Vasilis Kontonis

Vasilis Kontonis, Yuchen Zeng, Shivam Garg et al. · cmu

Reasoning models think in long, unstructured streams with no mechanism for compressing or organizing their own intermediate state. We introduce MEMENTO: a method that teaches models to segment reasoning into blocks, compress each block into a memento, i.e., a dense state summary, and reason forward by attending only to mementos, reducing context, KV cache, and compute. To train MEMENTO models, we release OpenMementos, a public dataset of 228K reasoning traces derived from OpenThoughts-v3, segmented and annotated with intermediate summaries. We show that a two-stage SFT recipe on OpenMementos is effective across different model families (Qwen3, Phi-4, Olmo 3) and scales (8B--32B parameters). Trained models maintain strong accuracy on math, science, and coding benchmarks while achieving ${\sim}2.5\times$ peak KV cache reduction. We extend vLLM to support our inference method, achieving ${\sim}1.75\times$ throughput improvement while also enabling us to perform RL and further improve accuracy. Finally, we identify a dual information stream: information from each reasoning block is carried both by the memento text and by the corresponding KV states, which retain implicit information from the original block. Removing this channel drops accuracy by 15\,pp on AIME24.

Charilaos Pipis, Shivam Garg, Vasilis Kontonis et al.

Reasoning models (e.g., DeepSeek-R1) generate long chains of thought to solve harder problems, but they often loop, repeating the same text at low temperatures or with greedy decoding. We study why this happens and what role temperature plays. With open reasoning models, we find that looping is common at low temperature. Larger models tend to loop less, and distilled students loop significantly even when their teachers rarely do. This points to mismatches between the training distribution and the learned model, which we refer to as errors in learning, as a key cause. To understand how such errors cause loops, we introduce a synthetic graph reasoning task and demonstrate two mechanisms. First, risk aversion caused by hardness of learning: when the correct progress-making action is hard to learn but an easy cyclic action is available, the model puts relatively more probability on the cyclic action and gets stuck. Second, even when there is no hardness, Transformers show an inductive bias toward temporally correlated errors, so the same few actions keep being chosen and loops appear. Higher temperature reduces looping by promoting exploration, but it does not fix the errors in learning, so generations remain much longer than necessary at high temperature; in this sense, temperature is a stopgap rather than a holistic solution. We end with a discussion of training-time interventions aimed at directly reducing errors in learning.