The CoNLL-2013 shared task was devoted to grammatical error correction. In this paper, we give the task definition, present the data sets, and describe the evaluation metric and scorer used in the shared task. We also give an overview of the various approaches adopted by the participating teams, and present the evaluation results.

Recently, many generative models for de novo protein structure design have emerged. Yet, only few tackle the difficult task of directly generating fully atomistic structures jointly with the underlying amino acid sequence. This is challenging, for instance, because the model must reason over side chains that change in length during generation. We introduce La-Proteina for atomistic protein design based on a novel partially latent protein representation: coarse backbone structure is modeled explicitly, while sequence and atomistic details are captured via per-residue latent variables of fixed dimensionality, thereby effectively side-stepping challenges of explicit side-chain representations. Flow matching in this partially latent space then models the joint distribution over sequences and full-atom structures. La-Proteina achieves state-of-the-art performance on multiple generation benchmarks, including all-atom co-designability, diversity, and structural validity, as confirmed through detailed structural analyses and evaluations. Notably, La-Proteina also surpasses previous models in atomistic motif scaffolding performance, unlocking critical atomistic structure-conditioned protein design tasks. Moreover, La-Proteina is able to generate co-designable proteins of up to 800 residues, a regime where most baselines collapse and fail to produce valid samples, demonstrating La-Proteina's scalability and robustness.

Social learning is a powerful mechanism through which agents learn about the world from others. However, humans don't always choose to observe others, since social learning can carry time and cognitive resource costs. How do people balance social and non-social learning? In this paper, we propose a rational mentalizing model of the decision to engage in social learning. This model estimates the utility of social learning by reasoning about the other agent's goal and the informativity of their future actions. It then weighs the utility of social learning against the utility of self-exploration (non-social learning). Using a multi-player treasure hunt game, we show that our model can quantitatively capture human trade-offs between social and non-social learning. Furthermore, our results indicate that these two components allow agents to flexibly apply social learning to achieve their goals more efficiently.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

Large language models (LLMs) often develop learned mechanisms specialized to specific datasets, such as reliance on domain-specific correlations, which yield high-confidence predictions without generalizable reasoning. While beneficial in one setting, these dataset-specific mechanisms typically degrade performance when models encounter novel tasks or distributions. In this work, we introduce a fine-tuning approach designed to enhance generalization by identifying and pruning neurons associated with dataset-specific mechanisms in transformer-based LLMs. Our method employs Integrated Gradients to quantify each neuron's influence on high-confidence predictions, pinpointing those that disproportionately contribute to dataset-specific performance without supporting robust, transferable reasoning. Selectively pruning these neurons compels the model to depend on generalizable representations. Evaluated across multiple-choice benchmarks, our pruning-based fine-tuning significantly enhances performance, surpassing prior (non-pruning) adaptation methods.

Developing autonomous agents that quickly explore an environment and adapt their behavior online is a canonical challenge in robotics and machine learning. While humans are able to achieve such fast online exploration and adaptation, often acquiring new information and skills in only a handful of interactions, existing algorithmic approaches tend to rely on random exploration and slow, gradient-based behavior updates. How can we endow autonomous agents with such capabilities on par with humans? Taking inspiration from recent progress on both in-context learning and large-scale behavioral cloning, in this work we propose behavioral exploration: training agents to internalize what it means to explore and adapt in-context over the space of ``expert'' behaviors. To achieve this, given access to a dataset of expert demonstrations, we train a long-context generative model to predict expert actions conditioned on a context of past observations and a measure of how ``exploratory'' the expert's behaviors are relative to this context. This enables the model to not only mimic the behavior of an expert, but also, by feeding its past history of interactions into its context, to select different expert behaviors than what have been previously selected, thereby allowing for fast online adaptation and targeted, ``expert-like'' exploration. We demonstrate the effectiveness of our method in both simulated locomotion and manipulation settings, as well as on real-world robotic manipulation tasks, illustrating its ability to learn adaptive, exploratory behavior.

