arXiv AI

RISE-RL: Rubric-Informed Selective Exploration for Open-Ended Reinforcement Learning

arXiv:2608. 09123v1 Announce Type: new Abstract: Aligning Large Language Models (LLMs) for open-ended tasks is challenging because responses must satisfy multidimensional criteria without following a single correct generation trajectory.

Hugging Face Trending Papers
Jul 30

LEEPS: Latent-Guided Explore-Exploit Prompt Sampling for Efficient RLVR in Large Language Models

Reinforcement learning with verifiable rewards (RLVR) improves the reasoning capabilities of large language models, but prompt groups with identical rollout rewards consume generation budget without effective learning signals. Pre-rollout prompt selection can reduce this waste by screening prompts before rollout generation.

arXiv AI
Aug 5

Rubrics as Privileged Information for Open-Ended Generation

arXiv:2608. 02948v1 Announce Type: cross Abstract: On-policy self-distillation (OPSD), where a single model acts as both student and teacher with different contexts, has shown promise in verifiable domains like math, where hard privileged information (PI) in the form of ground-truth answers structurally constrains valid continuations.

By Deepika Bablani, Ajay Gupta, Wanming Chen
arXiv AI
Jul 16

Representation-Based Exploration for Language Models: From Test-Time to Post-Training

arXiv:2510. 11686v2 Announce Type: replace-cross Abstract: Reinforcement learning (RL) promises to expand the capabilities of language models, but it is unclear if current RL techniques promote the discovery of novel behaviors, or simply sharpen those already present in the base model.

By Jens Tuyls, Dylan J. Foster, Akshay Krishnamurthy, Jordan T. Ash
Hugging Face Trending Papers
Jun 17

Rethinking Reward Supervision: Rubric-Conditioned Self-Distillation

Post-training of reasoning language models is commonly driven by supervised distillation and reinforcement learning with verifiable rewards. Distillation often relies on chain-of-thought annotations that are expensive to obtain and may themselves be noisy, incomplete, or partially incorrect; even when the final solution is correct, an imperfect rationale can interfere with learning.