Ming Li

Huilin Deng, Hongchen Luo, Yue Zhu et al.

Recent advances in Reinforcement Learning with Verifiable Rewards (RLVR) for Large Language Model (LLM) reasoning have been hindered by a persistent challenge: exploration collapse. The semantic homogeneity of random rollouts often traps models in narrow, over-optimized behaviors. While existing methods leverage policy entropy to encourage exploration, they face inherent limitations. Global entropy regularization is susceptible to reward hacking, which can induce meaningless verbosity, whereas local token-selective updates struggle with the strong inductive bias of pre-trained models. To address this, we propose Latent Policy Optimization via Iterative Information Bottleneck (IIB-LPO), a novel approach that shifts exploration from statistical perturbation of token distributions to topological branching of reasoning trajectories. IIB-LPO triggers latent branching at high-entropy states to diversify reasoning paths and employs the Information Bottleneck principle both as a trajectory filter and a self-reward mechanism, ensuring concise and informative exploration. Empirical results across four mathematical reasoning benchmarks demonstrate that IIB-LPO achieves state-of-the-art performance, surpassing prior methods by margins of up to 5.3% in accuracy and 7.4% in diversity metrics.

Bang Zeng, Beilong Tang, Wang Xiang et al.

Target speaker extraction (TSE) aims to recover the speech of a desired speaker from a mixture given a short enrollment utterance, while speech enhancement (SE) focuses on improving speech quality under noisy conditions. Most existing TSE and SE systems are based on discriminative modeling and have shown strong interference suppression ability, but they often remain limited in perceptual quality and naturalness. To address this issue, we first introduce LauraTSE, a generative TSE model built on an autoregressive decoder-only language model. Although generative modeling is promising for quality enhancement, purely generative TSE may suffer from hallucination, content drift, and limited controllability in complex acoustic conditions. We therefore propose a discriminative-generative two-stage framework, where a discriminative front-end first produces target-related representations with strong interference suppression, and a generative back-end then reconstructs high-quality speech in the neural audio codec representation space. This design combines the controllability of discriminative extraction with the reconstruction capability of generative modeling. We further investigate several collaboration strategies for the two-stage framework, including front-end freezing, joint fine-tuning, SI-SDR regularization, and autoregressive/non-autoregressive inference. Experimental results on both TSE and SE benchmarks show that the proposed framework achieves a better balance among perceptual quality, intelligibility, and speaker consistency than purely discriminative or purely generative baselines.

Zhihao Yuan, Yunze Xiao, Ming Li et al.

This paper presents a conceptual and methodological framework for large language model (LLM) based student simulation in educational settings. The authors identify a core failure mode, termed the "competence paradox" in which broadly capable LLMs are asked to emulate partially knowledgeable learners, leading to unrealistic error patterns and learning dynamics. To address this, the paper reframes student simulation as a constrained generation problem governed by an explicit Epistemic State Specification (ESS), which defines what a simulated learner can access, how errors are structured, and how learner state evolves over time. The work further introduces a Goal-by-Environment framework to situate simulated student systems according to behavioral objectives and deployment contexts. Rather than proposing a new system or benchmark, the paper synthesizes prior literature, formalizes key design dimensions, and articulates open challenges related to validity, evaluation, and ethical risks. Overall, the paper argues for epistemic fidelity over surface realism as a prerequisite for using LLM-based simulated students as reliable scientific and pedagogical instruments.