Reasoning has long been viewed as an emergent property of large language models (LLMs), appearing at or above a certain scale ($\sim$100B parameters). However, recent studies challenge this assumption, showing that small language models (SLMs) can also achieve competitive reasoning performance. SLMs are increasingly favored for their efficiency and deployability. However, there is a lack of systematic study on the reasoning abilities of diverse SLMs, including those trained from scratch or derived from LLMs through quantization, pruning, and distillation. This raises a critical question: Can SLMs achieve reasoning abilities comparable to LLMs? In this work, we systematically survey, benchmark, and analyze 72 SLMs from six model families across 14 reasoning benchmarks. For reliable evaluation, we examine four evaluation methods and compare four LLM judges against human evaluations on 800 data points. We repeat all experiments three times to ensure a robust performance assessment. Additionally, we analyze the impact of different prompting strategies in small models. Beyond accuracy, we also evaluate model robustness under adversarial conditions and intermediate reasoning steps. Our findings challenge the assumption that scaling is the only way to achieve strong reasoning. Instead, we foresee a future where SLMs with strong reasoning capabilities can be developed through structured training or post-training compression. They can serve as efficient alternatives to LLMs for reasoning-intensive tasks.

This paper investigates the mathematical reasoning capabilities of large language models (LLMs) using 50 newly constructed high-school-level word problems. Unlike prior studies that focus solely on answer correctness, we rigorously analyze both final answers and solution steps to identify reasoning failures. Evaluating eight state-of-the-art models - including Mixtral, Llama, Gemini, GPT-4o, and OpenAI's o1 variants - we find that while newer models (e.g., o3-mini, deepseek-r1) achieve higher accuracy, all models exhibit errors in spatial reasoning, strategic planning, and arithmetic, sometimes producing correct answers through flawed logic. Common failure modes include unwarranted assumptions, over-reliance on numerical patterns, and difficulty translating physical intuition into mathematical steps. Manual analysis reveals that models struggle with problems requiring multi-step deduction or real-world knowledge, despite possessing broad mathematical knowledge. Our results underscore the importance of evaluating reasoning processes, not just answers, and caution against overestimating LLMs' problem-solving proficiency. The study highlights persistent gaps in LLMs' generalization abilities, emphasizing the need for targeted improvements in structured reasoning and constraint handling.

The radioactive nature of Large Language Model (LLM) watermarking enables the detection of watermarks inherited by student models when trained on the outputs of watermarked teacher models, making it a promising tool for preventing unauthorized knowledge distillation. However, the robustness of watermark radioactivity against adversarial actors remains largely unexplored. In this paper, we investigate whether student models can acquire the capabilities of teacher models through knowledge distillation while avoiding watermark inheritance. We propose two categories of watermark removal approaches: pre-distillation removal through untargeted and targeted training data paraphrasing (UP and TP), and post-distillation removal through inference-time watermark neutralization (WN). Extensive experiments across multiple model pairs, watermarking schemes and hyper-parameter settings demonstrate that both TP and WN thoroughly eliminate inherited watermarks, with WN achieving this while maintaining knowledge transfer efficiency and low computational overhead. Given the ongoing deployment of watermarking techniques in production LLMs, these findings emphasize the urgent need for more robust defense strategies. Our code is available at https://github.com/THU-BPM/Watermark-Radioactivity-Attack.

Prior studies have shown that distinguishing text generated by large language models (LLMs) from human-written one is highly challenging, and often no better than random guessing. To verify the generalizability of this finding across languages and domains, we perform an extensive case study to identify the upper bound of human detection accuracy. Across 16 datasets covering 9 languages and 9 domains, 19 annotators achieved an average detection accuracy of 87.6%, thus challenging previous conclusions. We find that major gaps between human and machine text lie in concreteness, cultural nuances, and diversity. Prompting by explicitly explaining the distinctions in the prompts can partially bridge the gaps in over 50% of the cases. However, we also find that humans do not always prefer human-written text, particularly when they cannot clearly identify its source.

Metacognitive education plays a crucial role in cultivating students' self-regulation and reflective thinking, providing essential support for those with learning difficulties through academic advising. Simulating students with insufficient learning capabilities using large language models offers a promising approach to refining pedagogical methods without ethical concerns. However, existing simulations often fail to authentically represent students' learning struggles and face challenges in evaluation due to the lack of reliable metrics and ethical constraints in data collection. To address these issues, we propose a pipeline for automatically generating and filtering high-quality simulated student agents. Our approach leverages a two-round automated scoring system validated by human experts and employs a score propagation module to obtain more consistent scores across the student graph. Experimental results demonstrate that our pipeline efficiently identifies high-quality student agents, and we discuss the traits that influence the simulation's effectiveness. By simulating students with varying degrees of learning difficulties, our work paves the way for broader applications in personalized learning and educational assessment.

