Jiepeng Zhou

Huanyao Zhang, Jiepeng Zhou, Bo Li et al.

Multimodal large language models (MLLMs), equipped with increasingly advanced planning and tool-use capabilities, are evolving into autonomous agents capable of performing multimodal web browsing and deep search in open-world environments. However, existing benchmarks for multimodal browsing remain limited in task complexity, evidence accessibility, and evaluation granularity, hindering comprehensive and reproducible assessments of deep search capabilities. To address these limitations, we introduce BrowseComp-$V^3$, a novel benchmark consisting of 300 carefully curated and challenging questions spanning diverse domains. The benchmark emphasizes deep, multi-level, and cross-modal multi-hop reasoning, where critical evidence is interleaved across textual and visual modalities within and across web pages. All supporting evidence is strictly required to be publicly searchable, ensuring fairness and reproducibility. Beyond final-answer accuracy, we incorporate an expert-validated, subgoal-driven process evaluation mechanism that enables fine-grained analysis of intermediate reasoning behaviors and systematic characterization of capability boundaries. In addition, we propose OmniSeeker, a unified multimodal browsing agent framework integrating diverse web search and visual perception tools. Comprehensive experiments demonstrate that even state-of-the-art models achieve only 36% accuracy on our benchmark, revealing critical bottlenecks in multimodal information integration and fine-grained perception. Our results highlight a fundamental gap between current model capabilities and robust multimodal deep search in real-world settings.

Yanbin Hu, Jin Cui, Jun Ye et al.

3D scene understanding requires reasoning about entity existence, spatial layout, and object relations, yet RGB images alone often provide insufficient 3D cues. Existing 3D-VLMs commonly rely on depth or 3D-position-aware inputs at inference time, introducing additional acquisition, reconstruction, or annotation costs that limit RGB-only deployment. We therefore study how training-time 3D evidence can be converted into spatial reasoning capabilities retained under RGB-only inference. We propose a privileged-evidence distillation framework that constructs a distillable teacher through a unified evidence interface and controlled residual injection, and transfers its knowledge to a deployable student receiving only RGB images and questions through logit and structured representation distillation. To avoid imitating teacher signals unsupported by RGB, we further introduce evidence-sensitivity-guided distillation, which uses corrupted evidence to identify highly evidence-dependent targets and down-weight their supervision. We also define a recoverability decomposition based on the matched baseline, teacher, and student, separating privileged gains into RGB-recoverable improvements and residual teacher advantages. Across four benchmarks, the teacher achieves the best result on 7 of 11 reported metrics among the compared methods. The RGB-only student outperforms its matched baseline on all 11 metrics, including gains of 10.4 ScanQA CIDEr and 19.1 Scan2Cap CIDEr@0.5, without additional inference-time inputs. These results validate the effectiveness of training-time privileged 3D evidence distillation for both teacher performance and deployable RGB-only spatial reasoning. Separately, our matched baseline-teacher-student analysis characterizes privileged-gain transfer across evidence types and spatial skills.

Huanyao Zhang, Jiepeng Zhou, Runhao Zhao et al.

Multimodal large language models (MLLMs) have advanced visual understanding and reasoning, yet their static parametric knowledge limits their ability to address knowledge-intensive and dynamically evolving open-world problems. To move beyond this limitation, multimodal deep search has emerged as a key direction for open-world information access, evolving from single-turn factual retrieval toward long-horizon, multi-turn search guided by visual evidence. However, existing methods typically confine vision to the input or answer stage, overlooking its role in intermediate reasoning, and lack designs tailored to long-horizon interaction. Consequently, visual evidence rarely drives continued retrieval, constraining both interaction depth and reasoning span. To address these limitations, we propose DeepVoyager-VL, a long-horizon multimodal deep-search framework for vision-in-the-loop search. Specifically, we construct a multimodal event graph to drive data synthesis, yielding problems with intermediate visual dependencies and long reasoning chains. We then design an agent framework for active visual acquisition and on-demand image loading. Finally, we fine-tune models on the synthesized data without reinforcement learning. Extensive experiments across ten multimodal search benchmarks demonstrate the effectiveness of our method.

Jin Cui, Jiaqi Guo, Jiepeng Zhou et al.

Chain-of-Thought (CoT) reasoning empowers Large Language Models (LLMs) with remarkable capabilities but typically requires prohibitive parameter scales. CoT distillation has emerged as a promising paradigm to transfer reasoning prowess into compact Student Models (SLMs), but existing approaches often rely on a solitary teacher, capping the student's potential since individual LLMs often exhibit distinct capability biases and may suffer from catastrophic forgetting. While leveraging diverse teachers seems appealing, effectively fusing their supervisions remains challenging: teacher-student incompatibility risks amplifying hallucinations, and passive supervision fails to ensure genuine logic internalization. To address this, we introduce COMPACT, a framework that adaptively fuses supervisions from different teachers by dynamically weighting teacher gradients based on the student's real-time compatibility evaluated by a multi-dimensional metric: (1) Graph-based Consensus to filter misleading rationales by identifying mainstream reasoning paths; (2) Mutual-Information-based Adaptability to detect "epiphany moments" for genuinely understanding the reasoning process rather than merely imitating; and (3) Loss-based Difficulty to assess student receptivity to the teacher's guidance and prevent negative transfer. Extensive experiments and latent space analysis demonstrate that COMPACT effectively integrates diverse reasoning capabilities without damaging the model's original knowledge structure, achieving state-of-the-art performance on various benchmarks while mitigating catastrophic forgetting.

Jin Cui, Jiaqi Guo, Jiepeng Zhou et al.

While Large Language Models (LLMs) have emerged with remarkable capabilities in complex tasks through Chain-of-Thought reasoning, practical resource constraints have sparked interest in transferring these abilities to smaller models. However, achieving both domain performance and cross-domain generalization remains challenging. Existing approaches typically restrict students to following a single golden rationale and treat different reasoning paths independently. Due to distinct inductive biases and intrinsic preferences, alongside the student's evolving capacity and reasoning preferences during training, a teacher's "optimal" rationale could act as out-of-distribution noise. This misalignment leads to a degeneration of the student's latent reasoning distribution, causing suboptimal performance. To bridge this gap, we propose MIND, a capability-adaptive framework that transitions distillation from passive mimicry to active cognitive construction. We synthesize diverse teacher perspectives through a novel "Teaching Assistant" network. By employing a Feedback-Driven Inertia Calibration mechanism, this network utilizes inertia-filtered training loss to align supervision with the student's current adaptability, effectively enhancing performance while mitigating catastrophic forgetting. Extensive experiments demonstrate that MIND achieves state-of-the-art performance on both in-distribution and out-of-distribution benchmarks, and our sophisticated latent space analysis further confirms the mechanism of reasoning ability internalization.