Yuan-Hao Chen

CL
h-index7
3papers
14citations
Novelty72%
AI Score48

3 Papers

61.9CLMay 27
PromptEmbedder:: Efficient and Transferable Text Embedding via Dual-LLM Soft Prompting

Yu-Che Tsai, Kuan-Yu Chen, Yuan-Hao Chen et al.

Large Language Models (LLMs) have demonstrated remarkable efficacy in text embedding, yet current adaptation methods like LoRA face significant bottlenecks in computational efficiency and cross-architecture transferability. Whenever a new backbone emerges, existing approaches require costly retraining from scratch. To address this, we propose PromptEmbedder, a novel dual-LLM framework that decouples embedding knowledge from specific backbone weights. PromptEmbedder utilizes a Prompting LLM to generate instruction-aware soft prompts for a frozen Embedding LLM via a differentiable generation process with continuous relaxation, ensuring full gradient flow during contrastive training. By localizing task-specific knowledge within the Prompting LLM, adapting to new architectures requires only retraining a lightweight linear alignment matrix. Evaluations on the MTEB benchmark show that PromptEmbedder achieves comparable performance with LoRA finetuning while reducing GPU memory by 40% and accelerating training by 3.7x. Our approach establishes a scalable, architecture-agnostic paradigm for efficient LLM-based representation learning.

CLSep 29, 2025
Let LLMs Speak Embedding Languages: Generative Text Embeddings via Iterative Contrastive Refinement

Yu-Che Tsai, Kuan-Yu Chen, Yuan-Chi Li et al.

Existing large language model (LLM)-based embeddings typically adopt an encoder-only paradigm, treating LLMs as static feature extractors and overlooking their core generative strengths. We introduce GIRCSE (Generative Iterative Refinement for Contrastive Sentence Embeddings), a novel framework that leverages autoregressive generation to iteratively refine semantic representations. By producing sequences of soft tokens optimized under contrastive objective, GIRCSE captures latent concepts and implicit semantics that encoder-only methods often miss. To guide this process, we propose an Iterative Contrastive Refinement (ICR) objective that encourages each refinement step to yield better representations. Extensive experiments show that GIRCSE outperforms strong LLM-based embedding baselines on the MTEB benchmark and instruction-following tasks. Moreover, GIRCSE exhibits an emergent test-time scaling property: generating more tokens at inference steadily improves embedding quality. Our results establish generative iterative refinement as a new paradigm for representation learning.

AINov 11, 2020
Sim-To-Real Transfer for Miniature Autonomous Car Racing

Yeong-Jia Roger Chu, Ting-Han Wei, Jin-Bo Huang et al.

Sim-to-real, a term that describes where a model is trained in a simulator then transferred to the real world, is a technique that enables faster deep reinforcement learning (DRL) training. However, differences between the simulator and the real world often cause the model to perform poorly in the real world. Domain randomization is a way to bridge the sim-to-real gap by exposing the model to a wide range of scenarios so that it can generalize to real-world situations. However, following domain randomization to train an autonomous car racing model with DRL can lead to undesirable outcomes. Namely, a model trained with randomization tends to run slower; a higher completion rate on the testing track comes at the expense of longer lap times. This paper aims to boost the robustness of a trained race car model without compromising racing lap times. For a training track and a testing track having the same shape (and same optimal paths), but with different lighting, background, etc., we first train a model (teacher model) that overfits the training track, moving along a near optimal path. We then use this model to teach a student model the correct actions along with randomization. With our method, a model with 18.4\% completion rate on the testing track is able to help teach a student model with 52\% completion. Moreover, over an average of 50 trials, the student is able to finish a lap 0.23 seconds faster than the teacher. This 0.23 second gap is significant in tight races, with lap times of about 10 to 12 seconds.