Liangjie Zhao

2papers

2 Papers

9.6LGApr 22
IRIS: Interpolative Rényi Iterative Self-play for Large Language Model Fine-Tuning

Wenjie Liao, Like Wu, Liangjie Zhao et al.

Self-play fine-tuning enables large language models to improve beyond supervised fine-tuning without additional human annotations by contrasting annotated responses with self-generated ones. Many existing methods rely on a fixed divergence regime. SPIN is closely related to a KL-based regime, SPACE to a Jensen-Shannon-style objective via noise contrastive estimation, and SPIF to $χ^2$-regularized self-play. Since these divergences exhibit different strengths depending on the distributional gap between model and target, no single choice appears to provide favorable learning dynamics across training stages. We propose IRIS (Interpolative Rényi Iterative Self-play), a Rényi-based self-play fine-tuning framework with a continuously adjustable objective. IRIS decomposes into two independent tilted risk terms over annotated and synthetic data, with exponential importance weights controlled by the order parameter $α$. We show that several self-play objectives can be interpreted as limiting or representative regimes at particular values of $α$, providing a unified theoretical perspective on these methods. An adaptive order schedule further adjusts $α$ to the distributional gap, shifting from sharper importance weighting early in training to smoother refinement near convergence. Theoretically, we establish the fixed-point property of IRIS and analyze how $α$ controls gradient concentration. Experiments on Zephyr-7B and Qwen2.5-3B across ten benchmarks show that IRIS improves upon baselines, reaching 44.57\% average score with gains across iterations. In our setting, IRIS with only 26$k$ annotated samples surpasses standard supervised fine-tuning trained on the full 200$k$ dataset.

0.6CLFeb 6
TTSR: Test-Time Self-Reflection for Continual Reasoning Improvement

Haoyang He, Zihua Rong, Liangjie Zhao et al.

Test-time Training enables model adaptation using only test questions and offers a promising paradigm for improving the reasoning ability of large language models (LLMs). However, it faces two major challenges: test questions are often highly difficult, making self-generated pseudo-labels unreliable, and existing methods lack effective mechanisms to adapt to a model's specific reasoning weaknesses, leading to inefficient learning. To address these issues, we propose \textbf{TTSR}, a self-reflective test-time self-evolving training framework. TTSR employs a single pretrained language model that alternates between the roles of a \textit{Student} and a \textit{Teacher} at test time. The Student focuses on solving problems and learning from synthesized variant questions, while the Teacher analyzes the Student's failed reasoning trajectories, summarizes recurring reasoning weaknesses, and synthesizes targeted variant questions accordingly. This process guides the model to improve within a learnable regime through a continual self-evolving loop. Experimental results on multiple challenging mathematical reasoning benchmarks show that TTSR consistently improves reasoning performance and generalizes well across different model backbones and general-domain reasoning tasks. These findings suggest that teacher-mediated self-reflection provides an effective pathway for stable and continual reasoning improvement at test time.