined by problems whose solutions are not yet known, yet it remains unclear whether language models can meaningfully engage with such problems without human intervention. A major obstacle is the lack of large-scale research-level math datasets. To this end, we introduce ResearchMath-14k, a set of 14{,}056 problems curated from academic sources via a multi-agent pipeline, making it the largest collection of research-level mathematical problems to date. We further generate ResearchMath-Reasoning, 220K teacher trajectories from two open models, where we observe recurring avoidance behaviors such as non-attempts and fabricated references. Interestingly, across eight open-weight models, newer generations produce 5.6times more references and 5.0times more fake references per trace. After agentic filtering of ResearchMath-Reasoning, fine-tuning Qwen3 models from 4B to 30B parameters improves over base models by 9.2 points on average. This shows that filtered open-problem attempts can provide useful supervision even without fully correct reasoning traces. We make ResearchMath-14k publicly available for future works on research-level mathematical reasoning.

Many real-world coding challenges are open-ended and admit no known optimal solution. Yet, recent progress in LLM coding has focused on well-defined tasks such as feature implementation, bug fixing, and competitive programming. Open-ended coding remains a weak spot for LLMs, largely because open-ended training problems are scarce and expensive to construct. Our goal is to synthesize open-ended coding problems at scale to train stronger LLM coders. We introduce FrontierSmith, an automated system for iteratively evolving open-ended problems from existing closed-ended coding tasks. Starting from competitive programming problems, FrontierSmith generates candidate open-ended variants by changing the problems'goals, restricting outputs, and generalizing inputs. It then uses a quantitative idea divergence metric to select problems that elicit genuinely diverse approaches from different solvers. Agents then generate test cases and verifiers for the surviving candidates. On two open-ended coding benchmarks, training on our synthesized data yields substantial gains over the base models: Qwen3.5-9B improves by +8.82 score on FrontierCS and +306.36 (Elo-rating-based performance) on ALE-bench; Qwen3.5-27B improves by +12.12 and +309.12, respectively. The synthesized problems also make agents take more turns and use more tokens, similar to human-curated ones, suggesting that closed-ended seeds can be a practical starting point for long-horizon coding data.

Large Language Models (LLMs) have shown substantial advances through reinforcement learning (RL), particularly in domains where rewards can be programmatically verified, such as mathematics and code. In these areas, models benefit from a well-defined operational base guided by explicit rule-based objectives. However, this progress reveals a significant limitation: in open-ended domains where rewards are ambiguous, subjective, or context-dependent, such as creative writing, scientific reasoning, and notably medical consultation, robust reward functions are lacking, making these areas challenging for current RL strategies. To bridge this gap, we introduce ORBIT, an open-ended rubric-based incremental training framework specifically designed for high-stakes medical dialogue. ORBIT integrates syn- thetic dialogue generation with the dynamic creation of rubrics, employing these rubrics to direct an incremental RL process. In particular, this approach does not depend on external medical knowledge or manual rules, instead utilizing rubric-guided feedback to shape learning. When implemented on the Qwen3-4B-Instruct model, our method can greatly enhance its performance on the HealthBench-Hard benchmark from 7.0 to 27.2 using only 2k samples, thus achieving state-of-the-art results for models of this scale. Our analysis confirms that rubric-driven RL fos-ters consistent performance gains across diverse consultation scenarios, going beyond simple numerical improvements. These findings underscore rubric-based feedback as a scalable strategy for advancing LLMs in intricate, open-ended tasks.

Large language models that exhibit instruction-following behaviour represent one of the biggest recent upheavals in conversational interfaces, a trend in large part fuelled by the release of OpenAI's ChatGPT, a proprietary large language model for text generation fine-tuned through reinforcement learning from human feedback (LLM+RLHF). We review the risks of relying on proprietary software and survey the first crop of open-source projects of comparable architecture and functionality. The main contribution of this paper is to show that openness is differentiated, and to offer scientific documentation of degrees of openness in this fast-moving field. We evaluate projects in terms of openness of code, training data, model weights, RLHF data, licensing, scientific documentation, and access methods. We find that while there is a fast-growing list of projects billing themselves as 'open source', many inherit undocumented data of dubious legality, few share the all-important instruction-tuning (a key site where human annotation labour is involved), and careful scientific documentation is exceedingly rare. Degrees of openness are relevant to fairness and accountability at all points, from data collection and curation to model architecture, and from training and fine-tuning to release and deployment.

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

Foundation models have progressed from learning and reasoning over existing knowledge, to increasingly learning through action, tool use, and outcome feedback. We argue that the next frontier is a further transition: from solving and acting within problems specified by humans to participating in the process by which new problems, representations, explanations, and knowledge are created. We refer to this capability as Discovery Intelligence. We formulate Discovery Foundation Models (DFMs) as general-purpose model systems for open-ended discovery. A DFM operates over a revisable research state and supports seven coupled capabilities spanning problem discovery, formulation, representation construction, hypothesis formation, intervention, evidence-grounded revision, and continual discovery improvement. We instantiate this framework with Zetema, which couples explicit research-state dynamics, verification and experimental gating, external grounding, and cross-task Discovery Skill evolution. We further ground the framework with GALILEO, a real therapeutic-discovery system in which Dry-Lab reasoning, robotic and hands-on Wet-Lab experimentation, external biological evidence, and iterative hypothesis and design revision form a closed physical discovery loop. We then formulate a unified approach to capability formation and process-centered evaluation, enabling discovery behavior to be trained, improved, and measured beyond final-answer performance. Together, these components establish discovery as a learnable, executable, and evaluable capability of foundation-model systems. We view this shift as a broader progression in intelligence scaling: from learning over existing knowledge, to learning from action outcomes, and ultimately to participating in the construction, testing, and revision of the structures through which new knowledge is discovered. Code: https://github.com/Gen-Verse/DFM-Plans

Today's AI systems have human-designed, fixed architectures and cannot autonomously and continuously improve themselves. The advance of AI could itself be automated. If done safely, that would accelerate AI development and allow us to reap its benefits much sooner. Meta-learning can automate the discovery of novel algorithms, but is limited by first-order improvements and the human design of a suitable search space. The G\"odel machine proposed a theoretical alternative: a self-improving AI that repeatedly modifies itself in a provably beneficial manner. Unfortunately, proving that most changes are net beneficial is impossible in practice. We introduce the Darwin G\"odel Machine (DGM), a self-improving system that iteratively modifies its own code (thereby also improving its ability to modify its own codebase) and empirically validates each change using coding benchmarks. Inspired by Darwinian evolution and open-endedness research, the DGM maintains an archive of generated coding agents. It grows the archive by sampling an agent from it and using a foundation model to create a new, interesting, version of the sampled agent. This open-ended exploration forms a growing tree of diverse, high-quality agents and allows the parallel exploration of many different paths through the search space. Empirically, the DGM automatically improves its coding capabilities (e.g., better code editing tools, long-context window management, peer-review mechanisms), increasing performance on SWE-bench from 20.0% to 50.0%, and on Polyglot from 14.2% to 30.7%. Furthermore, the DGM significantly outperforms baselines without self-improvement or open-ended exploration. All experiments were done with safety precautions (e.g., sandboxing, human oversight). The DGM is a significant step toward self-improving AI, capable of gathering its own stepping stones along paths that unfold into endless innovation.

Prompt-learning has become a new paradigm in modern natural language processing, which directly adapts pre-trained language models (PLMs) to cloze-style prediction, autoregressive modeling, or sequence to sequence generation, resulting in promising performances on various tasks. However, no standard implementation framework of prompt-learning is proposed yet, and most existing prompt-learning codebases, often unregulated, only provide limited implementations for specific scenarios. Since there are many details such as templating strategy, initializing strategy, and verbalizing strategy, etc. need to be considered in prompt-learning, practitioners face impediments to quickly adapting the desired prompt learning methods to their applications. In this paper, we present {OpenPrompt}, a unified easy-to-use toolkit to conduct prompt-learning over PLMs. OpenPrompt is a research-friendly framework that is equipped with efficiency, modularity, and extendibility, and its combinability allows the freedom to combine different PLMs, task formats, and prompting modules in a unified paradigm. Users could expediently deploy prompt-learning frameworks and evaluate the generalization of them on different NLP tasks without constraints. OpenPrompt is publicly released at { https://github.com/thunlp/OpenPrompt}.

