Concept-based methods have emerged as a promising direction to develop interpretable neural networks in standard supervised settings. However, most works that study them in incremental settings assume either a static concept set across all experiences or assume that each experience relies on a distinct set of concepts. In this work, we study concept-based models in a more realistic, dynamic setting where new classes may rely on older concepts in addition to introducing new concepts themselves. We show that concepts and classes form a complex web of relationships, which is susceptible to degradation and needs to be preserved and augmented across experiences. We introduce new metrics to show that existing concept-based models cannot preserve these relationships even when trained using methods to prevent catastrophic forgetting, since they cannot handle forgetting at concept, class, and concept-class relationship levels simultaneously. To address these issues, we propose a novel method - MuCIL - that uses multimodal concepts to perform classification without increasing the number of trainable parameters across experiences. The multimodal concepts are aligned to concepts provided in natural language, making them interpretable by design. Through extensive experimentation, we show that our approach obtains state-of-the-art classification performance compared to other concept-based models, achieving over 2$\times$ the classification performance in some cases. We also study the ability of our model to perform interventions on concepts, and show that it can localize visual concepts in input images, providing post-hoc interpretations.

Achieving realistic simulations of humans interacting with a wide range of objects has long been a fundamental goal. Extending physics-based motion imitation to complex human-object interactions (HOIs) is challenging due to intricate human-object coupling, variability in object geometries, and artifacts in motion capture data, such as inaccurate contacts and limited hand detail. We introduce InterMimic, a framework that enables a single policy to robustly learn from hours of imperfect MoCap data covering diverse full-body interactions with dynamic and varied objects. Our key insight is to employ a curriculum strategy -- perfect first, then scale up. We first train subject-specific teacher policies to mimic, retarget, and refine motion capture data. Next, we distill these teachers into a student policy, with the teachers acting as online experts providing direct supervision, as well as high-quality references. Notably, we incorporate RL fine-tuning on the student policy to surpass mere demonstration replication and achieve higher-quality solutions. Our experiments demonstrate that InterMimic produces realistic and diverse interactions across multiple HOI datasets. The learned policy generalizes in a zero-shot manner and seamlessly integrates with kinematic generators, elevating the framework from mere imitation to generative modeling of complex human-object interactions.

--The growth of Educational T echnology (EdT ech) has enabled highly personalized learning experiences through Artificial Intelligence (AI)-based recommendation systems tailored to each student's needs. However, these systems can unintentionally introduce biases, potentially limiting fair access to learning resources. This study presents a recommendation system for K-12 students, combining graph-based modeling and matrix factorization to provide personalized suggestions for extracurricular activities, learning resources, and volunteering opportunities. T o address fairness concerns, the system includes a framework to detect and reduce biases by analyzing feedback across protected student groups. This work highlights the need for continuous monitoring in educational recommendation systems to support equitable, transparent, and effective learning opportunities for all students. I NTRODUCTION The rapid advancement of Educational Technology (EdTech) has significantly reshaped traditional learning environments, enabling the delivery of personalized educational experiences tailored to individual students' needs. According to the U.S. Department of Education Office of Educational Technology, leveraging AI-based modern educational technologies has been pivotal in providing personalized pathways for learning, supporting adaptive and individualized instruction, and enhancing student engagement through innovative digital solutions 1 . This trend toward personalization in education underscores the importance of leveraging advanced recommendation systems to support student exploration and growth.

Recent advancements have demonstrated that the performance of large language models (LLMs) can be significantly enhanced by scaling computational resources at test time. A common strategy involves generating multiple Chain-of-Thought (CoT) trajectories and aggregating their outputs through various selection mechanisms. This raises a fundamental question: can models with lower complexity leverage their superior generation throughput to outperform similarly sized Transformers for a fixed computational budget? To address this question and overcome the lack of strong subquadratic reasoners, we distill pure and hybrid Mamba models from pretrained Transformers. Trained on only 8 billion tokens, our distilled models show strong performance and scaling on mathematical reasoning datasets while being much faster at inference for large batches and long sequences. Despite the zero-shot performance hit due to distillation, both pure and hybrid Mamba models can scale their coverage and accuracy performance past their Transformer teacher models under fixed time budgets, opening a new direction for scaling inference compute.

Recent advancements have positioned AI, and particularly Large Language Models (LLMs), as transformative tools for scientific research, capable of addressing complex tasks that require reasoning, problem-solving, and decision-making. Their exceptional capabilities suggest their potential as scientific research assistants but also highlight the need for holistic, rigorous, and domain-specific evaluation to assess effectiveness in real-world scientific applications. This paper describes a multifaceted methodology for Evaluating AI models as scientific Research Assistants (EAIRA) developed at Argonne National Laboratory. This methodology incorporates four primary classes of evaluations. 1) Multiple Choice Questions to assess factual recall; 2) Open Response to evaluate advanced reasoning and problem-solving skills; 3) Lab-Style Experiments involving detailed analysis of capabilities as research assistants in controlled environments; and 4) Field-Style Experiments to capture researcher-LLM interactions at scale in a wide range of scientific domains and applications. These complementary methods enable a comprehensive analysis of LLM strengths and weaknesses with respect to their scientific knowledge, reasoning abilities, and adaptability. Recognizing the rapid pace of LLM advancements, we designed the methodology to evolve and adapt so as to ensure its continued relevance and applicability. This paper describes the methodology state at the end of February 2025. Although developed within a subset of scientific domains, the methodology is designed to be generalizable to a wide range of scientific domains.

