Zhihan Guo

Qiyuan Zhang, Fuyuan Lyu, Zexu Sun et al.

As enthusiasm for scaling computation (data and parameters) in the pretraining era gradually diminished, test-time scaling (TTS), also referred to as ``test-time computing'' has emerged as a prominent research focus. Recent studies demonstrate that TTS can further elicit the problem-solving capabilities of large language models (LLMs), enabling significant breakthroughs not only in specialized reasoning tasks, such as mathematics and coding, but also in general tasks like open-ended Q&A. However, despite the explosion of recent efforts in this area, there remains an urgent need for a comprehensive survey offering a systemic understanding. To fill this gap, we propose a unified, multidimensional framework structured along four core dimensions of TTS research: what to scale, how to scale, where to scale, and how well to scale. Building upon this taxonomy, we conduct an extensive review of methods, application scenarios, and assessment aspects, and present an organized decomposition that highlights the unique functional roles of individual techniques within the broader TTS landscape. From this analysis, we distill the major developmental trajectories of TTS to date and offer hands-on guidelines for practical deployment. Furthermore, we identify several open challenges and offer insights into promising future directions, including further scaling, clarifying the functional essence of techniques, generalizing to more tasks, and more attributions. Our repository is available on https://github.com/testtimescaling/testtimescaling.github.io/

Zhihan Guo, Jiele Wu, Wenqian Cui et al.

Current research on long-form context in Large Language Models (LLMs) primarily focuses on the understanding of long-contexts, the Open-ended Long Text Generation (Open-LTG) remains insufficiently explored. Training a long-context generation model requires curation of gold standard reference data, which is typically nonexistent for informative Open-LTG tasks. However, previous methods only utilize general assessments as reward signals, which limits accuracy. To bridge this gap, we introduce ProxyReward, an innovative reinforcement learning (RL) based framework, which includes a dataset and a reward signal computation method. Firstly, ProxyReward Dataset generation is accomplished through simple prompts that enables the model to create automatically, obviating extensive labeled data or significant manual effort. Secondly, ProxyReward Signal offers a targeted evaluation of information comprehensiveness and accuracy for specific questions. The experimental results indicate that our method ProxyReward surpasses even GPT-4-Turbo. It can significantly enhance performance by 20% on the Open-LTG task when training widely used open-source models, while also surpassing the LLM-as-a-Judge approach. Our work presents effective methods to enhance the ability of LLMs to address complex open-ended questions posed by human.

Jiele Wu, Haozhe Ma, Zhihan Guo et al.

Graph self-supervised learning (GSSL) has demonstrated strong potential for generating expressive graph embeddings without the need for human annotations, making it particularly valuable in domains with high labeling costs such as molecular graph analysis. However, existing GSSL methods mostly focus on node- or edge-level information, often ignoring chemically relevant substructures which strongly influence molecular properties. In this work, we propose Graph Semantic Predictive Network (GraSPNet), a hierarchical self-supervised framework that explicitly models both atomic-level and fragment-level semantics. GraSPNet decomposes molecular graphs into chemically meaningful fragments without predefined vocabularies and learns node- and fragment-level representations through multi-level message passing with masked semantic prediction at both levels. This hierarchical semantic supervision enables GraSPNet to learn multi-resolution structural information that is both expressive and transferable. Extensive experiments on multiple molecular property prediction benchmarks demonstrate that GraSPNet learns chemically meaningful representations and consistently outperforms state-of-the-art GSSL methods in transfer learning settings.

Zhihan Guo, Rundong Xue, Yuting Lu et al.

Novice math teachers often encounter students' mistakes that are difficult to diagnose and remediate. Misconceptions are especially challenging because teachers must explain what went wrong and how to solve them. Although many existing large language model (LLM) platforms can assist in generating instructional feedback, these LLMs loosely connect pedagogical knowledge and student mistakes, which might make the guidance less actionable for teachers. To address this gap, we propose MisEdu-RAG, a dual-hypergraph-based retrieval-augmented generation (RAG) framework that organizes pedagogical knowledge as a concept hypergraph and real student mistake cases as an instance hypergraph. Given a query, MisEdu-RAG performs a two-stage retrieval to gather connected evidence from both layers and generates a response grounded in the retrieved cases and pedagogical principles. We evaluate on \textit{MisstepMath}, a dataset of math mistakes paired with teacher solutions, as a benchmark for misconception-aware retrieval and response generation across topics and error types. Evaluation results on \textit{MisstepMath} show that, compared with baseline models, MisEdu-RAG improves token-F1 by 10.95\% and yields up to 15.3\% higher five-dimension response quality, with the largest gains on \textit{Diversity} and \textit{Empowerment}. To verify its applicability in practical use, we further conduct a pilot study through a questionnaire survey of 221 teachers and interviews with 6 novices. The findings suggest that MisEdu-RAG provides diagnosis results and concrete teaching moves for high-demand misconception scenarios. Overall, MisEdu-RAG demonstrates strong potential for scalable teacher training and AI-assisted instruction for misconception handling. Our code is available on GitHub: https://github.com/GEMLab-HKU/MisEdu-RAG.

Mingxi Zou, Zhihan Guo, Langzhang Liang et al.