Despite the strong performance achieved by reinforcement learning-trained information-seeking agents, learning in open-ended web environments remains severely constrained by low signal-to-noise feedback. Text-based parsers often discard layout semantics and introduce unstructured noise, while long-horizon training typically relies on sparse outcome rewards that obscure which retrieval actions actually matter. We propose a visual-native search framework that represents webpages as visual snapshots, allowing agents to leverage layout cues to quickly localize salient evidence and suppress distractors. To learn effectively from these high-dimensional observations, we introduce Information-Aware Credit Assignment (ICA), a post-hoc method that estimates each retrieved snapshot's contribution to the final outcome via posterior analysis and propagates dense learning signals back to key search turns. Integrated with a GRPO-based training pipeline, our approach consistently outperforms text-based baselines on diverse information-seeking benchmarks, providing evidence that visual snapshot grounding with information-level credit assignment alleviates the credit-assignment bottleneck in open-ended web environments. The code and datasets will be released in https://github.com/pc-inno/ICA_MM_deepsearch.git.

Language models trained on large-scale datasets have been shown to learn features that encode abstract concepts such as factuality or intent. Such features are traditionally used for test-time monitoring or steering. We present an alternative affordance: features as scalable supervision for open-ended tasks. We consider the case of hallucination-reduction as a desirable, yet open-ended behavior and design a reinforcement learning (RL) pipeline, titled RLFR (Reinforcement Learning from Feature Rewards), that uses features as reward functions. Grounded in a novel probing framework that identifies candidate hallucinated claims, our pipeline teaches a model to intervene and correct its completions when it is uncertain of their factuality. Furthermore, the pipeline enables scalable test-time compute, guided once more by our reward features. This end-to-end process operationalized on Gemma-3-12B-IT results in a policy that is 58% less likely to hallucinate compared to the original model (when run in tandem with our probing harness), while preserving performance on standard benchmarks. Taken together, by grounding supervision in the language of features, this paper introduces a novel paradigm in the use of interpretability for learning open-ended tasks.

This paper introduces a pioneering approach to artificial intelligence research, embodied in our O1 Replication Journey. In response to the announcement of OpenAI's groundbreaking O1 model, we embark on a transparent, real-time exploration to replicate its capabilities while reimagining the process of conducting and communicating AI research. Our methodology addresses critical challenges in modern AI research, including the insularity of prolonged team-based projects, delayed information sharing, and the lack of recognition for diverse contributions. By providing comprehensive, real-time documentation of our replication efforts, including both successes and failures, we aim to foster open science, accelerate collective advancement, and lay the groundwork for AI-driven scientific discovery. Our research progress report diverges significantly from traditional research papers, offering continuous updates, full process transparency, and active community engagement throughout the research journey. Technologically, we proposed the journey learning paradigm, which encourages models to learn not just shortcuts, but the complete exploration process, including trial and error, reflection, and backtracking. With only 327 training samples and without any additional tricks, journey learning outperformed conventional supervised learning by over 8\% on the MATH dataset, demonstrating its extremely powerful potential. We believe this to be the most crucial component of O1 technology that we have successfully decoded. We share valuable resources including technical hypotheses and insights, cognitive exploration maps, custom-developed tools, etc at https://github.com/GAIR-NLP/O1-Journey.

Readability metrics and standards such as Flesch Kincaid Grade Level (FKGL) and the Common European Framework of Reference for Languages (CEFR) exist to guide teachers and educators to properly assess the complexity of educational materials before administering them for classroom use. In this study, we select a diverse set of open and closed-source instruction-tuned language models and investigate their performances in writing story completions and simplifying narratives--tasks that teachers perform--using standard-guided prompts controlling text readability. Our extensive findings provide empirical proof of how globally recognized models like ChatGPT may be considered less effective and may require more refined prompts for these generative tasks compared to other open-sourced models such as BLOOMZ and FlanT5--which have shown promising results.

We provide our perspective on X-Learning (XL), a novel distributed learning architecture that generalizes and extends the concept of decentralization. Our goal is to present a vision for XL, introducing its unexplored design considerations and degrees of freedom. To this end, we shed light on the intuitive yet non-trivial connections between XL, graph theory, and Markov chains. We also present a series of open research directions to stimulate further research.

Training machine learning models in a meaningful order, from the easy samples to the hard ones, using curriculum learning can provide performance improvements over the standard training approach based on random data shuffling, without any additional computational costs. Curriculum learning strategies have been successfully employed in all areas of machine learning, in a wide range of tasks. However, the necessity of finding a way to rank the samples from easy to hard, as well as the right pacing function for introducing more difficult data can limit the usage of the curriculum approaches. In this survey, we show how these limits have been tackled in the literature, and we present different curriculum learning instantiations for various tasks in machine learning. We construct a multi-perspective taxonomy of curriculum learning approaches by hand, considering various classification criteria. We further build a hierarchical tree of curriculum learning methods using an agglomerative clustering algorithm, linking the discovered clusters with our taxonomy. At the end, we provide some interesting directions for future work.

Structured knowledge bases (KBs) are the backbone of many know\-ledge-intensive applications, and their automated construction has received considerable attention. In particular, open information extraction (OpenIE) is often used to induce structure from a text. However, although it allows high recall, the extracted knowledge tends to inherit noise from the sources and the OpenIE algorithm. Besides, OpenIE tuples contain an open-ended, non-canonicalized set of relations, making the extracted knowledge's downstream exploitation harder. In this paper, we study the problem of mapping an open KB into the fixed schema of an existing KB, specifically for the case of commonsense knowledge. We propose approaching the problem by generative translation, i.e., by training a language model to generate fixed-schema assertions from open ones. Experiments show that this approach occupies a sweet spot between traditional manual, rule-based, or classification-based canonicalization and purely generative KB construction like COMET. Moreover, it produces higher mapping accuracy than the former while avoiding the association-based noise of the latter.

Reinforcement Learning with Verifiable Rewards (RLVR) has demonstrated great potential in enhancing the reasoning capabilities of large language models (LLMs), achieving remarkable progress in domains such as mathematics and programming where standard answers are available. However, for open-ended tasks lacking ground-truth solutions (e.g., creative writing and instruction following), existing studies typically regard them as non-reasoning scenarios, thereby overlooking the latent value of reasoning capabilities. This raises a key question: Can strengthening reasoning improve performance in open-ended tasks? To address this, we explore the transfer of the RLVR paradigm to the open domain. Yet, since RLVR fundamentally relies on verifiers that presuppose the existence of standard answers, it cannot be directly applied to open-ended tasks. To overcome this challenge, we introduce Verifiable Multiple-Choice Reformulation (VMR), a novel training strategy that restructures open-ended data into verifiable multiple-choice formats, enabling effective training even in the absence of explicit ground truth. Experimental results on multiple benchmarks validate the effectiveness of our method in improving LLM performance on open-ended tasks. Notably, across eight open-ended benchmarks, our VMR-based training delivers an average gain of 5.99 points over the baseline. Code will be released upon acceptance to facilitate reproducibility.

Large Language Models (LLMs) have demonstrated impressive zero-shot capabilities in long-form text generation tasks expressed through natural language instructions. However, user expectations for long-form text rewriting is high, and unintended rewrites (''hallucinations'') produced by the model can negatively impact its overall performance. Existing evaluation benchmarks primarily focus on limited rewriting styles and sentence-level rewriting rather than long-form open-ended rewriting.We introduce OpenRewriteEval, a novel benchmark that covers a wide variety of rewriting types expressed through natural language instructions. It is specifically designed to facilitate the evaluation of open-ended rewriting of long-form texts. In addition, we propose a strong baseline model, RewriteLM, an instruction-tuned large language model for long-form text rewriting. We develop new strategies that facilitate the generation of diverse instructions and preference data with minimal human intervention. We conduct empirical experiments and demonstrate that our model outperforms the current state-of-the-art LLMs in text rewriting. Specifically, it excels in preserving the essential content and meaning of the source text, minimizing the generation of ''hallucinated'' content, while showcasing the ability to generate rewrites with diverse wording and structures.

