Daily Papers

A wide range of reinforcement learning (RL) problems - including robustness, transfer learning, unsupervised RL, and emergent complexity - require specifying a distribution of tasks or environments in which a policy will be trained. However, creating a useful distribution of environments is error prone, and takes a significant amount of developer time and effort. We propose Unsupervised Environment Design (UED) as an alternative paradigm, where developers provide environments with unknown parameters, and these parameters are used to automatically produce a distribution over valid, solvable environments. Existing approaches to automatically generating environments suffer from common failure modes: domain randomization cannot generate structure or adapt the difficulty of the environment to the agent's learning progress, and minimax adversarial training leads to worst-case environments that are often unsolvable. To generate structured, solvable environments for our protagonist agent, we introduce a second, antagonist agent that is allied with the environment-generating adversary. The adversary is motivated to generate environments which maximize regret, defined as the difference between the protagonist and antagonist agent's return. We call our technique Protagonist Antagonist Induced Regret Environment Design (PAIRED). Our experiments demonstrate that PAIRED produces a natural curriculum of increasingly complex environments, and PAIRED agents achieve higher zero-shot transfer performance when tested in highly novel environments.

Deep learning has improved performance on many natural language processing (NLP) tasks individually. However, general NLP models cannot emerge within a paradigm that focuses on the particularities of a single metric, dataset, and task. We introduce the Natural Language Decathlon (decaNLP), a challenge that spans ten tasks: question answering, machine translation, summarization, natural language inference, sentiment analysis, semantic role labeling, zero-shot relation extraction, goal-oriented dialogue, semantic parsing, and commonsense pronoun resolution. We cast all tasks as question answering over a context. Furthermore, we present a new Multitask Question Answering Network (MQAN) jointly learns all tasks in decaNLP without any task-specific modules or parameters in the multitask setting. MQAN shows improvements in transfer learning for machine translation and named entity recognition, domain adaptation for sentiment analysis and natural language inference, and zero-shot capabilities for text classification. We demonstrate that the MQAN's multi-pointer-generator decoder is key to this success and performance further improves with an anti-curriculum training strategy. Though designed for decaNLP, MQAN also achieves state of the art results on the WikiSQL semantic parsing task in the single-task setting. We also release code for procuring and processing data, training and evaluating models, and reproducing all experiments for decaNLP.

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

We propose the Neuro-Symbolic Concept Learner (NS-CL), a model that learns visual concepts, words, and semantic parsing of sentences without explicit supervision on any of them; instead, our model learns by simply looking at images and reading paired questions and answers. Our model builds an object-based scene representation and translates sentences into executable, symbolic programs. To bridge the learning of two modules, we use a neuro-symbolic reasoning module that executes these programs on the latent scene representation. Analogical to human concept learning, the perception module learns visual concepts based on the language description of the object being referred to. Meanwhile, the learned visual concepts facilitate learning new words and parsing new sentences. We use curriculum learning to guide the searching over the large compositional space of images and language. Extensive experiments demonstrate the accuracy and efficiency of our model on learning visual concepts, word representations, and semantic parsing of sentences. Further, our method allows easy generalization to new object attributes, compositions, language concepts, scenes and questions, and even new program domains. It also empowers applications including visual question answering and bidirectional image-text retrieval.

Knowledge-based question answering (KBQA) is a key task in NLP research, and also an approach to access the web data and knowledge, which requires exploiting knowledge graphs (KGs) for reasoning. In the literature, one promising solution for KBQA is to incorporate the pretrained language model (LM) with KGs by generating KG-centered pretraining corpus, which has shown its superiority. However, these methods often depend on specific techniques and resources to work, which may not always be available and restrict its application. Moreover, existing methods focus more on improving language understanding with KGs, while neglect the more important human-like complex reasoning. To this end, in this paper, we propose a general Knowledge-Injected Curriculum Pretraining framework (KICP) to achieve comprehensive KG learning and exploitation for KBQA tasks, which is composed of knowledge injection (KI), knowledge adaptation (KA) and curriculum reasoning (CR). Specifically, the KI module first injects knowledge into the LM by generating KG-centered pretraining corpus, and generalizes the process into three key steps that could work with different implementations for flexible application. Next, the KA module learns knowledge from the generated corpus with LM equipped with an adapter as well as keeps its original natural language understanding ability to reduce the negative impacts of the difference between the generated and natural corpus. Last, to enable the LM with complex reasoning, the CR module follows human reasoning patterns to construct three corpora with increasing difficulties of reasoning, and further trains the LM from easy to hard in a curriculum manner. We provide an implementation of the general framework, and evaluate the proposed KICP on four real-word datasets. The results demonstrate that our framework can achieve higher performances.

