Daily Papers

In this report, we introduce DASD-4B-Thinking, a lightweight yet highly capable, fully open-source reasoning model. It achieves SOTA performance among open-source models of comparable scale across challenging benchmarks in mathematics, scientific reasoning, and code generation -- even outperforming several larger models. We begin by critically reexamining a widely adopted distillation paradigm in the community: SFT on teacher-generated responses, also known as sequence-level distillation. Although a series of recent works following this scheme have demonstrated remarkable efficiency and strong empirical performance, they are primarily grounded in the SFT perspective. Consequently, these approaches focus predominantly on designing heuristic rules for SFT data filtering, while largely overlooking the core principle of distillation itself -- enabling the student model to learn the teacher's full output distribution so as to inherit its generalization capability. Specifically, we identify three critical limitations in current practice: i) Inadequate representation of the teacher's sequence-level distribution; ii) Misalignment between the teacher's output distribution and the student's learning capacity; and iii) Exposure bias arising from teacher-forced training versus autoregressive inference. In summary, these shortcomings reflect a systemic absence of explicit teacher-student interaction throughout the distillation process, leaving the essence of distillation underexploited. To address these issues, we propose several methodological innovations that collectively form an enhanced sequence-level distillation training pipeline. Remarkably, DASD-4B-Thinking obtains competitive results using only 448K training samples -- an order of magnitude fewer than those employed by most existing open-source efforts. To support community research, we publicly release our models and the training dataset.

Pixel-space continuous-token autoregressive (AR) generation directly models images as sequences of raw pixel patches, avoiding discrete tokenization or a separately pretrained tokenizer. However, it faces coupled challenges: high-dimensional patch generation causes large single-step errors, and teacher-forced training creates a train--inference gap that makes these errors accumulate across AR steps. Existing fixes such as x-prediction and input noise injection only partially mitigate these issues. Exact rollout training better matches inference-time conditions, but is impractical due to prohibitively slow sequential sampling. We propose Parallel Rollout Approximation (PRA), a scalable framework that addresses both challenges jointly. PRA generates low-dimensional intermediate states instead of high-dimensional pixel patches, then maps them back to pixel-space tokens with a pixel decoder, preserving a pixel-in, pixel-out AR interface. It also constructs inference-like pixel inputs through the same intermediate-state-to-pixel path used at inference, independently across positions, approximating the pixel-feedback interface encountered during inference-time rollout while retaining parallel teacher-forced training. On class-conditional ImageNet-1K generation at 256times256 resolution, PRA-S with 135M parameters achieves an FID of 2.58, surpassing the previous billion-scale pixel-space AR result of 3.60. Scaling to PRA-L with 511M parameters further improves FID to 1.94, establishing a new state of the art among pixel-space AR models. Beyond generation, PRA achieves higher ImageNet classification probing accuracy than other AR and diffusion baselines, suggesting its potential for unified pixel-space image generation and understanding.

Can a mere next-token predictor faithfully model human intelligence? We crystallize this intuitive concern, which is fragmented in the literature. As a starting point, we argue that the two often-conflated phases of next-token prediction -- autoregressive inference and teacher-forced training -- must be treated distinctly. The popular criticism that errors can compound during autoregressive inference, crucially assumes that teacher-forcing has learned an accurate next-token predictor. This assumption sidesteps a more deep-rooted problem we expose: in certain classes of tasks, teacher-forcing can simply fail to learn an accurate next-token predictor in the first place. We describe a general mechanism of how teacher-forcing can fail, and design a minimal planning task where both the Transformer and the Mamba architecture empirically fail in that manner -- remarkably, despite the task being straightforward to learn. We provide preliminary evidence that this failure can be resolved when training to predict multiple tokens in advance. We hope this finding can ground future debates and inspire explorations beyond the next-token prediction paradigm. We make our code available under https://github.com/gregorbachmann/Next-Token-Failures

Next-token prediction (NTP) has driven the success of large language models (LLMs), but it struggles with long-horizon reasoning, planning, and creative writing, with these limitations largely attributed to teacher-forced training. Multi-token prediction (MTP) partially mitigates these issues by predicting several future tokens at once, but it mostly captures short-range dependencies and offers limited improvement. We propose future summary prediction (FSP), which trains an auxiliary head to predict a compact representation of the long-term future, preserving information relevant for long-form generations. We explore two variants of FSP: handcrafted summaries, for example, a bag of words summary of the future sequence, and learned summaries, which use embeddings produced by a reverse language model trained from right-to-left order. Large-scale pretraining experiments (3B and 8B-parameter models) demonstrate that FSP provides improvements over both NTP and MTP across math, reasoning, and coding benchmarks.

