Large Language Models (LLMs) have emerged as powerful general-purpose reasoning systems, yet their development remains dominated by English-centric data, architectures, and optimization paradigms. This exclusionary design results in structural under-representation of linguistically diverse regions such as India, where over 20 official languages and 100+ dialects coexist alongside phenomena like code-switching and diglossia. We introduce PARAM-1, a 2.9B parameter decoder-only, text-only language model trained from scratch with an explicit architectural and linguistic focus on Indian diversity. PARAM-1 is trained on a bilingual dataset consisting of only Hindi and English, constructed with a strong focus on fact-rich, high-quality content. It is guided by three core principles: equitable representation of Indic languages through a 25% corpus allocation; tokenization fairness via a SentencePiece tokenizer adapted to Indian morphological structures; and culturally aligned evaluation benchmarks across IndicQA, code-mixed reasoning, and socio-linguistic robustness tasks. By embedding diversity at the pretraining level-rather than deferring it to post-hoc alignment-PARAM-1 offers a design-first blueprint for equitable foundation modeling. Our results demonstrate that it serves as both a competent general-purpose model and a robust baseline for India-centric applications.

Developing narrative and comprehension skills in early childhood is critical for later literacy. However, teachers in large preschool classrooms struggle to accurately identify students who require intervention. We present a system for automatically assessing oral narratives of preschool children in Afrikaans and isiXhosa. The system uses automatic speech recognition followed by a machine learning scoring model to predict narrative and comprehension scores. For scoring predicted transcripts, we compare a linear model to a large language model (LLM). The LLM-based system outperforms the linear model in most cases, but the linear system is competitive despite its simplicity. The LLM-based system is comparable to a human expert in flagging children who require intervention. We lay the foundation for automatic oral assessments in classrooms, giving teachers extra capacity to focus on personalised support for children's learning.

Oral narrative skills are strong predictors of later literacy development. This study examines the features of oral narratives from children who were identified by experts as requiring intervention. Using simple machine learning methods, we analyse recorded stories from four- and five-year-old Afrikaans- and isiXhosa-speaking children. Consistent with prior research, we identify lexical diversity (unique words) and length-based features (mean utterance length) as indicators of typical development, but features like articulation rate prove less informative. Despite cross-linguistic variation in part-of-speech patterns, the use of specific verbs and auxiliaries associated with goal-directed storytelling is correlated with a reduced likelihood of requiring intervention. Our analysis of two linguistically distinct languages reveals both language-specific and shared predictors of narrative proficiency, with implications for early assessment in multilingual contexts.

Large Language Models (LLMs) have shown strong performance on programming tasks, but can they generate student-like code like real students - imperfect, iterative, and stylistically diverse? We present ParaStudent, a systematic study of LLM-based "student-like" code generation in an introductory programming course setting. Using a dataset of timestamped student submissions across multiple semesters, we design low- and high-resolution experiments to model student progress and evaluate code outputs along semantic, functional, and stylistic dimensions. Our results show that fine-tuning significantly improves alignment with real student trajectories and captures error patterns, incremental improvements, and stylistic variations more faithfully. This study shows that modeling realistic student code requires capturing learning dynamics through context-aware generation, temporal modeling, and multi-dimensional evaluation. Code for experiments and evaluation is available at https://github.com/mmiroyan/ParaStudent.

The development of Large Language Models (LLMs) requires robust benchmarks that encompass not only academic domains but also industrial fields to effectively evaluate their applicability in real-world scenarios. In this paper, we introduce two Korean expert-level benchmarks. KMMLU-Redux, reconstructed from the existing KMMLU, consists of questions from the Korean National Technical Qualification exams, with critical errors removed to enhance reliability. KMMLU-Pro is based on Korean National Professional Licensure exams to reflect professional knowledge in Korea. Our experiments demonstrate that these benchmarks comprehensively represent industrial knowledge in Korea. We release our dataset publicly available.

Federated learning aims at training models collaboratively across participants while protecting privacy. However, one major challenge for this paradigm is the data heterogeneity issue, where biased data preferences across multiple clients, harming the model's convergence and performance. In this paper, we first introduce powerful diffusion models into the federated learning paradigm and show that diffusion representations are effective steers during federated training. T o explore the possibility of using diffusion representations in handling data heterogeneity, we propose a novel diffusion-inspired F ederated paradigm with Diffusion Representation Collaboration, termed FedDifRC, leveraging meaningful guidance of diffusion models to mitigate data heterogeneity. The key idea is to construct text-driven diffusion contrasting and noise-driven diffusion regularization, aiming to provide abundant class-related semantic information and consistent convergence signals. On the one hand, we exploit the conditional feedback from the diffusion model for different text prompts to build a text-driven contrastive learning strategy. On the other hand, we introduce a noise-driven consistency regularization to align local instances with diffusion denois-ing representations, constraining the optimization region in the feature space. In addition, FedDifRC can be extended to a self-supervised scheme without relying on any labeled data. W e also provide a theoretical analysis for FedDifRC to ensure convergence under non-convex objectives.

