Daily Papers

We present an approach to model-based RL that achieves a new state of the art performance on the challenging Craftax-classic benchmark, an open-world 2D survival game that requires agents to exhibit a wide range of general abilities -- such as strong generalization, deep exploration, and long-term reasoning. With a series of careful design choices aimed at improving sample efficiency, our MBRL algorithm achieves a reward of 67.4% after only 1M environment steps, significantly outperforming DreamerV3, which achieves 53.2%, and, for the first time, exceeds human performance of 65.0%. Our method starts by constructing a SOTA model-free baseline, using a novel policy architecture that combines CNNs and RNNs. We then add three improvements to the standard MBRL setup: (a) "Dyna with warmup", which trains the policy on real and imaginary data, (b) "nearest neighbor tokenizer" on image patches, which improves the scheme to create the transformer world model (TWM) inputs, and (c) "block teacher forcing", which allows the TWM to reason jointly about the future tokens of the next timestep.

Hallucinations in large language models (LLMs) remain a central obstacle to trustworthy deployment, motivating detectors that are accurate, lightweight, and broadly applicable. Since an LLM with a prompt defines a conditional distribution, we argue that the complexity of the distribution is an indicator of hallucination. However, the density of the distribution is unknown and the samples (i.e., responses generated for the prompt) are discrete distributions, which leads to a significant challenge in quantifying the complexity of the distribution. We propose to compute the optimal-transport distances between the sets of token embeddings of pairwise samples, which yields a Wasserstein distance matrix measuring the costs of transforming between the samples. This Wasserstein distance matrix provides a means to quantify the complexity of the distribution defined by the LLM with the prompt. Based on the Wasserstein distance matrix, we derive two complementary signals: AvgWD, measuring the average cost, and EigenWD, measuring the cost complexity. This leads to a training-free detector for hallucinations in LLMs. We further extend the framework to black-box LLMs via teacher forcing with an accessible teacher model. Experiments show that AvgWD and EigenWD are competitive with strong uncertainty baselines and provide complementary behavior across models and datasets, highlighting distribution complexity as an effective signal for LLM truthfulness.

Recent approaches to real-time long video generation typically employ streaming tuning strategies, attempting to train a long-context student using a short-context (memoryless) teacher. In these frameworks, the student performs long rollouts but receives supervision from a teacher limited to short 5-second windows. This structural discrepancy creates a critical student-teacher mismatch: the teacher's inability to access long-term history prevents it from guiding the student on global temporal dependencies, effectively capping the student's context length. To resolve this, we propose Context Forcing, a novel framework that trains a long-context student via a long-context teacher. By ensuring the teacher is aware of the full generation history, we eliminate the supervision mismatch, enabling the robust training of models capable of long-term consistency. To make this computationally feasible for extreme durations (e.g., 2 minutes), we introduce a context management system that transforms the linearly growing context into a Slow-Fast Memory architecture, significantly reducing visual redundancy. Extensive results demonstrate that our method enables effective context lengths exceeding 20 seconds -- 2 to 10 times longer than state-of-the-art methods like LongLive and Infinite-RoPE. By leveraging this extended context, Context Forcing preserves superior consistency across long durations, surpassing state-of-the-art baselines on various long video evaluation metrics.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Can a mere next-token predictor faithfully model human intelligence? We crystallize this intuitive concern, which is fragmented in the literature. As a starting point, we argue that the two often-conflated phases of next-token prediction -- autoregressive inference and teacher-forced training -- must be treated distinctly. The popular criticism that errors can compound during autoregressive inference, crucially assumes that teacher-forcing has learned an accurate next-token predictor. This assumption sidesteps a more deep-rooted problem we expose: in certain classes of tasks, teacher-forcing can simply fail to learn an accurate next-token predictor in the first place. We describe a general mechanism of how teacher-forcing can fail, and design a minimal planning task where both the Transformer and the Mamba architecture empirically fail in that manner -- remarkably, despite the task being straightforward to learn. We provide preliminary evidence that this failure can be resolved when training to predict multiple tokens in advance. We hope this finding can ground future debates and inspire explorations beyond the next-token prediction paradigm. We make our code available under https://github.com/gregorbachmann/Next-Token-Failures

The teacher-student framework, prevalent in semi-supervised semantic segmentation, mainly employs the exponential moving average (EMA) to update a single teacher's weights based on the student's. However, EMA updates raise a problem in that the weights of the teacher and student are getting coupled, causing a potential performance bottleneck. Furthermore, this problem may become more severe when training with more complicated labels such as segmentation masks but with few annotated data. This paper introduces Dual Teacher, a simple yet effective approach that employs dual temporary teachers aiming to alleviate the coupling problem for the student. The temporary teachers work in shifts and are progressively improved, so consistently prevent the teacher and student from becoming excessively close. Specifically, the temporary teachers periodically take turns generating pseudo-labels to train a student model and maintain the distinct characteristics of the student model for each epoch. Consequently, Dual Teacher achieves competitive performance on the PASCAL VOC, Cityscapes, and ADE20K benchmarks with remarkably shorter training times than state-of-the-art methods. Moreover, we demonstrate that our approach is model-agnostic and compatible with both CNN- and Transformer-based models. Code is available at https://github.com/naver-ai/dual-teacher.

