Despite growing interest in Learning-by-Teaching (LbT), few studies have explored how this paradigm can be implemented with autonomous, peer-like social robots in real classrooms. Most prior work has relied on scripted or Wizard-of-Oz behaviors, limiting our understanding of how real-time, interactive learning can be supported by artificial agents. This study addresses this gap by introducing Interactive Reinforcement Learning (RL) as a cognitive model for teachable social robots. We conducted two between-subject experiments with 58 primary school children, who either taught a robot or practiced independently on a tablet while learning French vocabulary (memorization) and grammatical rules (inference). The robot, powered by Interactive RL, learned from the child's evaluative feedback. Children in the LbT condition achieved significantly higher retention gains compared to those in the self-practice condition, especially on the grammar task. Learners with lower prior knowledge benefited most from teaching the robot. Behavioural metrics revealed that children adapted their teaching strategies over time and engaged more deeply during inference tasks. This work makes two contributions: (1) it introduces Interactive RL as a pedagogically effective and scalable model for peer-robot learning, and (2) it demonstrates, for the first time, the feasibility of deploying multiple autonomous robots simultaneously in real classrooms. These findings extend theoretical understanding of LbT by showing that social robots can function not only as passive tutees but as adaptive partners that enhance meta-cognitive engagement and long-term learning outcomes.

The relationship between memorization and generalization in large language models (LLMs) remains an open area of research, with growing evidence that the two are deeply intertwined. In this work, we investigate this relationship by pre-training a series of capacity-limited Transformer models from scratch on two synthetic character-level tasks designed to separately probe generalization (via arithmetic extrapolation) and memorization (via factual recall). We observe a consistent trade-off: small models extrapolate to unseen arithmetic cases but fail to memorize facts, while larger models memorize but fail to extrapolate. An intermediate-capacity model exhibits a similar shift toward memorization. When trained on both tasks jointly, no model (regardless of size) succeeds at extrapolation. These findings suggest that pre-training may intrinsically favor one learning mode over the other. By isolating these dynamics in a controlled setting, our study offers insight into how model capacity shapes learning behavior and offers broader implications for the design and deployment of small language models.

This paper studies how the model architecture and data configurations influence the empirical memorization capacity of generative transformers. The models are trained using synthetic text datasets derived from the Systematized Nomenclature of Medicine (SNOMED) knowledge graph: triplets, representing static connections, and sequences, simulating complex relation patterns. The results show that embedding size is the primary determinant of learning speed and capacity, while additional layers provide limited benefits and may hinder performance on simpler datasets. Activation functions play a crucial role, and Softmax demonstrates greater stability and capacity. Furthermore, increasing the complexity of the data set seems to improve the final memorization. These insights improve our understanding of transformer memory mechanisms and provide a framework for optimizing model design with structured real-world data.

Schema linking is a critical step in Text-to-SQL task, aiming to accurately predict the table names and column names required for the SQL query based on the given question. However, current fine-tuning approaches for schema linking models employ a rote-learning paradigm, excessively optimizing for ground truth schema linking outcomes while compromising reasoning ability. This limitation arises because of the difficulty in acquiring a high-quality reasoning sample for downstream tasks. To address this, we propose Schema-R1, a reasoning schema linking model trained using reinforcement learning. Specifically, Schema-R1 consists of three key steps: constructing small batches of high-quality reasoning samples, supervised fine-tuning for cold-start initialization, and rule-based reinforcement learning training. The final results demonstrate that our method effectively enhances the reasoning ability of the schema linking model, achieving a 10\% improvement in filter accuracy compared to the existing method. Our code is available at https://github.com/hongWin/Schema-R1/.

State-Space Models (SSMs), and particularly Mamba, have recently emerged as a promising alternative to Transformers. Mamba introduces input selectivity to its SSM layer (S6) and incorporates convolution and gating into its block definition. While these modifications do improve Mamba's performance over its SSM predecessors, it remains largely unclear how Mamba leverages the additional functionalities provided by input selectivity, and how these interact with the other operations in the Mamba architecture. In this work, we demystify the role of input selectivity in Mamba, investigating its impact on function approximation power, long-term memorization, and associative recall capabilities. In particular: (i) we prove that the S6 layer of Mamba can represent projections onto Haar wavelets, providing an edge over its Diagonal SSM (S4D) predecessor in approximating discontinuous functions commonly arising in practice; (ii) we show how the S6 layer can dynamically counteract memory decay; (iii) we provide analytical solutions to the MQAR associative recall task using the Mamba architecture with different mixers -- Mamba, Mamba-2, and S4D. We demonstrate the tightness of our theoretical constructions with empirical results on concrete tasks. Our findings offer a mechanistic understanding of Mamba and reveal opportunities for improvement.