Long-horizon language agents must operate under limited runtime memory, yet existing memory mechanisms often organize experience around descriptive criteria such as relevance, salience, or summary quality. For an agent, however, memory is valuable not because it faithfully describes the past, but because it preserves the distinctions between histories that must remain separated under a fixed budget to support good decisions. We cast this as a decision-centric rate-distortion problem, measuring memory quality by the loss in achievable decision quality induced by compression. This yields an exact forgetting boundary for what can be safely forgotten, and a memory-distortion frontier characterizing the optimal tradeoff between memory budget and decision quality. Motivated by this decision-centric view of memory, we propose DeMem, an online memory learner that refines its partition only when data certify that a shared state would induce decision conflict, and prove near-minimax regret guarantees. On both controlled synthetic diagnostics and long-horizon conversational benchmarks, DeMem yields consistent gains under the same runtime budget, supporting the principle that memory should preserve the distinctions that matter for decisions, not descriptions.

Jiajia Song, Zhihan Guo, Jionghao Lin

Student simulation can support learning-by-teaching pedagogy where human students (as tutors) teach AI-simulated novice students (as tutees). Recent research often relies on prompt engineering with large language models (LLMs) to simulate novice student behaviour, but it is difficult to keep the AI-simulated student at a stable novice knowledge level. A key reason is that many LLMs are trained to be broadly capable, so even when prompted to "act like a novice," the LLMs can still produce expert-level explanations during the learning-by-teaching interaction process. As a result, the AI-simulated student may drift beyond the intended knowledge level, reducing the credibility of the simulation for studying learning-by-teaching processes. Thus, we propose a knowledge-level simulation approach based on machine unlearning. We investigate this approach using a dataset of multiple-choice questions on Python programming concepts. We apply machine unlearning to transform a knowledgeable LLM into a novice-level AI student (i.e., teachable agent), then evaluate whether the teachable agent can relearn targeted knowledge components through learning-by-teaching dialogue interactions. Finally, we analyse the dialogue logs to characterise how the agent's behaviour changes over time, including its question asking, error patterns, and responsiveness to instruction. The results show that (1) unlearning produces simulated student agents with more novice-like responses than prompt-only baselines, (2) the agents recover a measurable portion of the unlearned knowledge under structured exposure, and (3) dialogue analyses reveal identifiable trajectories of conceptual change and teaching moves that predict learning recovery.

Wenqian Cui, Lei Zhu, Xiaohui Li et al.

Full-Duplex Speech Language Models (FD-SLMs) are specialized foundation models designed to enable natural, real-time spoken interactions by modeling complex conversational dynamics such as interruptions, backchannels, and overlapping speech, and End-to-end (e2e) FD-SLMs leverage real-world double-channel conversational data to capture nuanced two-speaker dialogue patterns for human-like interactions. However, they face a critical challenge -- their conversational abilities often degrade compared to pure-text conversation due to prolonged speech sequences and limited high-quality spoken dialogue data. While text-guided speech generation could mitigate these issues, it suffers from timing and length issues when integrating textual guidance into double-channel audio streams, disrupting the precise time alignment essential for natural interactions. To address these challenges, we propose TurnGuide, a novel planning-inspired approach that mimics human conversational planning by dynamically segmenting assistant speech into dialogue turns and generating turn-level text guidance before speech output, which effectively resolves both insertion timing and length challenges. Extensive experiments demonstrate our approach significantly improves e2e FD-SLMs' conversational abilities, enabling them to generate semantically meaningful and coherent speech while maintaining natural conversational flow. Demos are available at https://dreamtheater123.github.io/TurnGuide-Demo/. Code will be available at https://github.com/dreamtheater123/TurnGuide.

Zhihan Guo, Feiyang Xu, Yifan Li et al.

The explosive growth in academic literature necessitates automated deep research (DR) agents, yet their evaluation remains a significant challenge. First, existing benchmarks often focus narrowly on retrieval while neglecting high-level planning and reasoning. Second, existing benchmarks favor general domains over the scientific domains that are the core application for DR agents. To address these gaps, we introduce Dr.Mi-Bench, a Modular-integrated benchmark for scientific DR agents. Grounded in academic literature, our benchmark uses a human-annotated dataset of 200 instances across 10 scientific domains, including both research and review papers. Besides, we also propose a Modular-integrated Evaluation Paradigm for DR Agents (Dr.Mi-Eval), a novel modular-integrated evaluation paradigm, which leverages the rich structure of academic papers to assess the core competencies of planning, retrieval, and reasoning through two complementary modes: an end-to-end evaluation for DR agents and an isolated evaluation for foundational LLMs as potential backbones. Experimental results reveal a fragmented performance landscape: agents exhibit specialized strengths but share critical weaknesses, most notably in performing the multi-source retrieval required for review-style tasks and performing consistently across diverse scientific fields. Moreover, improving high-level planning capability is the crucial factor for unlocking the reasoning potential of foundational LLMs as backbones. By exposing these actionable failure modes, Dr.Mi-Bench provides a diagnostic tool to guide the development of more reliable academic research assistants.

Zhihan Guo, Theodoros Rekatsinas

We study the problem of discovering functional dependencies (FD) from a noisy dataset. We focus on FDs that correspond to statistical dependencies in a dataset and draw connections between FD discovery and structure learning in probabilistic graphical models. We show that discovering FDs from a noisy dataset is equivalent to learning the structure of a graphical model over binary random variables, where each random variable corresponds to a functional of the dataset attributes. We build upon this observation to introduce AutoFD a conceptually simple framework in which learning functional dependencies corresponds to solving a sparse regression problem. We show that our methods can recover true functional dependencies across a diverse array of real-world and synthetic datasets, even in the presence of noisy or missing data. We find that AutoFD scales to large data instances with millions of tuples and hundreds of attributes while it yields an average F1 improvement of 2 times against state-of-the-art FD discovery methods.