Zengyi Yu

Wenliang Huang, Zengyi Yu

Large Language Models (LLMs) are evolving into autonomous trading agents, yet existing benchmarks often overlook the interplay between architectural reasoning and strategy consistency. We propose Strat-LLM, a framework grounded in Stratified Strategy Alignment. Operating in a live-forward setting throughout 2025, it integrates heterogeneous data including sequential prices, real-time news, and annual reports to eliminate look-ahead bias. Extensive stress tests on A-share and U.S. markets reveal: (1) reasoning-heavy models achieve peak utility in Free Mode via internal logic, whereas standard models require Strict Mode as a vital risk anchor; (2) alignment utility is regime-dependent, with Free and Guided modes capturing momentum in uptrending markets, while Strict Mode mitigates drawdowns in downtrends; (3) mid-scale models (35B) show optimal fidelity under strict constraints, whereas ultra-large models (122B) suffer an alignment tax under rigid rules but gain a performance premium in Guided Mode; (4) standard LLMs often fall into a high win-rate trap, optimizing for small gains at the expense of total returns, which can only be mitigated through deep reasoning or strict external guardrails. Project details are available at https://Strat-LLM.github.io.

Ruijia Li, Mingzi Zhang, Zengyi Yu et al.

As Vision-Language Models (VLMs) become integral to educational decision-making, ensuring their fairness is paramount. However, current text-centric evaluations neglect the visual modality, leaving an unregulated channel for latent social biases. To bridge this gap, we present Edu-MMBias, a systematic auditing framework grounded in the tri-component model of attitudes from social psychology. This framework diagnoses bias across three hierarchical dimensions: cognitive, affective, and behavioral. Utilizing a specialized generative pipeline that incorporates a self-correct mechanism and human-in-the-loop verification, we synthesize contamination-resistant student profiles to conduct a holistic stress test on state-of-the-art VLMs. Our extensive audit reveals critical, counter-intuitive patterns: models exhibit a compensatory class bias favoring lower-status narratives while simultaneously harboring deep-seated health and racial stereotypes. Crucially, we find that visual inputs act as a safety backdoor, triggering a resurgence of biases that bypass text-based alignment safeguards and revealing a systematic misalignment between latent cognition and final decision-making. The contributions of this paper are available at: https://anonymous.4open.science/r/EduMMBias-63B2.

Mingrui Ye, Chanjin Zheng, Zengyi Yu et al.

Multimodal Large Language Models (MLLMs) show remarkable progress across many visual-language tasks; however, their capacity to evaluate artistic expression remains limited. Aesthetic concepts are inherently abstract and open-ended, and multimodal artwork annotations are scarce. We introduce KidsArtBench, a new benchmark of over 1k children's artworks (ages 5-15) annotated by 12 expert educators across 9 rubric-aligned dimensions, together with expert comments for feedback. Unlike prior aesthetic datasets that provide single scalar scores on adult imagery, KidsArtBench targets children's artwork and pairs multi-dimensional annotations with comment supervision to enable both ordinal assessment and formative feedback. Building on this resource, we propose an attribute-specific multi-LoRA approach, where each attribute corresponds to a distinct evaluation dimension (e.g., Realism, Imagination) in the scoring rubric, with Regression-Aware Fine-Tuning (RAFT) to align predictions with ordinal scales. On Qwen2.5-VL-7B, our method increases correlation from 0.468 to 0.653, with the largest gains on perceptual dimensions and narrowed gaps on higher-order attributes. These results show that educator-aligned supervision and attribute-aware training yield pedagogically meaningful evaluations and establish a rigorous testbed for sustained progress in educational AI. We release data and code with ethics documentation.

Yilin Jiang, Mingzi Zhang, Sheng Jin et al.

Simulating Professions (SP) enables Large Language Models (LLMs) to emulate professional roles. However, comprehensive psychological and ethical evaluation in these contexts remains lacking. This paper introduces EMNLP, an Educator-role Moral and Normative LLMs Profiling framework for personality profiling, moral development stage measurement, and ethical risk under soft prompt injection. EMNLP extends existing scales and constructs 88 teacher-specific moral dilemmas, enabling profession-oriented comparison with human teachers. A targeted soft prompt injection set evaluates compliance and vulnerability in teacher SP. Experiments on 14 LLMs show teacher-role LLMs exhibit more idealized and polarized personalities than human teachers, excel in abstract moral reasoning, but struggle with emotionally complex situations. Models with stronger reasoning are more vulnerable to harmful prompt injection, revealing a paradox between capability and safety. The model temperature and other hyperparameters have limited influence except in some risk behaviors. This paper presents the first benchmark to assess ethical and psychological alignment of teacher-role LLMs for educational AI. Resources are available at https://e-m-n-l-p.github.io/.