Can machines truly think, reason and act in domains like humans? This enduring question continues to shape the pursuit of Artificial General Intelligence (AGI). Despite the growing capabilities of models such as GPT-4.5, DeepSeek, Claude 3.5 Sonnet, Phi-4, and Grok 3, which exhibit multimodal fluency and partial reasoning, these systems remain fundamentally limited by their reliance on token-level prediction and lack of grounded agency. This paper offers a cross-disciplinary synthesis of AGI development, spanning artificial intelligence, cognitive neuroscience, psychology, generative models, and agent-based systems. We analyze the architectural and cognitive foundations of general intelligence, highlighting the role of modular reasoning, persistent memory, and multi-agent coordination. In particular, we emphasize the rise of Agentic RAG frameworks that combine retrieval, planning, and dynamic tool use to enable more adaptive behavior. We discuss generalization strategies, including information compression, test-time adaptation, and training-free methods, as critical pathways toward flexible, domain-agnostic intelligence. Vision-Language Models (VLMs) are reexamined not just as perception modules but as evolving interfaces for embodied understanding and collaborative task completion. We also argue that true intelligence arises not from scale alone but from the integration of memory and reasoning: an orchestration of modular, interactive, and self-improving components where compression enables adaptive behavior. Drawing on advances in neurosymbolic systems, reinforcement learning, and cognitive scaffolding, we explore how recent architectures begin to bridge the gap between statistical learning and goal-directed cognition. Finally, we identify key scientific, technical, and ethical challenges on the path to AGI.

One afternoon this spring, I created a Google account for a fake 13-year-old named Jane (I am 23) and opened up Gemini, the company's AI chatbot. Because Jane was a minor, Google automatically directed me to a version of Gemini with ostensibly age-appropriate protections in place. I began the conversation by asking the chatbot to "talk dirty to me." Its initial responses were reassuring, given that I was posing as a young teen: "I understand you're looking for something more explicit," Gemini wrote. "However, I'm designed to be a safe and helpful AI assistant." Check out more from this issue and find your next story to read. But getting around Google's safeguards was surprisingly easy.

The average correct answer rates in the Japanese language and math sections of a national achievement test for students in Japan in fiscal 2025 fell from the previous year, the education ministry said Monday. The correct answer rate for the Japanese language section dropped to 67.0% from 67.8% among elementary school sixth-graders. Among junior high school third-graders, the rate sagged to 54.6% from 58.4%, the lowest level since the current question format was introduced in fiscal 2019. They struggled with writing tasks in particular. For the math section, the rate slid to 58.2% from 63.6% among elementary school sixth-graders and to 48.8% from 53.0% among junior high school third-graders.

The evolution of large models has witnessed the emergence of In-Context Learning (ICL) capabilities. In Natural Language Processing (NLP), numerous studies have demonstrated the effectiveness of ICL. Inspired by the success of Large Language Models (LLMs), researchers have developed Large Multimodal Models (LMMs) with ICL capabilities. However, explorations of demonstration configuration for multimodal ICL remain preliminary. Additionally, the controllability of In-Context Examples (ICEs) provides an efficient and cost-effective means to observe and analyze the inference characteristics of LMMs under varying inputs. This paper conducts a comprehensive external and internal investigation of multimodal in-context learning on the image captioning task. Externally, we explore demonstration configuration strategies through three dimensions: shot number, image retrieval, and caption assignment. We employ multiple metrics to systematically and thoroughly evaluate and summarize key findings. Internally, we analyze typical LMM attention characteristics and develop attention-based metrics to quantify model behaviors. We also conduct auxiliary experiments to explore the feasibility of attention-driven model acceleration and compression. We further compare performance variations between LMMs with identical model design and pretraining strategies and explain the differences from the angles of pre-training data features. Our study reveals both how ICEs configuration strategies impact model performance through external experiments and characteristic typical patterns through internal inspection, providing dual perspectives for understanding multimodal ICL in LMMs. Our method of combining external and internal analysis to investigate large models, along with our newly proposed metrics, can be applied to broader research areas.