arXiv:2610.01054v1 Announce Type: cross
Abstract: In-context learning (ICL) enables language models to perform new tasks from demonstrations without weight updates. However, every ICL inference requi...
By Guangzhi Xiong, Zhenghao He, Bohan Liu, Sanchit Sinha, Wenqian Ye, Aidong Zhang
arXiv:2608. 12724v1 Announce Type: new Abstract: Few-shot in-context learning (ICL) with multi-modal large language models (MLLMs) enables task adaptation without parameter updates, but its performance is highly sensitive to the quality and coverage of the selected demonstrations.
By Zirui Cheng, Xun Xu, Tiankai Chen, Fady Rezk, Bowen Zheng, Xiaodong Shi, Shijie Li, Kangkang Lu, Bharadwaj Veeravalli, Nancy F. Chen
arXiv:2606. 04434v1 Announce Type: cross Abstract: Multimodal In-Context Learning (ICL) has emerged as a practical inference paradigm for Multimodal Large Language Models, where a small set of interleaved image-text In-Context Demonstrations (ICDs) conditions the model to solve new tasks.
By Niloufar Alipour Talemi, Hossein Kashiani, Fatemeh Afghah
Task-Level Natural Language Priors as Learning Signals for Low-Resource LLM Training proposes Prior-Guided Tuning (PGT), a training approach that treats natural-language priors as auxiliary learning signals rather than just input context. The method introduces Contrastive Prior Steering (CPS), which adds positive and negative prior-conditioned auxiliary losses while preserving the original supervised objective. Experiments on AmbiMath, Jigsaw, and MNLI/HANS demonstrate that CPS consistently outperforms plain and prompt fine-tuning, achieving high accuracy and significant gains with limited training data.
By Jian Gao, Xiao Zhang, Xun Zhu, Miao Li, Ji Wu
arXiv:2602. 23197v2 Announce Type: replace-cross Abstract: Transformer-based large language models exhibit in-context learning, enabling adaptation to downstream tasks via few-shot prompting with demonstrations.
By Chungpa Lee, Jy-yong Sohn, Kangwook Lee
TwinICL is a procedurally generated benchmark that pairs matched text and image versions of tasks to enable controlled comparison of in‑context learning (ICL) across modalities. Experiments on six open‑weight models and 38 tasks show that multimodal ICL consistently underperforms text‑only ICL, with varying gaps by task family. Interventions targeting visual access, task framing, and reasoning can recover strong multimodal performance on a diagnostic subset, yet a modality gap remains even when explicit task instructions are provided, highlighting the dual role of demonstrations as context and evidence.
By Zihan Xue, Po-Yi Lu, Serhii Honcharenko, Zih-Ching Chen, Hsuan-Tien Lin, Nanyun Peng, I-Hung Hsu, Kuan-Hao Huang