Data augmentation is one of the regularization strategies for the training of deep learning models, which enhances generalizability and prevents overfitting, leading to performance improvement. Although researchers have proposed various data augmentation techniques, they often lack consideration for the difficulty of augmented data. Recently, another line of research suggests incorporating the concept of curriculum learning with data augmentation in the field of natural language processing. In this study, we adopt curriculum data augmentation for image data augmentation and propose colorful cutout, which gradually increases the noise and difficulty introduced in the augmented image. Our experimental results highlight the possibility of curriculum data augmentation for image data. We publicly released our source code to improve the reproducibility of our study.

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

This study conducts a thorough evaluation of text augmentation techniques across a variety of datasets and natural language processing (NLP) tasks to address the lack of reliable, generalized evidence for these methods. It examines the effectiveness of these techniques in augmenting training sets to improve performance in tasks such as topic classification, sentiment analysis, and offensive language detection. The research emphasizes not only the augmentation methods, but also the strategic order in which real and augmented instances are introduced during training. A major contribution is the development and evaluation of Modified Cyclical Curriculum Learning (MCCL) for augmented datasets, which represents a novel approach in the field. Results show that specific augmentation methods, especially when integrated with MCCL, significantly outperform traditional training approaches in NLP model performance. These results underscore the need for careful selection of augmentation techniques and sequencing strategies to optimize the balance between speed and quality improvement in various NLP tasks. The study concludes that the use of augmentation methods, especially in conjunction with MCCL, leads to improved results in various classification tasks, providing a foundation for future advances in text augmentation strategies in NLP.

Emotion Recognition in Conversation (ERC) is a crucial task for understanding human emotions and enabling natural human-computer interaction. Although Large Language Models (LLMs) have recently shown great potential in this field, their ability to capture the intrinsic connections between explicit and implicit emotions remains limited. We propose a novel ERC training framework, PRC-Emo, which integrates Prompt engineering, demonstration Retrieval, and Curriculum learning, with the goal of exploring whether LLMs can effectively perceive emotions in conversational contexts. Specifically, we design emotion-sensitive prompt templates based on both explicit and implicit emotional cues to better guide the model in understanding the speaker's psychological states. We construct the first dedicated demonstration retrieval repository for ERC, which includes training samples from widely used datasets, as well as high-quality dialogue examples generated by LLMs and manually verified. Moreover, we introduce a curriculum learning strategy into the LoRA fine-tuning process, incorporating weighted emotional shifts between same-speaker and different-speaker utterances to assign difficulty levels to dialogue samples, which are then organized in an easy-to-hard training sequence. Experimental results on two benchmark datasets-- IEMOCAP and MELD --show that our method achieves new state-of-the-art (SOTA) performance, demonstrating the effectiveness and generalizability of our approach in improving LLM-based emotional understanding.

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.

Multiple choice question answering tasks evaluate the reasoning, comprehension, and mathematical abilities of Large Language Models (LLMs). While existing benchmarks employ automatic translation for multilingual evaluation, this approach is error-prone and potentially introduces culturally biased questions, especially in social sciences. We introduce the first multitask, multiple-choice Turkish QA benchmark, TurkishMMLU, to evaluate LLMs' understanding of the Turkish language. TurkishMMLU includes over 10,000 questions, covering 9 different subjects from Turkish high-school education curricula. These questions are written by curriculum experts, suitable for the high-school curricula in Turkey, covering subjects ranging from natural sciences and math questions to more culturally representative topics such as Turkish Literature and the history of the Turkish Republic. We evaluate over 20 LLMs, including multilingual open-source (e.g., Gemma, Llama, MT5), closed-source (GPT 4o, Claude, Gemini), and Turkish-adapted (e.g., Trendyol) models. We provide an extensive evaluation, including zero-shot and few-shot evaluation of LLMs, chain-of-thought reasoning, and question difficulty analysis along with model performance. We provide an in-depth analysis of the Turkish capabilities and limitations of current LLMs to provide insights for future LLMs for the Turkish language. We publicly release our code for the dataset and evaluation: https://github.com/ArdaYueksel/TurkishMMLU.