When language models are trained on textual data, they acquire both knowledge about the structure of language as well as knowledge of facts about the world. At inference time, their knowledge of facts can be leveraged to solve interesting problems and perform useful knowledge work for users. It is well known that language models can verbatim memorize long sequences from their training data. However, it is much less well understood how language models memorize facts seen during training. In this work, we propose a new dataset to specifically empower researchers to study the dual processes of fact memorization and verbatim sequence memorization. The dataset consists of synthetically-generated, webtext-like documents about fictional events, as well as question-answer pairs about the events. We conduct training experiments showing how synthetic data about fictional events can be effective in teasing apart different forms of memorization. We also document the challenges in effectively building realistic, fictional synthetic data.

Understanding what and how neural networks memorize during training is crucial, both from the perspective of unintentional memorization of potentially sensitive information and from the standpoint of effective knowledge acquisition for real-world, knowledge-intensive tasks. While previous studies primarily investigate memorization within a single modality, such as text memorization in large language models or image memorization in diffusion models, unified multimodal models are becoming increasingly prevalent in practical applications. In this work, we focus on the unique characteristics of cross-modality memorization and conduct a systematic study centered on vision-language models. To facilitate controlled experiments, we first introduce a synthetic persona dataset comprising diverse synthetic person images and textual descriptions. We quantify factual knowledge memorization and cross-modal transferability by training models on a single modality and evaluating their performance in the other. Our results reveal that facts learned in one modality transfer to the other, but a significant gap exists between recalling information in the source and target modalities. Furthermore, we observe that this gap exists across various scenarios, including more capable models, machine unlearning, and the multi-hop case. At the end, we propose a baseline method to mitigate this challenge. We hope our study can inspire future research on developing more robust multimodal learning techniques to enhance cross-modal transferability.

Recent research demonstrated that training large language models involves memorization of a significant fraction of training data. Such memorization can lead to privacy violations when training on sensitive user data and thus motivates the study of data memorization's role in learning. In this work, we develop a general approach for proving lower bounds on excess data memorization, that relies on a new connection between strong data processing inequalities and data memorization. We then demonstrate that several simple and natural binary classification problems exhibit a trade-off between the number of samples available to a learning algorithm, and the amount of information about the training data that a learning algorithm needs to memorize to be accurate. In particular, $Ω(d)$ bits of information about the training data need to be memorized when $O(1)$ $d$-dimensional examples are available, which then decays as the number of examples grows at a problem-specific rate. Further, our lower bounds are generally matched (up to logarithmic factors) by simple learning algorithms. We also extend our lower bounds to more general mixture-of-clusters models. Our definitions and results build on the work of Brown et al. (2021) and address several limitations of the lower bounds in their work.

Carlini et al. [2019] showed that it is sometimes possible to extract unique pieces of training data from modern language models (such as credit card numbers). This demonstrates that such models can unintentionally memorize rare parts of their training data, even if those parts appear only once. Since then, this memorization phenomenon has been studied in a long line of work, providing increasingly many examples in which modern models unintentionally memorize data. In fact, several follow-up papers have shown that there exist learning tasks for which memorization is provably necessary [Feldman, 2020, Feldman and Zhang, 2020, Carlini et al., 2021, Brown et al., 2021, Haim et al., 2022, Buzaglo et al., 2023, Carlini et al., 2023a,b]. However, these prior works did not converge on a single definition of memorization, and instead considered several context-dependent notions.

Drug-drug interaction (DDI) prediction is critical for treatment safety. While large language models (LLMs) show promise in pharmaceutical tasks, their effectiveness in DDI prediction remains challenging. Inspired by the well-established clinical practice where physicians routinely reference similar historical cases to guide their decisions through case-based reasoning (CBR), we propose CBR-DDI, a novel framework that distills pharmacological principles from historical cases to improve LLM reasoning for DDI tasks. CBR-DDI constructs a knowledge repository by leveraging LLMs to extract pharmacological insights and graph neural networks (GNNs) to model drug associations. A hybrid retrieval mechanism and dual-layer knowledge-enhanced prompting allow LLMs to effectively retrieve and reuse relevant cases. We further introduce a representative sampling strategy for dynamic case refinement. Extensive experiments demonstrate that CBR-DDI achieves state-of-the-art performance, with a significant 28.7% accuracy improvement over both popular LLMs and CBR baseline, while maintaining high interpretability and flexibility.