Traditional agent-based urban mobility simulations often rely on rigid rule-based systems that struggle to capture the complexity, adaptability, and behavioral diversity inherent in human travel decision making. Recent advancements in large language models and AI agent technologies present new opportunities to develop agents with enhanced reasoning capabilities, persistent memory, and adaptive learning. We introduce GATSim (Generative-Agent Transport Simulation), a novel framework that leverages these advancements to simulate urban mobility using generative agents with rich, human-like behaviors. Unlike conventional approaches, GATSim agents are characterized by diverse socioeconomic profiles, individual lifestyles, and evolving preferences shaped through psychologically informed memory systems, tool usage, and lifelong learning. The main contributions of this work are: (1) a comprehensive architecture that integrates an urban mobility foundation model with agent cognitive systems and a transport simulation environment; (2) a hierarchical memory designed for efficient retrieval of contextually relevant information, incorporating spatial and temporal associations, keyword matching, and semantic relevance; (3) innovative planning and reactive mechanisms for modeling adaptive mobility behaviors which integrate a multi-scale reflection process to transform specific travel experiences into generalized behavioral insights. We implement a prototype system and conduct systematic validation, demonstrating that generative agents produce believable and coherent travel behaviors. Experimental results indicate that generative agents perform at least as well as human annotators with 92\% posterior probability, while naturally producing realistic macroscopic traffic patterns. The code for the prototype implementation is publicly available at https://github.com/qiliuchn/gatsim.

We introduce DeepSeek-Prover-V2, an open-source large language model designed for formal theorem proving in Lean 4, with initialization data collected through a recursive theorem proving pipeline powered by DeepSeek-V3. The cold-start training procedure begins by prompting DeepSeek-V3 to decompose complex problems into a series of subgoals. The proofs of resolved subgoals are synthesized into a chain-of-thought process, combined with DeepSeek-V3's step-by-step reasoning, to create an initial cold start for reinforcement learning. This process enables us to integrate both informal and formal mathematical reasoning into a unified model. The resulting model, DeepSeek-Prover-V2-671B, achieves state-of-the-art performance in neural theorem proving, reaching 88.9% pass ratio on the MiniF2F-test and solving 49 out of 658 problems from PutnamBench. In addition to standard benchmarks, we introduce ProverBench, a collection of 325 formalized problems, to enrich our evaluation, including 15 selected problems from the recent AIME competitions (years 24-25). Further evaluation on these 15 AIME problems shows that the model successfully solves 6 of them. In comparison, DeepSeek-V3 solves 8 of these problems using majority voting, highlighting that the gap between formal and informal mathematical reasoning in large language models is substantially narrowing.

Philosophy professor Dr. Susan Schneider joins'Fox & Friends First' to discuss the impact of artificial intelligence on students' performance in the classroom. Across America, education is changing at a pace few could have imagined even a decade ago. Artificial intelligence is being deployed to train machines to teach our children. School systems are embedding gender ideology and political agendas into their curriculum with little regard for parental input. At the same time, traditional values are being pushed to the margins, and our students are caught in the middle.

I've long believed that the first hugely popular music you realize you hate is in many ways as important a discovery as the first music you realize you love. There's something crucial and formative about the recognition that an artist whose music is beloved by millions makes your skin crawl, not simply in the realization that said music "isn't for you," but in the fierce and irrational conviction that those millions of people are wrong, that sometimes art that's enormously successful is not, in fact, correspondingly good. As misanthropic as that sounds, it's a significant milestone in coming to learn that everyone's taste is (or at least should be) individuated and distinct, and that those distinct tastes are a large part of what makes people attractive, maddening, and above all else interesting to one another. I don't remember exactly when I discovered I hated Billy Joel's music, but it was sometime in middle school, when as a relatively proficient young piano player, I was asked, for the 10th or 100th time, to play "Piano Man." At that age I only vaguely knew the song and hadn't learned how to play it, and for reasons I probably couldn't have articulated, I promptly resolved that I never would.