Whether an adaptive , knowledge-aware curriculum that mirrors this behaviour improves RLVR reasoning is asked, and—since the question also bears on whether RLVR creates new ability or merely sharpens existing ability—the authors study both on Countdown.
This work proposes a self-evolving curriculum that, each round, evaluates the current checkpoint, seeds QbQ from the problems it can mostly get right, and trains on the resulting variants; under an identical data budget, this breaks the ceiling and lifts pass@1 to 16.5\% with no sign of saturation after 20 rounds.
Longtian Bao, Jianyou Wang, Yang Zhang et al.· 0 citations
Reinforcement learning (RL) has become central to improving large language models (LLMs) on complex reasoning tasks, yet RL post-training is largely studied in isolation from the pretraining that precedes it. As a result, two basic questions remain open: (1) how do pretraining choices (model size, data) shape the returns to RL compute, and (2) what does RL actually do to the model? These questions are difficult to study in the standard LLM setting: pretraining corpora are vast and uncontrolled, making it hard to attribute behaviors to pretraining versus RL, and systematic compute sweeps across both stages are prohibitively expensive. To address these challenges, we use chess as a controlled testbed for studying reasoning across the full pretraining-to-post-training pipeline. We follow the standard LLM training pipeline by pretraining language models from 5M to 1B parameters on human chess games, supervised fine-tuning on synthetic reasoning traces, and running RL on chess puzzles with verifiable rewards. Using this framework, we find that the post-RL performance at given RL compute level is well-predicted from the pretraining loss, and slope of the RL reward curves improves approximately linearly with the pretraining tokens. Beyond scaling, we find that RL does not simply sharpen the SFT policy: on easy puzzles it amplifies correct moves the SFT policy already preferred, while on hard puzzles it surfaces correct moves that were nearly absent under SFT. We further test whether our findings transfer beyond chess by training a 1B language model on math-domain text, where the same predictive pattern emerges: longer-pretrained checkpoints reach higher post-RL performance and improve faster under RL. In sum, we provide a quantitative account of the pretraining-to-RL interface and a controlled testbed for studying the science of reasoning across the full pretraining-to-post-training pipeline.
Jingyan Shen, Ang Li, Salman Rahman et al.· 0 citations
Reinforcement learning (RL) is increasingly used to post-train vision-language-action (VLA) models, but every update consumes robot rollouts that are slow and costly to collect, making sample efficiency a central concern. Manipulation tasks typically provide only sparse rewards, so a weak policy fails almost every rollout early in training and has little to learn from, even when those failures execute coherent behavior. Such a failure, however, is a success at a different task. We present Learning from Hindsight (LfH), which brings hindsight relabeling to RL post-training of VLAs by scoring failed rollouts against the tasks they actually achieved. A single vision-language model relabels both the instruction and the reward, proposing a hindsight instruction for a group of failed rollouts and scoring how well each satisfies it, and the policy trains on the relabeled and original rollouts jointly. Because VLAs generalize across language, relabeling in language lets the policy learn more from the same trajectories. On out-of-distribution LIBERO-PRO tasks, where standard RL improves only slowly, LfH achieves $5\times$ improvement in sample efficiency, and outperforms a dense progress-reward baseline. The gains hold across VLA backbones and on a physical Franka robot.
Iris Xu, Sunshine Jiang, John Marangola et al.· 0 citations
It is shown that the transfer relationship between different difficulty levels characterizes the optimization dynamics induced by curriculum learning, which in turn explains the effectiveness of different curriculum schedules, and formalize this relationship as Relative Transfer, a principled measure of cross-difficulty knowledge transfer.
Evidence is found for two mechanisms behind the learning gains: students shift time away from drafting text and toward reading and searching for information, and they report greater learning enjoyment.
Post-training Large Language Models (LLMs) with Reinforcement Learning (RL) has become an important tool for improving model capabilities, but the LLM action-space structure introduces challenges distinct from classical RL, with implications for inducing exploration. New methods are required that leverage the broad knowledge and flexibility of pre-trained LLMs to deliberately generate diverse experience at training time. We propose Instruction-Conditioned Exploration (ICE), which appends one of a small fixed set of instructions to task prompts during training, using the same set for every problem, increasing the coverage of behaviours attempted. To facilitate ICE, we combine RL on the instruction-conditioned policy with self-distillation of its correct rollouts into the unconditioned test-time policy. ICE with this objective improves Qwen3-1.7B held-out pass@1 performance at 4K response length on mathematical reasoning tasks by $5.0\%$ relative to training with DAPO, with improvement persisting at a longer 8K context. The improvement does not appear for Qwen3-4B at 4K, where the instructions do not expand base-model coverage.
Jim Dilkes, V. Yazdanpanah, Sebastian Stein· 0 citations