"Monkey see monkey do" is an age-old adage, referring to naïve imitation without a

Input: Network parameters θ; Input data x; Label y; Time steps T; Other hyperparameters; Output: Trained network parameters θ . Calculate the output o and the loss L based on o and y . Update θ based on the gradient-based optimizer. We first prove Theorem 1. Then Theorem 2 is similarly proved. We omit repetitive details here.

All prior results suffer from at least one of the two obstacles: the curse of multiple agents and the barrier of long horizon, regardless of the sampling protocol in use. We take a step towards settling this problem, assuming access to a flexible sampling mechanism: the generative model. Focusing on non-stationary finite-horizon Markov games, we develop a fast learning algorithm called Q-FTRL and an adaptive sampling scheme that leverage the optimism principle in online adversarial learning (particularly the Follow-the-Regularized-Leader (FTRL) method).

Scientific progress is tightly coupled to the emergence of new research tools. Today, machine learning (ML)-especially deep learning (DL)-has become a transformative instrument for quantum science and technology. Owing to the intrinsic complexity of quantum systems, DL enables efficient exploration of large parameter spaces, extraction of patterns from experimental data, and data-driven guidance for research directions. These capabilities already support tasks such as refining quantum control protocols and accelerating the discovery of materials with targeted quantum properties, making ML/DL literacy an essential skill for the next generation of quantum scientists. At the same time, DL's power brings risks: models can overfit noisy data, obscure causal structure, and yield results with limited physical interpretability. Recognizing these limitations and deploying mitigation strategies is crucial for scientific rigor. These lecture notes provide a comprehensive, graduate-level introduction to DL for quantum applications, combining conceptual exposition with hands-on examples. Organized as a progressive sequence, they aim to equip readers to decide when and how to apply DL effectively, to understand its practical constraints, and to adapt AI methods responsibly to problems across quantum physics, chemistry, and engineering.

Missing modalities have recently emerged as a critical research direction in multimodal emotion recognition (MER). Conventional approaches typically address this issue through missing modality reconstruction. However, these methods fail to account for variations in reconstruction difficulty across different samples, consequently limiting the model's ability to handle hard samples effectively. To overcome this limitation, we propose a novel Hardness-Aware Dynamic Curriculum Learning framework, termed HARDY-MER. Our framework operates in two key stages: first, it estimates the hardness level of each sample, and second, it strategically emphasizes hard samples during training to enhance model performance on these challenging instances. Specifically, we first introduce a Multi-view Hardness Evaluation mechanism that quantifies reconstruction difficulty by considering both Direct Hardness (modality reconstruction errors) and Indirect Hardness (cross-modal mutual information). Meanwhile, we introduce a Retrieval-based Dynamic Curriculum Learning strategy that dynamically adjusts the training curriculum by retrieving samples with similar semantic information and balancing the learning focus between easy and hard instances. Extensive experiments on benchmark datasets demonstrate that HARDY-MER consistently outperforms existing methods in missing-modality scenarios. Our code will be made publicly available at https://github.com/HARDY-MER/HARDY-MER.

Evaluation of reasoning language models gained importance after it was observed that they can combine their existing capabilities into novel traces of intermediate steps before task completion and that the traces can sometimes help them to generalize better than past models. As reasoning becomes the next scaling dimension of large language models, careful study of their capabilities in critical tasks is needed. We show that better performance is not always caused by test-time algorithmic improvements or model sizes but also by using impactful benchmarks as curricula for learning. We call this benchmark-driven selection of AI and show its effects on DeepSeek-R1 using our sequential decision-making problem from Humanity's Last Exam. Steering development of AI by impactful benchmarks trades evaluation for learning and makes novelty of test tasks key for measuring generalization capabilities of reasoning models. Consequently, some benchmarks could be seen as curricula for training rather than unseen test sets.

The automatic curation of discussion forums in online courses requires constant updates, making frequent retraining of Large Language Models (LLMs) a resource-intensive process. To circumvent the need for costly fine-tuning, this paper proposes and evaluates the use of Bayesian fusion. The approach combines the multidimensional classification scores of a pre-trained generic LLM with those of a classifier trained on local data. The performance comparison demonstrated that the proposed fusion improves the results compared to each classifier individually, and is competitive with the LLM fine-tuning approach

Large Language Models (LLMs) have demonstrated remarkable capabilities in mathematical problem-solving. However, the transition from providing answers to generating high-quality educational questions presents significant challenges that remain underexplored. To advance Educational Question Generation (EQG) and facilitate LLMs in generating pedagogically valuable and educationally effective questions, we introduce EQGBench, a comprehensive benchmark specifically designed for evaluating LLMs' performance in Chinese EQG. EQGBench establishes a five-dimensional evaluation framework supported by a dataset of 900 evaluation samples spanning three fundamental middle school disciplines: mathematics, physics, and chemistry. The dataset incorporates user queries with varying knowledge points, difficulty gradients, and question type specifications to simulate realistic educational scenarios. Through systematic evaluation of 46 mainstream large models, we reveal significant room for development in generating questions that reflect educational value and foster students' comprehensive abilities.