Augmenting Large Language Models (LLMs) with external tools enables them to execute complex, multi-step tasks. However, tool learning is hampered by the static synthetic data pipelines where data generation and model training are executed as two separate, non-interactive processes. This approach fails to adaptively focus on a model's specific weaknesses and allows noisy labels to persist, degrading training efficiency. We introduce LoopTool, a fully automated, model-aware data evolution framework that closes this loop by tightly integrating data synthesis and model training. LoopTool iteratively refines both the data and the model through three synergistic modules: (1) Greedy Capability Probing (GCP) diagnoses the model's mastered and failed capabilities; (2) Judgement-Guided Label Verification (JGLV) uses an open-source judge model to find and correct annotation errors, progressively purifying the dataset; and (3) Error-Driven Data Expansion (EDDE) generates new, challenging samples based on identified failures. This closed-loop process operates within a cost-effective, open-source ecosystem, eliminating dependence on expensive closed-source APIs. Experiments show that our 8B model trained with LoopTool significantly surpasses its 32B data generator and achieves new state-of-the-art results on the BFCL-v3 and ACEBench benchmarks for its scale. Our work demonstrates that closed-loop, self-refining data pipelines can dramatically enhance the tool-use capabilities of LLMs.

Large language models (LLMs) have rapidly evolved from text generators into powerful problem solvers. Yet, many open tasks demand critical thinking, multi-source, and verifiable outputs, which are beyond single-shot prompting or standard retrieval-augmented generation. Recently, numerous studies have explored Deep Research (DR), which aims to combine the reasoning capabilities of LLMs with external tools, such as search engines, thereby empowering LLMs to act as research agents capable of completing complex, open-ended tasks. This survey presents a comprehensive and systematic overview of deep research systems, including a clear roadmap, foundational components, practical implementation techniques, important challenges, and future directions. Specifically, our main contributions are as follows: (i) we formalize a three-stage roadmap and distinguish deep research from related paradigms; (ii) we introduce four key components: query planning, information acquisition, memory management, and answer generation, each paired with fine-grained sub-taxonomies; (iii) we summarize optimization techniques, including prompting, supervised fine-tuning, and agentic reinforcement learning; and (iv) we consolidate evaluation criteria and open challenges, aiming to guide and facilitate future development. As the field of deep research continues to evolve rapidly, we are committed to continuously updating this survey to reflect the latest progress in this area.

Open-ended learning frames intelligence as emerging from continual interaction with an ever-expanding space of environments. While recent advances have utilized foundation models to programmatically generate diverse environments, these approaches often focus on discovering isolated behaviors rather than orchestrating sustained progression. In complex open-ended worlds, the large combinatorial space of possible challenges makes it difficult for agents to discover sequences of experiences that remain consistently learnable. To address this, we propose Dreaming in Code (DiCode), a framework in which foundation models synthesize executable environment code to scaffold learning toward increasing competence. In DiCode, "dreaming" takes the form of materializing code-level variations of the world. We instantiate DiCode in Craftax, a challenging open-ended benchmark characterized by rich mechanics and long-horizon progression. Empirically, DiCode enables agents to acquire long-horizon skills, achieving a 16% improvement in mean return over the strongest baseline and non-zero success on late-game combat tasks where prior methods fail. Our results suggest that code-level environment design provides a practical mechanism for curriculum control, enabling the construction of intermediate environments that bridge competence gaps in open-ended worlds. Project page and source code are available at https://konstantinosmitsides.github.io/dreaming-in-code and https://github.com/konstantinosmitsides/dreaming-in-code.

Evaluation has traditionally focused on ranking candidates for a specific skill. Modern generalist models, such as Large Language Models (LLMs), decidedly outpace this paradigm. Open-ended evaluation systems, where candidate models are compared on user-submitted prompts, have emerged as a popular solution. Despite their many advantages, we show that the current Elo-based rating systems can be susceptible to and even reinforce biases in data, intentional or accidental, due to their sensitivity to redundancies. To address this issue, we propose evaluation as a 3-player game, and introduce novel game-theoretic solution concepts to ensure robustness to redundancy. We show that our method leads to intuitive ratings and provide insights into the competitive landscape of LLM development.

In the field of visual scene understanding, deep neural networks have made impressive advancements in various core tasks like segmentation, tracking, and detection. However, most approaches operate on the close-set assumption, meaning that the model can only identify pre-defined categories that are present in the training set. Recently, open vocabulary settings were proposed due to the rapid progress of vision language pre-training. These new approaches seek to locate and recognize categories beyond the annotated label space. The open vocabulary approach is more general, practical, and effective compared to weakly supervised and zero-shot settings. This paper provides a thorough review of open vocabulary learning, summarizing and analyzing recent developments in the field. In particular, we begin by comparing it to related concepts such as zero-shot learning, open-set recognition, and out-of-distribution detection. Then, we review several closely related tasks in the case of segmentation and detection, including long-tail problems, few-shot, and zero-shot settings. For the method survey, we first present the basic knowledge of detection and segmentation in close-set as the preliminary knowledge. Next, we examine various scenarios in which open vocabulary learning is used, identifying common design elements and core ideas. Then, we compare the recent detection and segmentation approaches in commonly used datasets and benchmarks. Finally, we conclude with insights, issues, and discussions regarding future research directions. To our knowledge, this is the first comprehensive literature review of open vocabulary learning. We keep tracing related works at https://github.com/jianzongwu/Awesome-Open-Vocabulary.

Recent advances in Large Language Models (LLMs) have showcased impressive reasoning abilities in structured tasks like mathematics and programming, largely driven by Reinforcement Learning with Verifiable Rewards (RLVR), which uses outcome-based signals that are scalable, effective, and robust against reward hacking. However, applying similar techniques to open-ended long-form reasoning tasks remains challenging due to the absence of generic, verifiable reward signals. To address this, we propose Direct Reasoning Optimization (DRO), a reinforcement learning framework for fine-tuning LLMs on open-ended, particularly long-form, reasoning tasks, guided by a new reward signal: the Reasoning Reflection Reward (R3). At its core, R3 selectively identifies and emphasizes key tokens in the reference outcome that reflect the influence of the model's preceding chain-of-thought reasoning, thereby capturing the consistency between reasoning and reference outcome at a fine-grained level. Crucially, R3 is computed internally using the same model being optimized, enabling a fully self-contained training setup. Additionally, we introduce a dynamic data filtering strategy based on R3 for open-ended reasoning tasks, reducing cost while improving downstream performance. We evaluate DRO on two diverse datasets -- ParaRev, a long-form paragraph revision task, and FinQA, a math-oriented QA benchmark -- and show that it consistently outperforms strong baselines while remaining broadly applicable across both open-ended and structured domains.

Open-ended text generation with autoregressive language models (LMs) is one of the core tasks in natural language processing. However, maximization-based decoding methods (e.g., greedy/beam search) often lead to the degeneration problem, i.e., the generated text is unnatural and contains undesirable repetitions. Existing solutions to this problem either introduce randomness prone to incoherence or require a look-ahead mechanism that demands extra computational overhead. In this study, we formulate open-ended text generation from a new perspective, i.e., we view it as an exploration process within a directed graph. Thereby, we understand the phenomenon of degeneration as circular loops within the directed graph. Based on our formulation, we propose a novel decoding method -- momentum decoding -- which encourages the LM to greedily explore new nodes outside the current graph. Meanwhile, it also allows the LM to return to the existing nodes with a momentum downgraded by a pre-defined resistance function. We extensively test our approach on three benchmarks from different domains through automatic and human evaluations. The results show that momentum decoding performs comparably with the current state of the art while enjoying notably improved inference speed and computation FLOPs. Furthermore, we conduct a detailed analysis to reveal the merits and inner workings of our approach. Our codes and other related resources are publicly available at https://github.com/gmftbyGMFTBY/MomentumDecoding.

