Ruixu Zhang

Ruixu Zhang, Deyi Ji, Lanyun Zhu et al.

Self-evolution offers a promising path for improving reasoning models without relying on intensive human annotation. However, extending this paradigm to video understanding remains underexplored and challenging: videos are long, dynamic, and redundant, while the evidence needed for reasoning is often sparse and temporally localized. Naively generating difficult question-answer pairs from full videos can therefore produce supervision that appears challenging but is weakly grounded, relying on static cues or language priors rather than temporal evidence. In this work, we argue that the key bottleneck of video self-evolution is not difficulty alone, but grounding. We propose Video-Zero, an annotation-free Questioner--Solver co-evolution framework that centers self-evolution on temporally localized evidence. The Questioner discovers informative evidence segments and generates evidence-grounded questions, while the Solver learns to answer and align its predictions with the supporting evidence. This closes an iterative loop of evidence discovery, grounded supervision, and evidence-aligned learning. Across 13 benchmarks spanning temporal grounding, long-video understanding, and video reasoning, Video-Zero consistently improves multiple video VLM backbones, demonstrating the effectiveness and transferability of evidence-centered self-evolution.

Yuran Wang, Zekun Wang, Bohan Zeng et al.

Large language model training in open-ended domains lacks verifiable rewards, making task preferences difficult to formalize as effective supervision. Contexts can convey such preferences, yet provide little additional supervision once distilled into the student, motivating contexts that evolve with student performance. However, directly using evolving contexts as in-training supervision results in an unstable distillation target and conflicting distributions, requiring mechanisms to stabilize target and downweight conflicts. In this paper, we analyze the effect of contexts through a decomposition of the reverse KL objective, revealing two findings: the student is distilled toward the geometric mean of context-conditioned teachers, and the objective contains a conflict term that measures conflicts among these teachers. Based on this decomposition, we propose Flux-OPD, an OPD paradigm that uses evolving contexts as in-training supervision to capture task preferences in open-ended domains. Flux-OPD treats the differences between context-conditioned and context-free teachers as contextual difference signals, injects them as contextual corrections into the context-free teacher anchor, and weights their correction strength using the conflict term as an indicator. Experiments on open-ended tasks show that Flux-OPD outperforms existing OPD paradigms, highlighting the potential to combine teacher supervision with evolving contexts.