Yunjia Zhao

Camilo Tamayo-Rousseau, Yunjia Zhao, Yiqun Zhang et al.

Self-attention mechanisms are foundational to Transformer architectures, supporting their impressive success in a wide range of tasks. While there are many self-attention variants, their robustness to noise and spurious correlations has not been well studied. This study evaluates Softmax, Sigmoid, Linear, Doubly Stochastic, and Cosine attention within Vision Transformers under different data corruption scenarios. Through testing across the CIFAR-10, CIFAR-100, and Imagenette datasets, we show that Doubly Stochastic attention is the most robust. It consistently outperformed the next best mechanism by $0.1\%-5.1\%$ when training data, or both training and testing data, were corrupted. Our findings inform self-attention selection in contexts with imperfect data. The code used is available at https://github.com/ctamayor/NeurIPS-Robustness-ViT.

Haoyang He, Zihua Rong, Liangjie Zhao et al.

Test-time Training enables model adaptation using only test questions and offers a promising paradigm for improving the reasoning ability of large language models (LLMs). However, it faces two major challenges: test questions are often highly difficult, making self-generated pseudo-labels unreliable, and existing methods lack effective mechanisms to adapt to a model's specific reasoning weaknesses, leading to inefficient learning. To address these issues, we propose \textbf{TTSR}, a self-reflective test-time self-evolving training framework. TTSR employs a single pretrained language model that alternates between the roles of a \textit{Student} and a \textit{Teacher} at test time. The Student focuses on solving problems and learning from synthesized variant questions, while the Teacher analyzes the Student's failed reasoning trajectories, summarizes recurring reasoning weaknesses, and synthesizes targeted variant questions accordingly. This process guides the model to improve within a learnable regime through a continual self-evolving loop. Experimental results on multiple challenging mathematical reasoning benchmarks show that TTSR consistently improves reasoning performance and generalizes well across different model backbones and general-domain reasoning tasks. These findings suggest that teacher-mediated self-reflection provides an effective pathway for stable and continual reasoning improvement at test time.