Adapting one's thought process based on corrective feedback is an essential ability in human learning, particularly in collaborative settings. In contrast, the current large language model training paradigm relies heavily on modeling vast, static corpora. While effective for knowledge acquisition, it overlooks the interactive feedback loops essential for models to adapt dynamically to their context. In this work, we propose a framework that treats this interactive in-context learning ability not as an emergent property, but as a distinct, trainable skill. We introduce a scalable method that transforms single-turn verifiable tasks into multi-turn didactic interactions driven by information asymmetry. We first show that current flagship models struggle to integrate corrective feedback on hard reasoning tasks. We then demonstrate that models trained with our approach dramatically improve the ability to interactively learn from language feedback. More specifically, the multi-turn performance of a smaller model nearly reaches that of a model an order of magnitude larger. We also observe robust out-of-distribution generalization: interactive training on math problems transfers to diverse domains like coding, puzzles and maze navigation. Our qualitative analysis suggests that this improvement is due to an enhanced in-context plasticity. Finally, we show that this paradigm offers a unified path to self-improvement. By training the model to predict the teacher's critiques, effectively modeling the feedback environment, we convert this external signal into an internal capability, allowing the model to self-correct even without a teacher.

Current Large Language Models (LLMs) benchmarks are often based on open-ended or close-ended QA evaluations, avoiding the requirement of human labor. Close-ended measurements evaluate the factuality of responses but lack expressiveness. Open-ended capture the model's capacity to produce discourse responses but are harder to assess for correctness. These two approaches are commonly used, either independently or together, though their relationship remains poorly understood. This work is focused on the healthcare domain, where both factuality and discourse matter greatly. It introduces a comprehensive, multi-axis suite for healthcare LLM evaluation, exploring correlations between open and close benchmarks and metrics. Findings include blind spots and overlaps in current methodologies. As an updated sanity check, we release a new medical benchmark--CareQA--, with both open and closed variants. Finally, we propose a novel metric for open-ended evaluations --Relaxed Perplexity-- to mitigate the identified limitations.

Procedures are inherently hierarchical. To "make videos", one may need to "purchase a camera", which in turn may require one to "set a budget". While such hierarchical knowledge is critical for reasoning about complex procedures, most existing work has treated procedures as shallow structures without modeling the parent-child relation. In this work, we attempt to construct an open-domain hierarchical knowledge-base (KB) of procedures based on wikiHow, a website containing more than 110k instructional articles, each documenting the steps to carry out a complex procedure. To this end, we develop a simple and efficient method that links steps (e.g., "purchase a camera") in an article to other articles with similar goals (e.g., "how to choose a camera"), recursively constructing the KB. Our method significantly outperforms several strong baselines according to automatic evaluation, human judgment, and application to downstream tasks such as instructional video retrieval. A demo with partial data can be found at https://wikihow-hierarchy.github.io. The code and the data are at https://github.com/shuyanzhou/wikihow_hierarchy.

This paper surveys and organizes research works in a new paradigm in natural language processing, which we dub "prompt-based learning". Unlike traditional supervised learning, which trains a model to take in an input x and predict an output y as P(y|x), prompt-based learning is based on language models that model the probability of text directly. To use these models to perform prediction tasks, the original input x is modified using a template into a textual string prompt x' that has some unfilled slots, and then the language model is used to probabilistically fill the unfilled information to obtain a final string x, from which the final output y can be derived. This framework is powerful and attractive for a number of reasons: it allows the language model to be pre-trained on massive amounts of raw text, and by defining a new prompting function the model is able to perform few-shot or even zero-shot learning, adapting to new scenarios with few or no labeled data. In this paper we introduce the basics of this promising paradigm, describe a unified set of mathematical notations that can cover a wide variety of existing work, and organize existing work along several dimensions, e.g.the choice of pre-trained models, prompts, and tuning strategies. To make the field more accessible to interested beginners, we not only make a systematic review of existing works and a highly structured typology of prompt-based concepts, but also release other resources, e.g., a website http://pretrain.nlpedia.ai/ including constantly-updated survey, and paperlist.

Multimodal code intelligence connects the symbolic world of programs with the visual world their execution creates. Interest in this capability is burgeoning, as models are increasingly asked to produce charts, webpages, animations, and semi-structured documents. Recently, proprietary models have pushed far ahead, producing interactive artifacts even from a text description or a screenshot alone. Yet their data and training remain closed, and open progress is held back by the quantity and quality of available data and by the pipelines and methods for producing it. Quality is the harder of the two, since a sample must be correct as a program, well built, and above all visually right once rendered. No existing signal covers all three. Execution often returns just a pass or fail, code similarity does not map to the visual output, and task-specific verifiers do not generalize. To push open progress further, we start from the data side with PrismaForge, a hierarchical data pipeline centered on a synthesized rubric that decomposes these factors into checkable criteria. The same rubric serves as both filter and reward: it curates the supervised corpus, then drives reinforcement learning on visual-coding tasks. Leveraging PrismaForge for data synthesis and filtering, we build PrismaCoder-2M, the most diverse open dataset for multimodal code intelligence and the largest to date. On the model side, we train PrismaCoder-9B and PrismaCoder-35B on this data and release both. They lead the open state of the art by a wide margin and rival leading proprietary systems. Our analyses further show that the proposed rubric-based pipeline improves multimodal coding performance across model backbones. We release our code and data at https://qiushisun.github.io/PrismaCoder-Home/.

While the ``deep reasoning'' paradigm has spurred significant advances in verifiable domains like mathematics, its application to open-ended, creative generation remains a critical challenge. The two dominant methods for instilling reasoning -- reinforcement learning (RL) and instruction distillation -- falter in this area; RL struggles with the absence of clear reward signals and high-quality reward models, while distillation is prohibitively expensive and capped by the teacher model's capabilities. To overcome these limitations, we introduce REverse-Engineered Reasoning (REER), a new paradigm that fundamentally shifts the approach. Instead of building a reasoning process ``forwards'' through trial-and-error or imitation, REER works ``backwards'' from known-good solutions to computationally discover the latent, step-by-step deep reasoning process that could have produced them. Using this scalable, gradient-free approach, we curate and open-source DeepWriting-20K, a large-scale dataset of 20,000 deep reasoning trajectories for open-ended tasks. Our model, DeepWriter-8B, trained on this data, not only surpasses strong open-source baselines but also achieves performance competitive with, and at times superior to, leading proprietary models like GPT-4o and Claude 3.5.

Large language models have recently demonstrated remarkable abilities to self-correct their responses through iterative refinement, often referred to as self-consistency or self-reflection. However, the dynamics of this self-correction mechanism may differ substantially depending on whether the model is tasked with open-ended text generation or with selecting the most appropriate response from multiple predefined options. In this paper, we conduct a systematic investigation of these two paradigms by comparing performance trends and error-correction behaviors across various natural language understanding and reasoning tasks, covering language models of different scales and families. Our experimental results reveal distinct patterns of improvement and failure modes: While open-ended generation often benefits from the flexibility of re-interpretation and compositional refinement, multiple-choice selection can leverage clearer solution boundaries but may be limited by the provided options. This contrast also reflects the dual demands faced by emerging agentic LLM applications: effective agents must not only generate and refine open-ended plans or explanations, but also make reliable discrete choices when operating within constrained action spaces. Our findings, therefore, highlight that the design of self-correction mechanisms should take into account the interaction between task structure and output space, with implications for both knowledge-intensive reasoning and decision-oriented applications of LLMs.

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

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

We introduce K2-V2, a 360-open LLM built from scratch as a superior base for reasoning adaptation, in addition to functions such as conversation and knowledge retrieval from general LLMs. It stands as the strongest fully open model, rivals open-weight leaders in its size class, outperforms Qwen2.5-72B and approaches the performance of Qwen3-235B. We actively infuse domain knowledge, reasoning, long-context, and tool use throughout the training process. This explicitly prepares the model for complex reasoning tasks. We demonstrate this potential using simple supervised fine-tuning, establishing a strong baseline that indicates significant headroom for advanced alignment. By releasing the full training history and data composition, we maximize the effectiveness of continuous training, a key open source production scenario. We release the model weights and signature LLM360 artifacts, such as complete training data, to empower the community with a capable, reasoning-centric foundation.

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.

