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Bing Qin

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2 published item(s)

preprint2026arXiv

Easier to Judge than to Find: Predicting In-Context Learning Success for Demonstration Selection

In-context learning (ICL) is highly sensitive to which demonstrations appear in the prompt, but selecting them is expensive because the space of possible demonstration contexts and combinations is enormous. We argue that demonstration selection is \emph{easier to judge than to find}: predicting whether a specific query--context pair $(q,D)$ will succeed is cheaper and more general than searching for an optimal $D^\star$. Based on this insight, we propose DiSP, a sample-and-judge framework that stratifies queries by difficulty. DiSP runs random demonstration trials to estimate success rate of each training query, trains a lightweight router to predict difficulty from the query, and trains level-specific judges for sampled demonstrations. At inference, DiSP performs stop-on-acceptance judging under an explicit budget, emitting diagnostic risk tags when no suitable context is found. Across five classification datasets with Llama~3--8B and Qwen~2.5--7B, DiSP achieves the best average accuracy, improving over strong learned selection baselines by up to 3.4\%, while achieving up to $23\times$ end-to-end wall-clock speedup.

preprint2026arXiv

Learning to Learn from Multimodal Experience

Experience-driven learning has emerged as a promising paradigm for enabling agents to improve from interaction trajectories by accumulating and reusing past experience. However, existing approaches are predominantly developed in textual settings and rely on manually designed memory schemas, limiting their applicability to multimodal environments. In real-world scenarios, experience is inherently multimodal, involving heterogeneous signals across perception, reasoning, and action, which makes effective memory design significantly more challenging. In particular, the optimal way to structure and utilize multimodal experience is highly task-dependent and evolves over time, rendering fixed memory designs insufficient. In this work, we propose a new paradigm, learning to learn from multimodal experience, which shifts memory design from a predefined component to an adaptive and learnable process. Our framework enables agents to dynamically construct, organize, and utilize memory based on task requirements and interaction history, effectively learning how to structure experience for improved performance. Experiments demonstrate that adaptive memory design substantially enhances agent performance and generalization across multimodal tasks, highlighting the critical role of learning memory mechanisms in experience-driven learning.