Self-play constitutes a fundamental paradigm for autonomous skill acquisition, whereby agents iteratively enhance their capabilities through self-directed environmental exploration. Conventional self-play frameworks exploit agent symmetry within zero-sum competitive settings, yet this approach proves inadequate for open-ended learning scenarios characterized by inherent asymmetry. Human pedagogical systems exemplify asymmetric instructional frameworks wherein educators systematically construct challenges calibrated to individual learners' developmental trajectories. The principal challenge resides in operationalizing these asymmetric, adaptive pedagogical mechanisms within artificial systems capable of autonomously synthesizing appropriate curricula without predetermined task hierarchies. Here we present Heterogeneous Adversarial Play (HAP), an adversarial Automatic Curriculum Learning framework that formalizes teacher-student interactions as a minimax optimization wherein task-generating instructor and problem-solving learner co-evolve through adversarial dynamics. In contrast to prevailing ACL methodologies that employ static curricula or unidirectional task selection mechanisms, HAP establishes a bidirectional feedback system wherein instructors continuously recalibrate task complexity in response to real-time learner performance metrics. Experimental validation across multi-task learning domains demonstrates that our framework achieves performance parity with SOTA baselines while generating curricula that enhance learning efficacy in both artificial agents and human subjects.

Understanding when learning is possible is a fundamental task in the theory of machine learning. However, many characterizations known from the literature deal with abstract learning as a mathematical object and ignore the crucial question: when can learning be implemented as a computer program? We address this question for universal online learning, a generalist theoretical model of online binary classification, recently characterized by Bousquet et al. (STOC'21). In this model, there is no hypothesis fixed in advance; instead, Adversary -- playing the role of Nature -- can change their mind as long as local consistency with the given class of hypotheses is maintained. We require Learner to achieve a finite number of mistakes while using a strategy that can be implemented as a computer program. We show that universal online learning does not imply computable universal online learning, even if the class of hypotheses is relatively easy from a computability-theoretic perspective. We then study the agnostic variant of computable universal online learning and provide an exact characterization of classes that are learnable in this sense. We also consider a variant of proper universal online learning and show exactly when it is possible. Together, our results give a more realistic perspective on the existing theory of online binary classification and the related problem of inductive inference.

Braille plays a vital role in education and information accessibility for visually impaired individuals. However, Braille information processing faces challenges such as data scarcity and ambiguities in mixed-text contexts. We construct English and Chinese Braille Mixed Datasets (EBMD/CBMD) with mathematical formulas to support diverse Braille domain research, and propose a syntax tree-based augmentation method tailored for Braille data. To address the underperformance of traditional fine-tuning methods in Braille-related tasks, we investigate Braille Knowledge-Based Fine-Tuning (BKFT), which reduces the learning difficulty of Braille contextual features. BrailleLLM employs BKFT via instruction tuning to achieve unified Braille translation, formula-to-Braille conversion, and mixed-text translation. Experiments demonstrate that BKFT achieves significant performance improvements over conventional fine-tuning in Braille translation scenarios. Our open-sourced datasets and methodologies establish a foundation for low-resource multilingual Braille research.

This paper is concerned with online time series forecasting, where unknown distribution shifts occur over time, i.e., latent variables influence the mapping from historical to future observations. To develop an automated way of online time series forecasting, we propose a Theoretical framework for Online Time-series forecasting (TOT in short) with theoretical guarantees. Specifically, we prove that supplying a forecaster with latent variables tightens the Bayes risk, the benefit endures under estimation uncertainty of latent variables and grows as the latent variables achieve a more precise identifiability. To better introduce latent variables into online forecasting algorithms, we further propose to identify latent variables with minimal adjacent observations. Based on these results, we devise a model-agnostic blueprint by employing a temporal decoder to match the distribution of observed variables and two independent noise estimators to model the causal inference of latent variables and mixing procedures of observed variables, respectively. Experiment results on synthetic data support our theoretical claims. Moreover, plug-in implementations built on several baselines yield general improvement across multiple benchmarks, highlighting the effectiveness in real-world applications.

This is the first part of the comprehensive review, focusing on the historical development of Agent-Based Modeling (ABM) and its classic cases. It begins by discussing the development history and design principles of Agent-Based Modeling (ABM), helping readers understand the significant challenges that traditional physical simulation methods face in the social domain. Then, it provides a detailed introduction to foundational models for simulating social systems, including individual models, environmental models, and rule-based models. Finally, it presents classic cases of social simulation, covering three types: thought experiments, mechanism exploration, and parallel optimization.