The Instruction-Driven Game Engine (IDGE) project aims to democratize game development by enabling a large language model (LLM) to follow free-form game descriptions and generate game-play processes. The IDGE allows users to create games simply by natural language instructions, which significantly lowers the barrier for game development. We approach the learning process for IDGEs as a Next State Prediction task, wherein the model autoregressively predicts the game states given player actions. The computation of game states must be precise; otherwise, slight errors could corrupt the game-play experience. This is challenging because of the gap between stability and diversity. To address this, we train the IDGE in a curriculum manner that progressively increases its exposure to complex scenarios. Our initial progress lies in developing an IDGE for Poker, which not only supports a wide range of poker variants but also allows for highly individualized new poker games through natural language inputs. This work lays the groundwork for future advancements in transforming how games are created and played.

Text-to-image diffusion models have significantly improved the seamless integration of visual text into diverse image contexts. Recent approaches further improve control over font styles through fine-tuning with predefined font dictionaries. However, adapting unseen fonts outside the preset is computationally expensive, often requiring tens of minutes, making real-time customization impractical. In this paper, we present FontAdapter, a framework that enables visual text generation in unseen fonts within seconds, conditioned on a reference glyph image. To this end, we find that direct training on font datasets fails to capture nuanced font attributes, limiting generalization to new glyphs. To overcome this, we propose a two-stage curriculum learning approach: FontAdapter first learns to extract font attributes from isolated glyphs and then integrates these styles into diverse natural backgrounds. To support this two-stage training scheme, we construct synthetic datasets tailored to each stage, leveraging large-scale online fonts effectively. Experiments demonstrate that FontAdapter enables high-quality, robust font customization across unseen fonts without additional fine-tuning during inference. Furthermore, it supports visual text editing, font style blending, and cross-lingual font transfer, positioning FontAdapter as a versatile framework for font customization tasks.

Signal Temporal Logic (STL) is a powerful formal language for specifying real-time specifications of Cyber-Physical Systems (CPS). Transforming specifications written in natural language into STL formulas automatically has attracted increasing attention. Existing rule-based methods depend heavily on rigid pattern matching and domain-specific knowledge, limiting their generalizability and scalability. Recently, Supervised Fine-Tuning (SFT) of large language models (LLMs) has been successfully applied to transform natural language into STL. However, the lack of fine-grained supervision on atomic proposition correctness, semantic fidelity, and formula readability often leads SFT-based methods to produce formulas misaligned with the intended meaning. To address these issues, we propose RESTL, a reinforcement learning (RL)-based framework for the transformation from natural language to STL. RESTL introduces multiple independently trained reward models that provide fine-grained, multi-faceted feedback from four perspectives, i.e., atomic proposition consistency, semantic alignment, formula succinctness, and symbol matching. These reward models are trained with a curriculum learning strategy to improve their feedback accuracy, and their outputs are aggregated into a unified signal that guides the optimization of the STL generator via Proximal Policy Optimization (PPO). Experimental results demonstrate that RESTL significantly outperforms state-of-the-art methods in both automatic metrics and human evaluations.

Large Language Models (LLMs) have demonstrated impressive real-world utility, exemplifying artificial useful intelligence (AUI). However, their ability to reason adaptively and robustly -- the hallmarks of artificial general intelligence (AGI) -- remains fragile. While LLMs seemingly succeed in commonsense reasoning, programming, and mathematics, they struggle to generalize algorithmic understanding across novel contexts. Our experiments with algorithmic tasks in esoteric programming languages reveal that LLM's reasoning overfits to the training data and is limited in its transferability. We hypothesize that the core issue underlying such limited transferability is the coupling of reasoning and knowledge in LLMs. To transition from AUI to AGI, we propose disentangling knowledge and reasoning through three key directions: (1) pretaining to reason using RL from scratch as an alternative to the widely used next-token prediction pretraining, (2) using a curriculum of synthetic tasks to ease the learning of a reasoning prior for RL that can then be transferred to natural language tasks, and (3) learning more generalizable reasoning functions using a small context window to reduce exploiting spurious correlations between tokens. Such a reasoning system coupled with a trained retrieval system and a large external memory bank as a knowledge store can overcome several limitations of existing architectures at learning to reason in novel scenarios.