arXiv:2603.12290v1 Announce Type: cross Abstract: Scholarly web is a vast network of knowledge connected by citations. However, this system is increasingly compromised by miscitation, where references do not support or even contradict the claims they are cited for. Current miscitation detection methods, which primarily rely on semantic similarity or network anomalies, struggle to capture the nuanced relationship between a citation's context and its place in the wider network. While large language models (LLMs) offer powerful capabilities in semantic reasoning for this task, their deployment is hindered by hallucination risks and high computational costs. In this work, we introduce LLM-Augmented Graph Learning-based Miscitation Detector (LAGMiD), a novel framework that leverages LLMs for deep semantic reasoning over citation graphs and distills this knowledge into graph neural networks (GNNs) for efficient and scalable miscitation detection. Specifically, LAGMiD introduces an evidence-chain reasoning mechanism, which uses chain-of-thought prompting, to perform multi-hop citation tracing and assess semantic fidelity. To reduce LLM inference costs, we design a knowledge distillation method aligning GNN embeddings with intermediate LLM reasoning states. A collaborative learning strategy further routes complex cases to the LLM while optimizing the GNN for structure-based generalization. Experiments on three real-world benchmarks show that LAGMiD achieves state-of-the-art miscitation detection with significantly reduced inference cost.

arXiv:2602.17686v2 Announce Type: replace-cross Abstract: Distilling Chain-of-Thought (CoT) reasoning from large language models into compact student models presents a fundamental challenge: teacher rationales are often too verbose for smaller models to faithfully reproduce. Existing approaches either compress reasoning into single-step, losing the interpretability that makes CoT valuable. We present a three-stage curriculum learning framework that addresses this capacity mismatch through progressive skill acquisition. First, we establish structural understanding via masked shuffled reconstruction. Second, we apply Group Relative Policy Optimization (GRPO) on masked completion tasks, enabling the model to discover its own balance between accuracy and brevity. Third, we identify persistent failure cases and guide the student to internalize teacher knowledge through targeted rewriting, again optimized with GRPO. Experiments on GSM8K demonstrate that our approach enables Qwen2.5-3B-Base to achieve an 11.29 percent accuracy improvement while reducing output length by 27.4 percent, surpassing both instruction-tuned variants and prior distillation methods.