Large Language Models have emerged many intellectual capacities. While numerous benchmarks assess their intelligence, limited attention has been given to their ability to explore, an essential capacity for discovering new information and adapting to novel environments in both natural and artificial systems. The extent to which LLMs can effectively explore, particularly in open-ended tasks, remains unclear. This study investigates whether LLMs can surpass humans in exploration during an open-ended task, using Little Alchemy 2 as a paradigm, where agents combine elements to discover new ones. Results show most LLMs underperform compared to humans, except for the o1 model, with those traditional LLMs relying primarily on uncertainty driven strategies, unlike humans who balance uncertainty and empowerment. Representational analysis of the models with Sparse Autoencoders revealed that uncertainty and choices are represented at earlier transformer blocks, while empowerment values are processed later, causing LLMs to think too fast and make premature decisions, hindering effective exploration. These findings shed light on the limitations of LLM exploration and suggest directions for improving their adaptability.

With recent dramatic increases in AI system capabilities, there has been growing interest in utilizing machine learning for reasoning-heavy, quantitative tasks, particularly mathematics. While there are many resources capturing mathematics at the high-school, undergraduate, and graduate level, there are far fewer resources available that align with the level of difficulty and open endedness encountered by professional mathematicians working on open problems. To address this, we introduce a new collection of datasets, the Algebraic Combinatorics Dataset Repository (ACD Repo), representing either foundational results or open problems in algebraic combinatorics, a subfield of mathematics that studies discrete structures arising from abstract algebra. Further differentiating our dataset collection is the fact that it aims at the conjecturing process. Each dataset includes an open-ended research-level question and a large collection of examples (up to 10M in some cases) from which conjectures should be generated. We describe all nine datasets, the different ways machine learning models can be applied to them (e.g., training with narrow models followed by interpretability analysis or program synthesis with LLMs), and discuss some of the challenges involved in designing datasets like these.

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

Continual Learning (CL) focuses on learning from dynamic and changing data distributions while retaining previously acquired knowledge. Various methods have been developed to address the challenge of catastrophic forgetting, including regularization-based, Bayesian-based, and memory-replay-based techniques. However, these methods lack a unified framework and common terminology for describing their approaches. This research aims to bridge this gap by introducing a comprehensive and overarching framework that encompasses and reconciles these existing methodologies. Notably, this new framework is capable of encompassing established CL approaches as special instances within a unified and general optimization objective. An intriguing finding is that despite their diverse origins, these methods share common mathematical structures. This observation highlights the compatibility of these seemingly distinct techniques, revealing their interconnectedness through a shared underlying optimization objective. Moreover, the proposed general framework introduces an innovative concept called refresh learning, specifically designed to enhance the CL performance. This novel approach draws inspiration from neuroscience, where the human brain often sheds outdated information to improve the retention of crucial knowledge and facilitate the acquisition of new information. In essence, refresh learning operates by initially unlearning current data and subsequently relearning it. It serves as a versatile plug-in that seamlessly integrates with existing CL methods, offering an adaptable and effective enhancement to the learning process. Extensive experiments on CL benchmarks and theoretical analysis demonstrate the effectiveness of the proposed refresh learning. Code is available at https://github.com/joey-wang123/CL-refresh-learning.

We present NovaCOMET, an open commonsense knowledge model, that combines the best aspects of knowledge and general task models. Compared to previous knowledge models, NovaCOMET allows open-format relations enabling direct application to reasoning tasks; compared to general task models like Flan-T5, it explicitly centers knowledge, enabling superior performance for commonsense reasoning. NovaCOMET leverages the knowledge of opaque proprietary models to create an open knowledge pipeline. First, knowledge is symbolically distilled into NovATOMIC, a publicly-released discrete knowledge graph which can be audited, critiqued, and filtered. Next, we train NovaCOMET on NovATOMIC by fine-tuning an open-source pretrained model. NovaCOMET uses an open-format training objective, replacing the fixed relation sets of past knowledge models, enabling arbitrary structures within the data to serve as inputs or outputs. The resulting generation model, optionally augmented with human annotation, matches or exceeds comparable open task models like Flan-T5 on a range of commonsense generation tasks. NovaCOMET serves as a counterexample to the contemporary focus on instruction tuning only, demonstrating a distinct advantage to explicitly modeling commonsense knowledge as well.

This lecture note is intended to prepare early-year master's and PhD students in data science or a related discipline with foundational ideas in machine learning. It starts with basic ideas in modern machine learning with classification as a main target task. These basic ideas include loss formulation, backpropagation, stochastic gradient descent, generalization, model selection as well as fundamental blocks of artificial neural networks. Based on these basic ideas, the lecture note explores in depth the probablistic approach to unsupervised learning, covering directed latent variable models, product of experts, generative adversarial networks and autoregressive models. Finally, the note ends by covering a diverse set of further topics, such as reinforcement learning, ensemble methods and meta-learning. After reading this lecture note, a student should be ready to embark on studying and researching more advanced topics in machine learning and more broadly artificial intelligence.

Large language model (LLM) agents allocate test-time compute adaptively as they revise solutions, use tools, explore alternatives, and decide when to stop. This test-time strategy makes it difficult to measure how agent performance scales. We study open-ended tasks that provide continuous scores for intermediate submissions, making progress observable throughout long trajectories. We propose Elo-per-token analysis, which tracks the best solution found at each token budget and uses a Bradley-Terry model to aggregate within-task orderings into Elo ratings across tasks with different score scales. We apply it to four general-purpose agents on four open-ended benchmarks, with sessions of up to 100M tokens, and to three feedback-driven LLM optimization harnesses in controlled single-task interventions. Independent sampling provides a theoretically characterized reference, for which Elo grows linearly with log compute. Against this reference, agents can initially convert tokens into Elo faster than independent sampling, but their marginal gains diminish and eventually fall below the reference. In contrast, the strongest historical human contestants improve superlinearly over contest time on shared AtCoder Heuristic Contest tasks, providing evidence of continual learning and substantial headroom after agents slow down. We define the scaling inflection point as the per-session budget where marginal Elo gains match the independent-sampling reference. Using this point as the per-session budget, we split 100M tokens across parallel sessions on FrontierCS Polyomino Packing, gaining +264 Elo over one long session and +355 over ten short sessions.

The cultivation of expertise for large language models (LLMs) to solve tasks of specific areas often requires special-purpose tuning with calibrated behaviors on the expected stable outputs. To avoid huge cost brought by manual preparation of instruction datasets and training resources up to hundreds of hours, the exploitation of open knowledge including a wealth of low rank adaptation (LoRA) models and instruction datasets serves as a good starting point. However, existing methods on model and data selection focus on the performance of general-purpose capabilities while neglecting the knowledge gap exposed in domain-specific deployment. In the present study, we propose to bridge such gap by introducing few human-annotated samples (i.e., K-shot) for advancing task expertise of LLMs with open knowledge. Specifically, we develop an efficient and scalable pipeline to cost-efficiently produce task experts where K-shot data intervene in selecting the most promising expert candidates and the task-relevant instructions. A mixture-of-expert (MoE) system is built to make the best use of individual-yet-complementary knowledge between multiple experts. We unveil the two keys to the success of a MoE system, 1) the abidance by K-shot, and 2) the insistence on diversity. For the former, we ensure that models that truly possess problem-solving abilities on K-shot are selected rather than those blind guessers. Besides, during data selection, instructions that share task-relevant contexts with K-shot are prioritized. For the latter, we highlight the diversity of constituting experts and that of the fine-tuning instructions throughout the model and data selection process. Extensive experimental results confirm the superiority of our approach over existing methods on utilization of open knowledge across various tasks. Codes and models will be released later.

Mathematical reasoning continues to be a critical challenge in large language model (LLM) development with significant interest. However, most of the cutting-edge progress in mathematical reasoning with LLMs has become closed-source due to lack of access to training data. This lack of data access limits researchers from understanding the impact of different choices for synthesizing and utilizing the data. With the goal of creating a high-quality finetuning (SFT) dataset for math reasoning, we conduct careful ablation experiments on data synthesis using the recently released Llama3.1 family of models. Our experiments show that: (a) solution format matters, with excessively verbose solutions proving detrimental to SFT performance, (b) data generated by a strong teacher outperforms on-policy data generated by a weak student model, (c) SFT is robust to low-quality solutions, allowing for imprecise data filtering, and (d) question diversity is crucial for achieving data scaling gains. Based on these insights, we create the OpenMathInstruct-2 dataset, which consists of 14M question-solution pairs (approx 600K unique questions), making it nearly eight times larger than the previous largest open-source math reasoning dataset. Finetuning the Llama-3.1-8B-Base using OpenMathInstruct-2 outperforms Llama3.1-8B-Instruct on MATH by an absolute 15.9\% (51.9\% rightarrow 67.8\%). Finally, to accelerate the open-source efforts, we release the code, the finetuned models, and the OpenMathInstruct-2 dataset under a commercially permissive license.

