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zhiliang wu

zhiliang wu contributes to research discovery and scholarly infrastructure.

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Published work

3 published item(s)

preprint2026arXiv

One Refiner to Unlock Them All: Inference-Time Reasoning Elicitation via Reinforcement Query Refinement

Large Language Models (LLMs) often fail to utilize their latent reasoning capabilities due to a distributional mismatch between ambiguous human inquiries and the structured logic required for machine activation. Existing alignment methods either incur prohibitive $O(N)$ costs by fine-tuning each model individually or rely on static prompts that fail to resolve query-level structural complexity. In this paper, we propose ReQueR (\textbf{Re}inforcement \textbf{Que}ry \textbf{R}efinement), a modular framework that treats reasoning elicitation as an inference-time alignment task. We train a specialized Refiner policy via Reinforcement Learning to rewrite raw queries into explicit logical decompositions, treating frozen LLMs as the environment. Rooted in the classical Zone of Proximal Development from educational psychology, we introduce the Adaptive Solver Hierarchy, a curriculum mechanism that stabilizes training by dynamically aligning environmental difficulty with the Refiner's evolving competence. ReQueR yields consistent absolute gains of 1.7\%--7.2\% across diverse architectures and benchmarks, outperforming strong baselines by 2.1\% on average. Crucially, it provides a promising paradigm for one-to-many inference-time reasoning elicitation, enabling a single Refiner trained on a small set of models to effectively unlock reasoning in diverse unseen models. Code is available at https://github.com/newera-xiao/ReQueR.

preprint2022arXiv

Robust Audio-Visual Instance Discrimination via Active Contrastive Set Mining

The recent success of audio-visual representation learning can be largely attributed to their pervasive property of audio-visual synchronization, which can be used as self-annotated supervision. As a state-of-the-art solution, Audio-Visual Instance Discrimination (AVID) extends instance discrimination to the audio-visual realm. Existing AVID methods construct the contrastive set by random sampling based on the assumption that the audio and visual clips from all other videos are not semantically related. We argue that this assumption is rough, since the resulting contrastive sets have a large number of faulty negatives. In this paper, we overcome this limitation by proposing a novel Active Contrastive Set Mining (ACSM) that aims to mine the contrastive sets with informative and diverse negatives for robust AVID. Moreover, we also integrate a semantically-aware hard-sample mining strategy into our ACSM. The proposed ACSM is implemented into two most recent state-of-the-art AVID methods and significantly improves their performance. Extensive experiments conducted on both action and sound recognition on multiple datasets show the remarkably improved performance of our method.

preprint2020arXiv

Introspective Learning by Distilling Knowledge from Online Self-explanation

In recent years, many explanation methods have been proposed to explain individual classifications of deep neural networks. However, how to leverage the created explanations to improve the learning process has been less explored. As the privileged information, the explanations of a model can be used to guide the learning process of the model itself. In the community, another intensively investigated privileged information used to guide the training of a model is the knowledge from a powerful teacher model. The goal of this work is to leverage the self-explanation to improve the learning process by borrowing ideas from knowledge distillation. We start by investigating the effective components of the knowledge transferred from the teacher network to the student network. Our investigation reveals that both the responses in non-ground-truth classes and class-similarity information in teacher's outputs contribute to the success of the knowledge distillation. Motivated by the conclusion, we propose an implementation of introspective learning by distilling knowledge from online self-explanations. The models trained with the introspective learning procedure outperform the ones trained with the standard learning procedure, as well as the ones trained with different regularization methods. When compared to the models learned from peer networks or teacher networks, our models also show competitive performance and requires neither peers nor teachers.