On-policy distillation (OPD) trains a student on its own rollouts with token-level teacher supervision. Recent selective OPD methods exploit the non-uniformity of OPD signals by prioritizing high-entropy or high-disagreement tokens. We revisit this principle and ask: which token-level teacher signals are actually learnable? Using a fixed-context diagnostic that measures same-context teacher-student KL reduction, we show that raw KL disagreement is a coarse proxy for learning value. It conflates learnable disagreement, where the teacher assigns corrective mass to the student's top-K candidates, with incompatible disagreement, where the teacher places mass mostly off the student's current support. We formalize this local compatibility as token teachability and show that it better predicts fixed-context improvement than raw KL alone. Motivated by this finding, we propose Teachability-Aware OPD (TA-OPD), a lightweight token-position selection method that applies OPD loss to high-teachability positions without reward models or verifiers. Across Qwen2.5 and Qwen 3 teacher-student settings, TA-OPD often surpasses full-token OPD with only 5% retained tokens and improves over entropy- and divergence-based baselines. Our results reframe selective OPD as selecting learnable teacher signals rather than merely salient tokens.

We introduce MAGI, a hybrid video generation framework that combines masked modeling for intra-frame generation with causal modeling for next-frame generation. Our key innovation, Complete Teacher Forcing (CTF), conditions masked frames on complete observation frames rather than masked ones (namely Masked Teacher Forcing, MTF), enabling a smooth transition from token-level (patch-level) to frame-level autoregressive generation. CTF significantly outperforms MTF, achieving a +23% improvement in FVD scores on first-frame conditioned video prediction. To address issues like exposure bias, we employ targeted training strategies, setting a new benchmark in autoregressive video generation. Experiments show that MAGI can generate long, coherent video sequences exceeding 100 frames, even when trained on as few as 16 frames, highlighting its potential for scalable, high-quality video generation.

Refusal on harmful prompts is a key safety behaviour in instruction-tuned large language models (LLMs), yet the internal causes of this behaviour remain poorly understood. We study two public instruction-tuned models, Gemma-2-2B-IT and LLaMA-3.1-8B-IT, using sparse autoencoders (SAEs) trained on residual-stream activations. Given a harmful prompt, we search the SAE latent space for feature sets whose ablation flips the model from refusal to compliance, demonstrating causal influence and creating a jailbreak. Our search proceeds in three stages: (1) Refusal Direction: find a refusal-mediating direction and collect SAE features near that direction; (2) Greedy Filtering: prune to a minimal set; and (3) Interaction Discovery: fit a factorization machine (FM) that captures nonlinear interactions among the remaining active features and the minimal set. This pipeline yields a broad set of jailbreak-critical features, offering insight into the mechanistic basis of refusal. Moreover, we find evidence of redundant features that remain dormant unless earlier features are suppressed. Our findings highlight the potential for fine-grained auditing and targeted intervention in safety behaviours by manipulating the interpretable latent space.

On-policy distillation (OPD), which supervises a student on its own sampled trajectories, has emerged as a data-efficient post-training method for improving reasoning while avoiding the reward dependence of reinforcement learning and the catastrophic forgetting often observed in standard supervised fine-tuning. However, standard OPD typically computes teacher supervision under noisy student-generated contexts and often relies on a single stochastic teacher rollout per prompt. As a result, the supervision signal can be high-variance: the sampled teacher trajectory can be incorrect, uninformative, or poorly matched to the student's current reasoning behavior. To address this limitation, we propose BRTS, a Best-of-N Rollout Teacher Selection framework for on-policy distillation. BRTS augments standard student-context OPD with a teacher-context supervision branch constructed from the curated teacher trajectory. Rather than distilling from the first sampled teacher rollout, BRTS samples a small pool of teacher trajectories and selects the auxiliary trajectory using a simple priority rule: correctness first, student alignment second. When multiple correct teacher trajectories are available, BRTS chooses the one most aligned with the student's current behavior; when unconditioned teacher samples fail on harder prompts, it invokes a ground-truth-conditioned recovery step to elicit a natural derivation. The selected trajectory is then used to provide reliable teacher-context supervision inside the OPD loop, augmented with an auxiliary loss on the teacher trajectory. Experiments on AIME 2024, AIME 2025, and AMC 2023 show that BRTS improves over standard OPD on challenging reasoning benchmarks, with the largest gains on harder datasets. Our code is available at https://github.com/BWGZK-keke/BRTS.

Knowledge distillation generally assumes a strong-to-weak relationship where stronger teachers yield better students. In this work, we examine this assumption about distillation in large language model pretraining. By varying architecture sizes and training token budgets, we create strong-to-weak, same-level, and weak-to-strong teacher-student relationships, and study distillation's effectiveness under each. We find that the teacher need not be strong: with proper mixing of the language modeling and knowledge distillation losses, even small and undertrained teachers improve larger students. At the same time, a stronger teacher is not always better: pushing the teacher further, through more parameters or more training tokens, can saturate or even reverse the distillation gains. We further observe that distillation improves generalization (out-of-distribution and downstream performance) more readily than in-domain fitting. Together, these results challenge the common belief that distillation pretraining always requires a strong teacher.