Recent MLLMs have shown emerging visual understanding and reasoning abilities after being pre-trained on large-scale multimodal datasets. Unlike pre-training, where MLLMs receive rich visual-text alignment, instruction-tuning is often text-driven with weaker visual supervision, leading to the degradation of pre-trained visual understanding and causing visual forgetting. Existing approaches, such as direct fine-tuning and continual learning methods, fail to explicitly address this issue, often compressing visual representations and prioritizing task alignment over visual retention, which further worsens visual forgetting. To overcome this limitation, we introduce a novel perspective leveraging effective rank to quantify the degradation of visual representation richness, interpreting this degradation through the information bottleneck principle as excessive compression that leads to the degradation of crucial pre-trained visual knowledge. Building on this view, we propose a modality-decoupled gradient descent (MDGD) method that regulates gradient updates to maintain the effective rank of visual representations while mitigating the over-compression effects described by the information bottleneck. By explicitly disentangling the optimization of visual understanding from task-specific alignment, MDGD preserves pre-trained visual knowledge while enabling efficient task adaptation. To enable lightweight instruction-tuning, we further develop a memory-efficient fine-tuning approach using gradient masking, which selectively updates a subset of model parameters to enable parameter-efficient fine-tuning (PEFT), reducing computational overhead while preserving rich visual representations. Extensive experiments across various downstream tasks and backbone MLLMs demonstrate that MDGD effectively mitigates visual forgetting from pre-trained tasks while enabling strong adaptation to new tasks.

The Text-to-SQL(Text2SQL) task aims to convert natural language queries into executable SQL queries. Thanks to the application of large language models (LLMs), significant progress has been made in this field. However, challenges such as model scalability, limited generation space, and coherence issues in SQL generation still persist. To address these issues, we propose SQL-o1, a Self-Reward-based heuristic search method designed to enhance the reasoning ability of LLMs in SQL query generation. SQL-o1 combines Monte Carlo Tree Search (MCTS) for heuristic process-level search and constructs a Schema-Aware dataset to help the model better understand database schemas. Extensive experiments on the Bird and Spider datasets demonstrate that SQL-o1 improves execution accuracy by 10.8\% on the complex Bird dataset compared to the latest baseline methods, even outperforming GPT-4-based approaches. Additionally, SQL-o1 excels in few-shot learning scenarios and shows strong cross-model transferability. Our code is publicly available at:https://github.com/ShuaiLyu0110/SQL-o1.

The widespread deployment of Large Language Models (LLMs) is hindered by the high computational demands, making knowledge distillation (KD) crucial for developing compact smaller ones. However, the conventional KD methods endure the distribution mismatch issue between the teacher and student models, leading to the poor performance of distillation. For instance, the widely-used KL-based methods suffer the mode-averaging and mode-collapsing problems, since the mismatched probabitliy distribution between both models. Previous studies mainly optimize this issue via different distance calculations towards the distribution of both models. Unfortunately, the distribution mismatch issue still exists in the early stage of the distillation. Hence, to reduce the impact of distribution mismatch, we propose a simple yet efficient method, named Warmup-Distill, which aligns the distillation of the student to that of the teacher in advance of distillation. Specifically, we first detect the distribution of the student model in practical scenarios with its internal knowledge, and then modify the knowledge with low probability via the teacher as the checker. Consequently, Warmup-Distill aligns the internal student's knowledge to that of the teacher, which expands the distribution of the student with the teacher's, and assists the student model to learn better in the subsequent distillation. Experiments on the seven benchmarks demonstrate that Warmup-Distill could provide a warmup student more suitable for distillation, which outperforms the vanilla student by as least +0.4 averaged score among all benchmarks. Noteably, with the assistance of Warmup-Distill, the distillation on the math task could yield a further improvement, at most +1.9% accuracy.

Active Learning (AL) has been a powerful paradigm for improving model efficiency and performance by selecting the most informative data points for labeling and training. In recent active learning frameworks, Large Language Models (LLMs) have been employed not only for selection but also for generating entirely new data instances and providing more cost-effective annotations. Motivated by the increasing importance of high-quality data and efficient model training in the era of LLMs, we present a comprehensive survey on LLM-based Active Learning. We introduce an intuitive taxonomy that categorizes these techniques and discuss the transformative roles LLMs can play in the active learning loop. We further examine the impact of AL on LLM learning paradigms and its applications across various domains. Finally, we identify open challenges and propose future research directions. This survey aims to serve as an up-to-date resource for researchers and practitioners seeking to gain an intuitive understanding of LLM-based AL techniques and deploy them to new applications.

Knowledge Tracing (KT) aims to predict students' future performances based on their former exercises and additional information in educational settings. KT has received significant attention since it facilitates personalized experiences in educational situations. Simultaneously, the autoregressive modeling on the sequence of former exercises has been proven effective for this task. One of the primary challenges in autoregressive modeling for Knowledge Tracing is effectively representing the anterior (pre-response) and posterior (post-response) states of learners across exercises. Existing methods often employ complex model architectures to update learner states using question and response records. In this study, we propose a novel perspective on knowledge tracing task by treating it as a generative process, consistent with the principles of autoregressive models. We demonstrate that knowledge states can be directly represented through autoregressive encodings on a question-response alternate sequence, where model generate the most probable representation in hidden state space by analyzing history interactions. This approach underpins our framework, termed Alternate Autoregressive Knowledge Tracing (AAKT). Additionally, we incorporate supplementary educational information, such as question-related skills, into our framework through an auxiliary task, and include extra exercise details, like response time, as additional inputs. Our proposed framework is implemented using advanced autoregressive technologies from Natural Language Generation (NLG) for both training and prediction. Empirical evaluations on four real-world KT datasets indicate that AAKT consistently outperforms all baseline models in terms of AUC, ACC, and RMSE. Furthermore, extensive ablation studies and visualized analysis validate the effectiveness of key components in AAKT.