Despite the success of contrastive learning (CL) in vision and language, its theoretical foundations and mechanisms for building representations remain poorly understood. In this work, we build connections between noise contrastive estimation losses widely used in CL and distribution alignment with entropic optimal transport (OT). This connection allows us to develop a family of different losses and multistep iterative variants for existing CL methods. Intuitively, by using more information from the distribution of latents, our approach allows a more distribution-aware manipulation of the relationships within augmented sample sets. We provide theoretical insights and experimental evidence demonstrating the benefits of our approach for {\em generalized contrastive alignment}. Through this framework, it is possible to leverage tools in OT to build unbalanced losses to handle noisy views and customize the representation space by changing the constraints on alignment. By reframing contrastive learning as an alignment problem and leveraging existing optimization tools for OT, our work provides new insights and connections between different self-supervised learning models in addition to new tools that can be more easily adapted to incorporate domain knowledge into learning.

Educator attention is critical for student success, yet how educators distribute their attention across students remains poorly understood due to data and methodological constraints. This study presents the first large-scale computational analysis of educator attention patterns, leveraging over 1 million educator utterances from virtual group tutoring sessions linked to detailed student demographic and academic achievement data. Using natural language processing techniques, we systematically examine the recipient and nature of educator attention. Our findings reveal that educators often provide more attention to lower-achieving students. However, disparities emerge across demographic lines, particularly by gender. Girls tend to receive less attention when paired with boys, even when they are the lower achieving student in the group. Lower-achieving female students in mixed-gender pairs receive significantly less attention than their higher-achieving male peers, while lower-achieving male students receive significantly and substantially more attention than their higher-achieving female peers. We also find some differences by race and English learner (EL) status, with low-achieving Black students receiving additional attention only when paired with another Black student but not when paired with a non-Black peer. In contrast, higher-achieving EL students receive disproportionately more attention than their lower-achieving EL peers. This work highlights how large-scale interaction data and computational methods can uncover subtle but meaningful disparities in teaching practices, providing empirical insights to inform more equitable and effective educational strategies.

--Open-World Continual Learning (OWCL) is a challenging paradigm where models must incrementally learn new knowledge without forgetting while operating under an open-world assumption. This requires handling incomplete training data and recognizing unknown samples during inference. However, existing OWCL methods often treat open detection and continual learning as separate tasks, limiting their ability to integrate open-set detection and incremental classification in OWCL. Moreover, current approaches primarily focus on transferring knowledge from known samples, neglecting the insights derived from unknown/open samples. T o address these limitations, we formalize four distinct OWCL scenarios and conduct comprehensive empirical experiments to explore potential challenges in OWCL. Our findings reveal a significant interplay between the open detection of unknowns and incremental classification of knowns, challenging a widely held assumption that unknown detection and known classification are orthogonal processes. Building on our insights, we propose HoliTrans (Holistic Knowns-Unknowns Knowledge Transfer), a novel OWCL framework that integrates nonlinear random projection (NRP) to create a more linearly separable embedding space and distribution-aware prototypes (DAPs) to construct an adaptive knowledge space. Particularly, our HoliTrans effectively supports knowledge transfer for both known and unknown samples while dynamically updating representations of open samples during OWCL. Extensive experiments across various OWCL scenarios demonstrate that HoliTrans outperforms 22 competitive baselines, bridging the gap between OWCL theory and practice and providing a robust, scalable framework for advancing open-world learning paradigms. Open-World Continual Learning (OWCL) [1], [2] represents a highly practical yet profoundly challenging machine learning paradigm. In OWCL, a model must continually adapt to an unbounded sequence of tasks in a dynamic open environment [3], [4], where novelties might emerge in testing unpredictably over time [5]-[7]. Xin Y ang is the corresponding author (yangxin@swufe.edu.cn). Y ujie Li, Guannan Lai, Xin Y ang and Y onghao Li are with the Southwestern University of Finance and Economics, China (E-mail: liyj1201@gmail.com, Y ujie Li and Marcello Bonsangue are with the Leiden Institute of Advanced Computer Science (LIACS), Leiden University, Netherlands (E-mail: liyj1201@gmail.com, Tianrui Li is with the School of Computing and Artificial Intelligence, Southwest Jiaotong University, Chengdu, China (e-mail: trli@swjtu.edu.cn). Manuscript received XX XX, 2025; revised XX XX, 2025.

This paper provides a theoretical analysis of a new learning problem for recommender systems where users provide feedback by comparing pairs of items instead of rating them individually. We assume that comparisons stem from latent user and item features, which reduces the task of predicting preferences to learning these features from comparison data. Similar to the classical matrix factorization problem, the main challenge in this learning task is that the resulting loss function is nonconvex. Our analysis shows that the loss function exhibits (restricted) strong convexity near the true solution, which ensures gradient-based methods converge exponentially, given an appropriate warm start. Importantly, this result holds in a sparse data regime, where each user compares only a few pairs of items. Our main technical contribution is to extend certain concentration inequalities commonly used in matrix completion to our model. Our work demonstrates that learning personalized recommendations from comparison data is computationally and statistically efficient.

When learning is used to inform decisions about humans, such as for loans, hiring, or admissions, this can incentivize users to strategically modify their features to obtain positive predictions. A key assumption is that modifications are costly, and are governed by a cost function that is exogenous and predetermined. We challenge this assumption, and assert that the deployment of a classifier is what creates costs. Our idea is simple: when users seek positive predictions, this creates demand for important features; and if features are available for purchase, then a market will form, and competition will give rise to prices. We extend the strategic classification framework to support this notion, and study learning in a setting where a classifier can induce a market for features. We present an analysis of the learning task, devise an algorithm for computing market prices, propose a differentiable learning framework, and conduct experiments to explore our novel setting and approach.