A major challenge in the field of education is providing review schedules that present learned items at appropriate intervals to each student so that memory is retained over time. In recent years, attempts have been made to formulate item reviews as sequential decision-making problems to realize adaptive instruction based on the knowledge state of students. It has been reported previously that reinforcement learning can help realize mathematical models of students learning strategies to maintain a high memory rate. However, optimization using reinforcement learning requires a large number of interactions, and thus it cannot be applied directly to actual students. In this study, we propose a framework for optimizing teaching strategies by constructing a virtual model of the student while minimizing the interaction with the actual teaching target. In addition, we conducted an experiment considering actual instructions using the mathematical model and confirmed that the model performance is comparable to that of conventional teaching methods. Our framework can directly substitute mathematical models used in experiments with human students, and our results can serve as a buffer between theoretical instructional optimization and practical applications in e-learning systems.

This paper tackles open-ended deep research (OEDR), a complex challenge where AI agents must synthesize vast web-scale information into insightful reports. Current approaches are plagued by dual-fold limitations: static research pipelines that decouple planning from evidence acquisition and one-shot generation paradigms that easily suffer from long-context failure issues like "loss in the middle" and hallucinations. To address these challenges, we introduce WebWeaver, a novel dual-agent framework that emulates the human research process. The planner operates in a dynamic cycle, iteratively interleaving evidence acquisition with outline optimization to produce a comprehensive, source-grounded outline linking to a memory bank of evidence. The writer then executes a hierarchical retrieval and writing process, composing the report section by section. By performing targeted retrieval of only the necessary evidence from the memory bank for each part, it effectively mitigates long-context issues. Our framework establishes a new state-of-the-art across major OEDR benchmarks, including DeepResearch Bench, DeepConsult, and DeepResearchGym. These results validate our human-centric, iterative methodology, demonstrating that adaptive planning and focused synthesis are crucial for producing high-quality, reliable, and well-structured reports.

Rufus-Air is an open and reproducible post-training recipe on GLM-4.5-Air-Base (106B-A12B), organized as a serial pipeline of eight stages: SFT, Reasoning RL, Coding RL, Instruction-Following RL, General Agent, Coding Agent, Search Agent, and RLHF. We document the data, reward design, infrastructure, stage order, and stagewise results needed to reproduce the recipe. Stages progress from basic to advanced capabilities and from hard, verifiable rewards to softer judge-based signals. Training builds on open-source components and public data, much of it used as released, without new human annotation or an in-house distillation teacher. Our main findings are that (i) diverse, high-quality SFT establishes a strong capability floor; (ii) difficulty filtering keeps RL prompts within a productive learning range; (iii) reward reliability provides a practical principle for ordering stages; and (iv) infrastructure and engineering choices are part of the recipe, not just an implementation detail. Rufus-Air improves over the official GLM-4.5-Air post-trained release and is competitive with similarly sized open models.

Machine learning has shown growing success in recent years. However, current machine learning systems are highly specialized, trained for particular problems or domains, and typically on a single narrow dataset. Human learning, on the other hand, is highly general and adaptable. Never-ending learning is a machine learning paradigm that aims to bridge this gap, with the goal of encouraging researchers to design machine learning systems that can learn to perform a wider variety of inter-related tasks in more complex environments. To date, there is no environment or testbed to facilitate the development and evaluation of never-ending learning systems. To this end, we propose the Jelly Bean World testbed. The Jelly Bean World allows experimentation over two-dimensional grid worlds which are filled with items and in which agents can navigate. This testbed provides environments that are sufficiently complex and where more generally intelligent algorithms ought to perform better than current state-of-the-art reinforcement learning approaches. It does so by producing non-stationary environments and facilitating experimentation with multi-task, multi-agent, multi-modal, and curriculum learning settings. We hope that this new freely-available software will prompt new research and interest in the development and evaluation of never-ending learning systems and more broadly, general intelligence systems.

Large Language Models (LLMs) are powerful but prone to hallucinations due to static knowledge. Retrieval-Augmented Generation (RAG) helps by injecting external information, but current methods often are costly, generalize poorly, or ignore the internal knowledge of the model. In this paper, we introduce R1-Searcher++, a novel framework designed to train LLMs to adaptively leverage both internal and external knowledge sources. R1-Searcher++ employs a two-stage training strategy: an initial SFT Cold-start phase for preliminary format learning, followed by RL for Dynamic Knowledge Acquisition. The RL stage uses outcome-supervision to encourage exploration, incorporates a reward mechanism for internal knowledge utilization, and integrates a memorization mechanism to continuously assimilate retrieved information, thereby enriching the model's internal knowledge. By leveraging internal knowledge and external search engine, the model continuously improves its capabilities, enabling efficient retrieval-augmented reasoning. Our experiments demonstrate that R1-Searcher++ outperforms previous RAG and reasoning methods and achieves efficient retrieval. The code is available at https://github.com/RUCAIBox/R1-Searcher-plus.

As a typical open-ended generation task, creative writing lacks verifiable reference answers, which has long constrained reward modeling and automatic evaluation due to high human annotation costs, evaluative bias, and coarse feedback signals. To address these challenges, this paper first designs a multi-agent collaborative workflow based on Grounded Theory, performing dimensional decomposition and hierarchical induction of the problem to dynamically produce interpretable and reusable fine-grained criteria. Furthermore, we propose the Memory-augmented Replay Policy Optimization (MRPO) algorithm: on the one hand, without additional training, MRPO guides models to engage in self-reflection based on dynamic criteria, enabling controlled iterative improvement; on the other hand, we adopt the training paradigm that combines supervised fine-tuning with reinforcement learning to convert evaluation criteria into reward signals, achieving end-to-end optimization. Experimental results demonstrate that the automatically constructed criteria achieve performance gains comparable to human annotations. Writer-R1-4B models trained with this approach outperform baselines across multiple creative writing tasks and surpass some 100B+ parameter open-source models.

Cultural accumulation drives the open-ended and diverse progress in capabilities spanning human history. It builds an expanding body of knowledge and skills by combining individual exploration with inter-generational information transmission. Despite its widespread success among humans, the capacity for artificial learning agents to accumulate culture remains under-explored. In particular, approaches to reinforcement learning typically strive for improvements over only a single lifetime. Generational algorithms that do exist fail to capture the open-ended, emergent nature of cultural accumulation, which allows individuals to trade-off innovation and imitation. Building on the previously demonstrated ability for reinforcement learning agents to perform social learning, we find that training setups which balance this with independent learning give rise to cultural accumulation. These accumulating agents outperform those trained for a single lifetime with the same cumulative experience. We explore this accumulation by constructing two models under two distinct notions of a generation: episodic generations, in which accumulation occurs via in-context learning and train-time generations, in which accumulation occurs via in-weights learning. In-context and in-weights cultural accumulation can be interpreted as analogous to knowledge and skill accumulation, respectively. To the best of our knowledge, this work is the first to present general models that achieve emergent cultural accumulation in reinforcement learning, opening up new avenues towards more open-ended learning systems, as well as presenting new opportunities for modelling human culture.