Action-conditioned video world models require low-latency causal generation and reliable responses to game-native controls. Although causal distillation enables one- or few-step video synthesis, extending it to interactive world models remains challenging, as discrete keyboard states and continuous mouse motion must remain aligned with temporally compressed latent chunks during causal training and autoregressive rollout. We introduce ForgeWM, a progressive framework that transforms a bidirectional action-conditioned video generator into efficient few-step world models through domain adaptation, teacher-forced causal training, causal consistency distillation, and on-policy distribution matching with a bidirectional teacher. The resulting budget-specialized students operate at steady-state denoising budgets of 1, 2, and 4 steps. ForgeWM further supports a dual-path deployment protocol combining latency-critical interaction with optional replay-time refinement, where the one-step student re-noises and refines its saved draft. On paired Minecraft trajectories, ForgeWM leads the evaluated systems in Imaging Quality, reference-aligned motion-profile agreement, action-sign accuracy, and mouse-control accuracy, while achieving the lowest reference LPIPS; the same four-stage recipe transfers to gamepad-controlled FPS gameplay. Replay-time refinement matches four-step reference quality while remaining roughly three times closer to the experienced trajectory than regeneration from noise. These results demonstrate ForgeWM's effectiveness for controllable few-step video generation.

Reinforcement learning (RL) has been widely used in text generation to alleviate the exposure bias issue or to utilize non-parallel datasets. The reward function plays an important role in making RL training successful. However, previous reward functions are typically task-specific and sparse, restricting the use of RL. In our work, we propose a task-agnostic approach that derives a step-wise reward function directly from a model trained with teacher forcing. We additionally propose a simple modification to stabilize the RL training on non-parallel datasets with our induced reward function. Empirical results show that our method outperforms self-training and reward regression methods on several text generation tasks, confirming the effectiveness of our reward function.

Large language models apply uniform computation to all inputs, regardless of difficulty. We propose PonderTTT, a gating strategy using the TTT layer's self-supervised reconstruction loss to selectively trigger Test-Time Training (TTT) updates. The gating decision itself is training-free--requiring no learned classifier or auxiliary networks; only a single scalar threshold is initially calibrated on unlabeled data and continuously adapted via EMA to maintain target update rates. Our experiments with GPT-2 models (124M to 1.5B) on code language modeling (The Stack v2, teacher-forced perplexity) demonstrate that this signal is inference-compatible, requiring no ground-truth labels. Our Reconstruction Gating achieves 82-89% Oracle Recovery while being fully training-free, significantly outperforming Random Skip baselines (up to 16% lower loss on OOD languages).

Speculative decoding accelerates LLM inference by drafting multiple tokens and verifying them in parallel with the target model. However, its practical speedup is constrained by the trade-off between draft quality and drafting cost: autoregressive drafters model causal dependencies among draft tokens but incur sequential overhead, while parallel drafters reduce drafting cost but weaken intra-block dependency modeling. In this paper, we propose Domino, a speculative decoding framework that decouples causal dependency modeling from expensive autoregressive draft execution. Domino first uses a parallel draft backbone to produce preliminary draft distributions for the entire block, and then applies a lightweight Domino head to refine them with prefix-dependent causal information. To stabilize teacher-forced causal encoding, we further introduce a base-anchored training curriculum that first strengthens the parallel backbone and then gradually shifts optimization toward the causally corrected final distribution. Experiments on Qwen3 models show that Domino achieves up to \(5.49\times\) end-to-end speedup under the Transformers backend and up to \(5.8\times\) throughput speedup under SGLang serving.

