Kai Chen

Lei Bai, Jiaqi Cao, Chiyu Chen et al.

Scientific discovery increasingly requires AI systems that can reason over scientific evidence of heterogeneous modalities, interact with scientific tools and environments, and sustain progress across long task horizons. We present Intern-S2-Preview, a series of scientific agentic foundation models designed to support multimodal scientific understanding, reasoning, generation, and long-horizon tasks. The training pipeline begins with scientific multimodal pre-training over rendered scientific documents, interleaved image-text data, and diverse scientific corpora. Starting from the pretrained checkpoint, we apply a unified post-training pipeline consisting of supervised fine-tuning, scalable multi-task reinforcement learning (RL), black- and white-box agentic RL, and on-policy distillation. This pipeline is supported by practical techniques that improve rollout and training stability and efficiency, including partial rollout with off-policy correction, adaptive length regularization, online speculative decoding, robust multi-task optimization, and trace-aware experience assembly for agentic tasks. At the architecture level, Intern-S2-Preview-397B extends time series modelling from efficient long-sequence understanding to numerical forecasting, while Memory Decoder is studied as a separate memory-augmented path for rapid scientific specialization without modifying the frozen 397B backbone. Evaluations across scientific, multimodal, agentic, and general-purpose benchmarks show that Intern-S2-Preview-397B achieves competitive or leading results in multiple settings. The time series modules improve scientific signal understanding and forecasting on SciTS, while the separate Intern-MemDec-4B extension improves the Biology-Instructions average score from 56.92 to 60.32 without modifying the frozen 397B backbone.

Sheng Ren, Yadong Wang, Naiqiang Tan et al.

Pre-norm is the standard normalization placement in modern Transformers because it facilitates joint optimization of full-depth models. We ask whether this preference persists when depth is introduced through a curriculum. In curriculum depth growth, each appended block receives the boundary representation produced by a trained prefix, making normalization placement relevant to forward conditioning. We therefore test whether placement and training curriculum interact. In a controlled distillation study with a Qwen3-8B teacher and a nine-layer student, pre-norm and post-norm are indistinguishable under joint training, differing by $0.0004$ validation CE, while post-norm improves over pre-norm by $0.0328$ under curriculum growth, an order of magnitude larger. A post-joint control matched by student active-layer tokens remains worse than post-grow, which rules out compute as the sole explanation. The ranking crosses over during the curriculum: post-norm takes the lead once blocks are appended. Single-block and freeze controls localize the ranking change to block appending rather than shallow-block quality or retraining. Boundary diagnostics associate post-norm with stable residual scales and pre-norm with structural-token scale drift; on a fixed batch, the final pre-grow block is also nearly identity-mapped. Together with the phase-wise crossover, these observations are consistent with boundary-scale conditioning after new blocks are appended. The results motivate treating normalization placement and training curriculum as coupled design choices in this distillation setting.