Teaching Computer Science (CS) by having students write programs by hand on paper has key pedagogical advantages: It allows focused learning and requires careful thinking compared to the use of Integrated Development Environments (IDEs) with intelligent support tools or "just trying things out". The familiar environment of pens and paper also lessens the cognitive load of students with no prior experience with computers, for whom the mere basic usage of computers can be intimidating. Finally, this teaching approach opens learning opportunities to students with limited access to computers. However, a key obstacle is the current lack of teaching methods and support software for working with and running handwritten programs. Optical character recognition (OCR) of handwritten code is challenging: Minor OCR errors, perhaps due to varied handwriting styles, easily make code not run, and recognizing indentation is crucial for languages like Python but is difficult to do due to inconsistent horizontal spacing in handwriting. Our approach integrates two innovative methods. The first combines OCR with an indentation recognition module and a language model designed for post-OCR error correction without introducing hallucinations. This method, to our knowledge, surpasses all existing systems in handwritten code recognition. It reduces error from 30\% in the state of the art to 5\% with minimal hallucination of logical fixes to student programs. The second method leverages a multimodal language model to recognize handwritten programs in an end-to-end fashion. We hope this contribution can stimulate further pedagogical research and contribute to the goal of making CS education universally accessible. We release a dataset of handwritten programs and code to support future research at https://github.com/mdoumbouya/codeocr

We present OpenGloss, a synthetic encyclopedic dictionary and semantic knowledge graph for English that integrates lexicographic definitions, encyclopedic context, etymological histories, and semantic relationships in a unified resource. OpenGloss contains 537K senses across 150K lexemes, on par with WordNet 3.1 and Open English WordNet, while providing more than four times as many sense definitions. These lexemes include 9.1M semantic edges, 1M usage examples, 3M collocations, and 60M words of encyclopedic content. Generated through a multi-agent procedural generation pipeline with schema-validated LLM outputs and automated quality assurance, the entire resource was produced in under one week for under $1,000. This demonstrates that structured generation can create comprehensive lexical resources at cost and time scales impractical for manual curation, enabling rapid iteration as foundation models improve. The resource addresses gaps in pedagogical applications by providing integrated content -- definitions, examples, collocations, encyclopedias, etymology -- that supports both vocabulary learning and natural language processing tasks. As a synthetically generated resource, OpenGloss reflects both the capabilities and limitations of current foundation models. The dataset is publicly available on Hugging Face under CC-BY 4.0, enabling researchers and educators to build upon and adapt this resource.

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

Agent Skills improve LLM agents by making task knowledge reusable across sessions. Learning transferable Skills requires evidence about a procedure and its conditions of use, which a successful task attempt can leave untested. We introduce Socratic Skill Learning (SSL), which interleaves expert teaching with Student practice. An Educator guides investigation while the Student remains the sole environment operator and Skill author, able to question, test, and adapt advice. To test reuse beyond the learning task, we construct SkillTransferBench, with 35 task families and 408 executable cases, pairing public variation specifications with held-out evaluation in fresh solver sessions. On the main 22-family, 155-case cohort, Fixed-Window SSL reaches 0.801 utility, versus 0.723 without a Skill, 0.761 for adapted Trace2Skill (trajectory distillation), and 0.751 for adapted SKILL-KD (contrastive distillation). Across three model pairs on shared families, interleaved guidance outperforms expert authoring and post-hoc teaching. Process analysis links guidance to Student writing and package revision; a case study shows the Student testing and refining a proposed procedure for later reuse. As demand for new lessons falls, the cost of fixed-window review grows. Issue-Guided SSL tracks unresolved questions across Skill revisions to select and focus review, reaching 0.805 utility with 61.7% fewer Educator tokens and 16.9% fewer total acquisition tokens than Fixed-Window SSL on the main cohort.

Diffusion models have consistently driven progress in text-to-image generation. However, it is challenging to attribute recent progress to specific modeling and data choices: state-of-the-art open-weight models provide limited ablations, and do not disclose their training data and full training details. The research community needs fully open (weights, data, and code) models as a foundation for further research; yet existing fully open models still fall significantly short of leading models in performance. In this project, we conduct a systematic investigation of the modeling and data design choices in text-to-image diffusion training and inference with 300+ controlled experiments totaling 700K+ TPU v6e hours. Our experiments highlight several empirical findings (e.g., equal weighting is a strong default for mixing curated datasets) and simple design decisions (e.g., larger text encoder adapters improve performance with minimal added parameters) for training strong models. Guided by these insights, we train i1, a 3B-parameter text-to-image diffusion model using only publicly available datasets. i1 is competitive with leading models on five representative benchmarks (GenEval, DPG, PRISM, CVTG-2K, and LongText), and outperforms the best existing fully open model by 29.5 absolute percentage points on average. We provide the i1 checkpoints, training and inference code, and the data processing pipeline. Together, our findings and the i1 recipe establish a practical foundation for future open research in text-to-image diffusion models. Our code is available at https://github.com/zlab-princeton/i1.

Progress in many task domains emerges from repeated revisions to previous solution attempts. Training agents that can reliably self-improve over such sequences at inference-time is a natural target for reinforcement learning (RL), yet the naive approach assumes a fixed maximum iteration depth, which can be both costly and arbitrary. We present Exploratory Iteration (ExIt), a family of autocurriculum RL methods that directly exploits the recurrent structure of self-improvement tasks to train LLMs to perform multi-step self-improvement at inference-time while only training on the most informative single-step iterations. ExIt grows a task space by selectively sampling the most informative intermediate, partial histories encountered during an episode for continued iteration, treating these starting points as new self-iteration task instances to train a self-improvement policy. ExIt can further pair with explicit exploration mechanisms to sustain greater task diversity. Across several domains, encompassing competition math, multi-turn tool-use, and machine learning engineering, we demonstrate that ExIt strategies, starting from either a single or many task instances, can produce policies exhibiting strong inference-time self-improvement on held-out task instances, and the ability to iterate towards higher performance over a step budget extending beyond the average iteration depth encountered during training.

In recent years, large language models have greatly improved in their ability to perform complex multi-step reasoning. However, even state-of-the-art models still regularly produce logical mistakes. To train more reliable models, we can turn either to outcome supervision, which provides feedback for a final result, or process supervision, which provides feedback for each intermediate reasoning step. Given the importance of training reliable models, and given the high cost of human feedback, it is important to carefully compare the both methods. Recent work has already begun this comparison, but many questions still remain. We conduct our own investigation, finding that process supervision significantly outperforms outcome supervision for training models to solve problems from the challenging MATH dataset. Our process-supervised model solves 78% of problems from a representative subset of the MATH test set. Additionally, we show that active learning significantly improves the efficacy of process supervision. To support related research, we also release PRM800K, the complete dataset of 800,000 step-level human feedback labels used to train our best reward model.

Many tasks require learned models to strategically gather relevant information over multiple rounds of interaction before actually acting on a task. Strategic information gathering requires models to know not only how to effectively acquire information, but also when to stop gathering information and make a decision, in order to avoid overthinking or getting derailed when acting. In this paper, we formalize this problem and introduce Counterfactuals and Reasoning for Termination (CaRT), an approach for teaching LLMs when to stop seeking information. To appropriately learn when to terminate, CaRT fine-tunes LLMs using counterfactual pairs of trajectories, one where termination is appropriate and a minimally modified version of the same trajectory where it is not. It trains the LLM to explain the rationale for the termination decision in either case via verbal reasoning, and imbues this capability into the base LLM via fine-tuning. We instantiate CaRT in two domains: interactive medical diagnosis and math problem solving. In both domains, we find that CaRT improves the efficiency of information gathering and task success rate compared to other fine-tuning methods.

Reinforcement learning from human feedback (RLHF) has become an important technical and storytelling tool to deploy the latest machine learning systems. In this book, we hope to give a gentle introduction to the core methods for people with some level of quantitative background. The book starts with the origins of RLHF -- both in recent literature and in a convergence of disparate fields of science in economics, philosophy, and optimal control. We then set the stage with definitions, problem formulation, data collection, and other common math used in the literature. The core of the book details every optimization stage in using RLHF, from starting with instruction tuning to training a reward model and finally all of rejection sampling, reinforcement learning, and direct alignment algorithms. The book concludes with advanced topics -- understudied research questions in synthetic data and evaluation -- and open questions for the field.

Active Learning (AL) has been a powerful paradigm for improving model efficiency and performance by selecting the most informative data points for labeling and training. In recent active learning frameworks, Large Language Models (LLMs) have been employed not only for selection but also for generating entirely new data instances and providing more cost-effective annotations. Motivated by the increasing importance of high-quality data and efficient model training in the era of LLMs, we present a comprehensive survey on LLM-based Active Learning. We introduce an intuitive taxonomy that categorizes these techniques and discuss the transformative roles LLMs can play in the active learning loop. We further examine the impact of AL on LLM learning paradigms and its applications across various domains. Finally, we identify open challenges and propose future research directions. This survey aims to serve as an up-to-date resource for researchers and practitioners seeking to gain an intuitive understanding of LLM-based AL techniques and deploy them to new applications.

