Vision-Language Models (VLMs) should answer from concrete image evidence rather than language priors, dataset shortcuts, or irrelevant visual context. Existing perception-aware post-training methods encourage image use through global perturbations or attention proxies, but they do not test whether a sampled answer caus...
Haojie Huang, Xin-Lei Yu, Cheng-Ming Xu et al.· 2 citations
Reinforcement learning (RL) improves reasoning, but its performance depends on the policy from which training begins. We study on-policy distillation (OPD) as a preparation stage for RL and ask whether its benefits extend beyond improvements in the distilled model's initial accuracy. Under shared RL settings, students...
Shuai Dong, Yong-Fu Zhu, Yu-Qi Xu et al.· 0 citations
Existing video captioning models generate natural descriptions of video content but cannot explicitly ground local visual elements to multiple reference images. We introduce multi-reference image-grounded video captioning, a new task requiring factual video descriptions with phrase-level reference grounding, and propos...
Tengfei Liu, Yang Shi, Yuran Wang et al.· 0 citations
The fundamental goal of agentic visual reasoning is to improve the success rate of multimodal large language models (MLLMs) on complex tasks, rather than merely equipping them with a sophisticated yet inefficient reasoning paradigm. In this work, we rethink agentic visual reasoning through two key dimensions of tool us...
Qixun Wang, Yang Shi, Le-Tian Cheng et al.· arXiv.org· 0 citations
LaMem-VLA is introduced, a latent-memory-native framework that reconstructs historical experience into latent memory tokens and directly interweaves them with VLA reasoning, and enables memory to directly participate in VLA reasoning and guide action generation under a bounded context.
Hongyu Qu, Jianzhe Gao, Xiaobin Hu et al.· 1 citation
This work introduces Latent On-Policy Self-Distillation (LOPD), which, rather than proposing another hand-crafted OPSD variant with a newly prescribed form of privileged context, makes the teacher's privileged context itself learnable end-to-end from experience.
Gui-Min Zhang, Jiayang Lyu, Ran Sun et al.· 2 citations
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