Rishitej Reddy Vyalla

Krishnasai Addala, Kabir Dev Paul Baghel, Navya Gupta et al.

Few shot and Chain-of-Thought prompting have shown promise when applied to Physics Question Answering Tasks, but are limited by the lack of mathematical ability inherent to LLMs, and are prone to hallucination. By utilizing a Mixture of Experts (MoE) Model, along with analogical prompting, we are able to show improved model performance when compared to the baseline on standard LLMs. We also survey the limits of these prompting techniques and the effects they have on model performance. Additionally, we propose Analogical CoT prompting, a prompting technique designed to allow smaller, open source models to leverage Analogical prompting, something they have struggled with, possibly due to a lack of specialist training data.

Navya Gupta, Rishitej Reddy Vyalla, Avinash Anand et al.

Curriculum learning helps language models tackle complex reasoning by gradually increasing task difficulty. However, it often fails to generate consistent step-by-step reasoning, especially in multilingual and low-resource settings where cross-lingual transfer from English to Indian languages remains limited. We propose IRIS: Interleaved Reinforcement with Incremental Staged Curriculum, a two-axis framework that combines Supervised Fine-Tuning on progressively harder problems (vertical axis) with Reverse Curriculum Reinforcement Learning to reduce reliance on step-by-step guidance (horizontal axis). We design a composite reward combining correctness, step-wise alignment, continuity, and numeric incentives, optimized via Group Relative Policy Optimization (GRPO). We release CL-Math, a dataset of 29k problems with step-level annotations in English, Hindi, and Marathi. Across standard benchmarks and curated multilingual test sets, IRIS consistently improves performance, with strong results on math reasoning tasks and substantial gains in low-resource and bilingual settings, alongside modest improvements in high-resource languages.

Rishitej Reddy Vyalla, Kritarth Prasad, Avinash Anand et al.

Automatic depression detection from conversational interactions holds significant promise for scalable screening but remains hindered by severe data scarcity and a lack of clinical interpretability. Existing approaches typically rely on black-box deep learning architectures that struggle to model the subtle, temporal evolution of depressive symptoms or account for participant-specific heterogeneity. In this work, we propose PsyGAT (Psychological Graph Attention Network), a psychologically grounded framework that models conversational sessions as dynamic temporal graphs. We introduce Psychological Expression Units (PEUs) to explicitly encode utterance-level clinical evidence, structuring the session graph to capture transitions in psychological states rather than mere semantic dependencies. To address the critical class imbalance in depression datasets, we employ clinically approved persona-based data augmentation, enable robust model learning. Additionally, we integrate session-level personality context directly into the graph structure to disentangle trait-based behavior from acute depressive symptoms. PsyGAT achieves state-of-the-art performance, surpassing both strong graph-based baselines and closed-source LLMs like GPT-5, achieving 89.99 and 71.37 Macro F1 scores in DAIC-WoZ and E-DAIC, respectively. We further introduce Causal-PsyGAT, an interpretability module that identifies symptom triggers. Experiments show a 20% improvement in MRR for identifying causal indicators, effectively bridging the gap between depression monitoring and clinical explainability. The full augmented dataset is publicly available at https://doi.org/10.6084/m9.figshare.31801921.

Krishnasai Addala, Kabir Dev Paul Baghel, Dhruv Jain et al.

This study explores the effectiveness of using knowledge graphs generated by large language models to decompose high school-level physics questions into sub-questions. We introduce a pipeline aimed at enhancing model response quality for Question Answering tasks. By employing LLMs to construct knowledge graphs that capture the internal logic of the questions, these graphs then guide the generation of subquestions. We hypothesize that this method yields sub-questions that are more logically consistent with the original questions compared to traditional decomposition techniques. Our results show that sub-questions derived from knowledge graphs exhibit significantly improved fidelity to the original question's logic. This approach not only enhances the learning experience by providing clearer and more contextually appropriate sub-questions but also highlights the potential of LLMs to transform educational methodologies. The findings indicate a promising direction for applying AI to improve the quality and effectiveness of educational content.