What does it truly mean for a language model to "reason"? Most current evaluations and benchmarks reward models' correct standalone answers--but correctness alone reveals little about the process that produced them. In this work, we explore a different perspective: reasoning is not a static chain of steps, but a dynamic trajectory where ideas interact, clash, and evolve into deeper insights. To capture this dynamic, we draw on a well-established philosophical tradition: dialectics, where reasoning unfolds through thesis, antithesis, and synthesis. Building on this, we present SIEV, a structured framework that evaluates reasoning of LLMs through dialectics. Unlike conventional evaluations, SIEV assesses not only the conclusion a model reaches, but how it gets there: its ability to resolve tension, integrate distinct ideas, and synthesize higher-order reasoning. This lens uncovers significant reasoning gaps in state-of-the-art models even under saturated benchmarks like GSM and MMLU. For instance, GPT -5-chat, a recent model, loses over 40 points (out of 100) when evaluated with SIEV on GSM. Our findings highlight that adopting a process-oriented, philosophically grounded approach enables a deeper, more rigorous, and more discriminative assessment of LLM reasoning. Reasoning and LLMs: Reasoning is central to how people solve problems and make decisions, and it is increasingly vital for LLMs in real-world use. Traditionally, LLM performance has been assessed using benchmarks that span diverse domains (e.g., GPQA Rein et al. (2023), MMLU-Pro Wang et al. (2024), AIME HuggingFaceH4 (2024), etc.). While these benchmarks offer various metrics to cover comparing models in wide range of topics, the core evaluation paradigm remains largely unchanged: did the model get the right answer? We argue that this narrow focus only on the direct standalone responses is increasingly inadequate--especially when evaluating reasoning. It overlooks the depth, robustness, and coherence of the reasoning process itself. To address this, a shift toward evaluating how models reason--not just what they conclude--is needed.

Structured pruning is a practical approach to deploying large language models (LLMs) efficiently, as it yields compact, hardware-friendly architectures. However, the dominant local paradigm is task-agnostic: by optimizing layer-wise reconstruction rather than task objectives, it tends to preserve perplexity or generic zero-shot behavior but fails to capitalize on modest task-specific calibration signals, often yielding limited downstream gains. We revisit global structured pruning and present GISP-Global Iterative Structured Pruning-a post-training method that removes attention heads and MLP channels using first-order, loss-based important weights aggregated at the structure level with block-wise normalization. An iterative schedule, rather than one-shot pruning, stabilizes accuracy at higher sparsity and mitigates perplexity collapse without requiring intermediate fine-tuning; the pruning trajectory also forms nested subnetworks that support a "prune-once, deploy-many" workflow. Furthermore, because importance is defined by a model-level loss, GISP naturally supports task-specific objectives; we instantiate perplexity for language modeling and a margin-based objective for decision-style tasks. Extensive experiments show that across Llama2-7B/13B, Llama3-8B, and Mistral-0.3-7B, GISP consistently lowers WikiText-2 perplexity and improves downstream accuracy, with especially strong gains at 40-50% sparsity; on DeepSeek-R1-Distill-Llama-3-8B with GSM8K, task-aligned calibration substantially boosts exact-match accuracy.

We advance the understanding of robotic intervention in high-risk scenarios by examining their potential to distract and impede a school shooter. To evaluate this concept, we conducted a virtual reality study with 150 university participants role-playing as a school shooter. Within the simulation, an autonomous robot predicted the shooter's movements and positioned itself strategically to interfere and distract. The strategy the robot used to approach the shooter was manipulated -- either moving directly in front of the shooter (aggressive) or maintaining distance (passive) -- and the distraction method, ranging from no additional cues (low), to siren and lights (medium), to siren, lights, and smoke to impair visibility (high). An aggressive, high-distraction robot reduced the number of victims by 46.6% relative to a no-robot control. This outcome underscores both the potential of robotic intervention to enhance safety and the pressing ethical questions surrounding their use in school environments.

Knowledge editing techniques promise to implant new factual knowledge into large language models (LLMs). But do LLMs really believe these facts? We develop a framework to measure belief depth and use it to evaluate the success of knowledge editing techniques. We operationalize belief depth as the extent to which implanted knowledge 1) generalizes to related contexts (e.g. Fermi estimates several logical steps removed), 2) is robust to self-scrutiny and direct challenge, and 3) is represented similarly to genuine knowledge (as measured by linear probes). Our evaluations show that simple prompting and mechanistic editing techniques fail to implant knowledge deeply. In contrast, Synthetic Document Finetuning (SDF) - where models are trained on LLM-generated documents consistent with a fact - often succeeds at implanting beliefs that behave similarly to genuine knowledge. However, SDF's success is not universal, as implanted beliefs that contradict basic world knowledge are brittle and representationally distinct from genuine knowledge. Overall, our work introduces measurable criteria for belief depth and enables the rigorous evaluation necessary for deploying knowledge editing in real-world applications.

AI is transforming medical practice and redefining the competencies that future healthcare professionals need to master. Despite international recommendations, the integration of AI into Medicine curricula in Spain had not been systematically evaluated until now. A cross-sectional study (July-September 2025) including Spanish universities offering the official degree in Medicine, according to the 'Register of Universities, Centers and Degrees (Registro de Universidades, Centros y Títulos RUCT)'. Curricula and publicly available institutional documentation were reviewed to identify courses and competencies related to AI in the 2025-2026 academic year. The analysis was performed using descriptive statistics. Of the 52 universities analyzed, ten (19.2%) offer specific AI courses, whereas 36 (69.2%) include no related content. Most of the identified courses are elective, with a credit load ranging from three to six ECTS, representing on average 1.17% of the total 360 credits of the degree. The University of Jaén is the only institution offering a compulsory course with AI content. The territorial analysis reveals marked disparities: Andalusia leads with 55.5% of its universities incorporating AI training, while several communities lack any initiative in this area. The integration of AI into the medical degree in Spain is incipient, fragmented, and uneven, with a low weight in ECTS. The limited training load and predominance of elective courses restrict the preparation of future physicians to practice in a healthcare environment increasingly mediated by AI. The findings support the establishment of minimum standards and national monitoring of indicators.