Parallel thinking has emerged as a novel approach for enhancing the reasoning capabilities of large language models (LLMs) by exploring multiple reasoning paths concurrently. However, activating such capabilities through training remains challenging, as existing methods predominantly rely on supervised fine-tuning (SFT) over synthetic data, which encourages teacher-forced imitation rather than exploration and generalization. Different from them, we propose Parallel-R1, the first reinforcement learning (RL) framework that enables parallel thinking behaviors for complex real-world reasoning tasks. Our framework employs a progressive curriculum that explicitly addresses the cold-start problem in training parallel thinking with RL. We first use SFT on prompt-generated trajectories from easier tasks to instill the parallel thinking ability, then transition to RL to explore and generalize this skill on harder problems. Experiments on various math benchmarks, including MATH, AMC23, and AIME, show that Parallel-R1 successfully instills parallel thinking, leading to 8.4% accuracy improvements over the sequential thinking model trained directly on challenging tasks with RL. Further analysis reveals a clear shift in the model's thinking behavior: at an early stage, it uses parallel thinking as an exploration strategy, while in a later stage, it uses the same capability for multi-perspective verification. Most significantly, we validate parallel thinking as a mid-training exploration scaffold, where this temporary exploratory phase unlocks a higher performance ceiling after RL, yielding a 42.9% improvement over the baseline on AIME25. Our model, data, and code will be open-source at https://github.com/zhengkid/Parallel-R1.

On-policy distillation (OPD) is an increasingly important paradigm for post-training language models. However, we identify a pervasive Scaling Law of Miscalibration: while OPD effectively improves task accuracy, it systematically traps models in severe overconfidence. We trace this failure to an information mismatch: teacher supervision is formed under privileged context available during training, whereas the deployed model must report confidence using only deployment-time information. We formalize this perspective theoretically, showing that teacher-conditioned success is generally not a valid target for deployment-time confidence and that helpful privileged context induces entropy collapse and a systematic optimism bias. To address this, we propose a calibration-aware OPD framework, CaOPD, that estimates empirical confidence from model rollouts, replaces self-reported confidence with this student-grounded target, and distills the revised response through the same self-distillation pipeline. Experiments across various models and domains show that CaOPD achieves Pareto-optimal calibration while maintaining competitive capability, generalizing robustly under out-of-distribution and continual learning. Our findings highlight that capability distillation does not imply calibrated confidence, and that confidence should be treated as an essential objective in post-training. Code: https://github.com/SalesforceAIResearch/CaOPD

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development

Recent approaches to real-time long video generation typically employ streaming tuning strategies, attempting to train a long-context student using a short-context (memoryless) teacher. In these frameworks, the student performs long rollouts but receives supervision from a teacher limited to short 5-second windows. This structural discrepancy creates a critical student-teacher mismatch: the teacher's inability to access long-term history prevents it from guiding the student on global temporal dependencies, effectively capping the student's context length. To resolve this, we propose Context Forcing, a novel framework that trains a long-context student via a long-context teacher. By ensuring the teacher is aware of the full generation history, we eliminate the supervision mismatch, enabling the robust training of models capable of long-term consistency. To make this computationally feasible for extreme durations (e.g., 2 minutes), we introduce a context management system that transforms the linearly growing context into a Slow-Fast Memory architecture, significantly reducing visual redundancy. Extensive results demonstrate that our method enables effective context lengths exceeding 20 seconds -- 2 to 10 times longer than state-of-the-art methods like LongLive and Infinite-RoPE. By leveraging this extended context, Context Forcing preserves superior consistency across long durations, surpassing state-of-the-art baselines on various long video evaluation metrics.

Knowledge distillation generally assumes a strong-to-weak relationship where stronger teachers yield better students. In this work, we examine this assumption about distillation in large language model pretraining. By varying architecture sizes and training token budgets, we create strong-to-weak, same-level, and weak-to-strong teacher-student relationships, and study distillation's effectiveness under each. We find that the teacher need not be strong: with proper mixing of the language modeling and knowledge distillation losses, even small and undertrained teachers improve larger students. At the same time, a stronger teacher is not always better: pushing the teacher further, through more parameters or more training tokens, can saturate or even reverse the distillation gains. We further observe that distillation improves generalization (out-of-distribution and downstream performance) more readily than in-domain fitting. Together, these results challenge the common belief that distillation pretraining always requires a strong teacher.