Children learn though play. We introduce the analogous idea of learning programs through play. In this approach, a program induction system (the learner) is given a set of tasks and initial background knowledge. Before solving the tasks, the learner enters an unsupervised playing stage where it creates its own tasks to solve, tries to solve them, and saves any solutions (programs) to the background knowledge. After the playing stage is finished, the learner enters the supervised building stage where it tries to solve the user-supplied tasks and can reuse solutions learnt whilst playing. The idea is that playing allows the learner to discover reusable general programs on its own which can then help solve the user-supplied tasks. We claim that playing can improve learning performance. We show that playing can reduce the textual complexity of target concepts which in turn reduces the sample complexity of a learner. We implement our idea in Playgol, a new inductive logic programming system. We experimentally test our claim on two domains: robot planning and real-world string transformations. Our experimental results suggest that playing can substantially improve learning performance. We think that the idea of playing (or, more verbosely, unsupervised bootstrapping for supervised program induction) is an important contribution to the problem of developing program induction approaches that self-discover BK.

Large Language Models (LLMs) have demonstrated remarkable capabilities in natural language processing, and yet, their factual inaccuracies and hallucinations limits their application, particularly in critical domains like healthcare. Context retrieval methods, by introducing relevant information as input, have emerged as a crucial approach for enhancing LLM factuality and reliability. This study explores the boundaries of context retrieval methods within the healthcare domain, optimizing their components and benchmarking their performance against open and closed alternatives. Our findings reveal how open LLMs, when augmented with an optimized retrieval system, can achieve performance comparable to the biggest private solutions on established healthcare benchmarks (multiple-choice question answering). Recognizing the lack of realism of including the possible answers within the question (a setup only found in medical exams), and after assessing a strong LLM performance degradation in the absence of those options, we extend the context retrieval system in that direction. In particular, we propose OpenMedPrompt a pipeline that improves the generation of more reliable open-ended answers, moving this technology closer to practical application.

Prompting Large Language Models (LLMs), or providing context on the expected model of operation, is an effective way to steer the outputs of such models to satisfy human desiderata after they have been trained. But in rapidly evolving domains, there is often need to fine-tune LLMs to improve either the kind of knowledge in their memory or their abilities to perform open ended reasoning in new domains. When human's learn new concepts, we often do so by linking the new material that we are studying to concepts we have already learned before. To that end, we ask, "can prompting help us teach LLMs how to learn". In this work, we study a novel generalization of instruction tuning, called contextual fine-tuning, to fine-tune LLMs. Our method leverages instructional prompts designed to mimic human cognitive strategies in learning and problem-solving to guide the learning process during training, aiming to improve the model's interpretation and understanding of domain-specific knowledge. We empirically demonstrate that this simple yet effective modification improves the ability of LLMs to be fine-tuned rapidly on new datasets both within the medical and financial domains.

We present a case study in semi-autonomous mathematics discovery, using Gemini to systematically evaluate 700 conjectures labeled 'Open' in Bloom's Erdős Problems database. We employ a hybrid methodology: AI-driven natural language verification to narrow the search space, followed by human expert evaluation to gauge correctness and novelty. We address 13 problems that were marked 'Open' in the database: 5 through seemingly novel autonomous solutions, and 8 through identification of previous solutions in the existing literature. Our findings suggest that the 'Open' status of the problems was through obscurity rather than difficulty. We also identify and discuss issues arising in applying AI to math conjectures at scale, highlighting the difficulty of literature identification and the risk of ''subconscious plagiarism'' by AI. We reflect on the takeaways from AI-assisted efforts on the Erdős Problems.

Visual tool use has emerged as a fundamental capability for multimodal agents to actively acquire evidence beyond a fixed image encoding. The prevailing recipe learns this capability from teacher-generated trajectories filtered for answer correctness, implicitly assuming that every successful demonstration provides effective supervision. We argue this assumption is flawed: a strong teacher often reaches the correct answer without needing its tool calls, and imitating such trajectories teaches a student that tool calls accompany correct answers, not that tool observations ground them. We present OpenVisTool, an open framework for constructing instructive visual tool-use trajectories that provide effective supervision for tool learning. The key insight is that a trajectory should be retained only if its answer is correct (outcome validity) and its tool observations causally contribute to that answer (causal utility). The framework operates in three stages: difficulty screening to select queries that are not reliably answerable without tools, domain-specific trajectory synthesis to elicit coherent tool-use trajectories, and supervision verification to jointly test both conditions. Rather than encouraging models to imitate tool calls, the resulting supervision teaches when and how visual evidence should be acquired. Using this framework, we construct OpenVisTool-42K, a dataset spanning five visual reasoning domains, together with OpenVisTool-Bench, a benchmark covering the same domains. Across four backbones (4B-27B), fine-tuning on OpenVisTool-42K consistently improves visual tool-use performance and yields gains on two out-of-distribution benchmarks; the larger models approach leading closed-source systems. The evidence suggests that effective visual tool use is learned from causally grounded supervision rather than tool-calling patterns.

How can we use AI to discover a new state of the art for a scientific problem? Prior work in test-time scaling, such as AlphaEvolve, performs search by prompting a frozen LLM. We perform reinforcement learning at test time, so the LLM can continue to train, but now with experience specific to the test problem. This form of continual learning is quite special, because its goal is to produce one great solution rather than many good ones on average, and to solve this very problem rather than generalize to other problems. Therefore, our learning objective and search subroutine are designed to prioritize the most promising solutions. We call this method Test-Time Training to Discover (TTT-Discover). Following prior work, we focus on problems with continuous rewards. We report results for every problem we attempted, across mathematics, GPU kernel engineering, algorithm design, and biology. TTT-Discover sets the new state of the art in almost all of them: (i) Erdős' minimum overlap problem and an autocorrelation inequality; (ii) a GPUMode kernel competition (up to 2times faster than prior art); (iii) past AtCoder algorithm competitions; and (iv) denoising problem in single-cell analysis. Our solutions are reviewed by experts or the organizers. All our results are achieved with an open model, OpenAI gpt-oss-120b, and can be reproduced with our publicly available code, in contrast to previous best results that required closed frontier models. Our test-time training runs are performed using Tinker, an API by Thinking Machines, with a cost of only a few hundred dollars per problem.

Traditional machine learning systems are deployed under the closed-world setting, which requires the entire training data before the offline training process. However, real-world applications often face the incoming new classes, and a model should incorporate them continually. The learning paradigm is called Class-Incremental Learning (CIL). We propose a Python toolbox that implements several key algorithms for class-incremental learning to ease the burden of researchers in the machine learning community. The toolbox contains implementations of a number of founding works of CIL such as EWC and iCaRL, but also provides current state-of-the-art algorithms that can be used for conducting novel fundamental research. This toolbox, named PyCIL for Python Class-Incremental Learning, is available at https://github.com/G-U-N/PyCIL

Verifiable rewards have advanced reinforcement learning in mathematics and code. However, many valuable open-ended tasks share three properties: no automatic verifier of overall quality, multiple requirements to satisfy jointly, and multiple valid responses to each query. Training therefore needs feedback on requirement satisfaction across different valid responses. Rubric-based reinforcement learning provides this feedback by aggregating scores from explicit criteria. As learning progresses unevenly, some criteria become fully satisfied and lose discrimination while others remain informative. Dynamic methods revise shared rubrics or select evolving criteria to restore discrimination, but may also change useful criteria. To address this, we propose Reinforcement Learning with Adaptive Rubric Evolution (RARE). The core idea is to use current policy feedback to guide both which criteria change and what their replacements assess. Sample-level updates replace criteria fully satisfied across current outputs with checks of remaining quality differences, retaining all other criteria and scores. Within this rule, we compare rewarding desirable qualities with penalizing observed flaws. Video script generation exemplifies these properties and supports content production. Its demands for coherent, executable narratives under constraints make it a challenging testbed. Targeting flaws performs best across three video types with a mean gain of 3.82 points over matched static rubrics. Model and human preferences support these gains. Improvements also extend to writing and general generation benchmarks.