arXiv:2603.26064v2 Announce Type: replace-cross Abstract: Non-contact automatic deception detection remains challenging because visual and auditory deception cues often lack stable cross-subject patterns. In contrast, galvanic skin response (GSR) provides more reliable physiological cues and has been widely used in contact-based deception detection. In this work, we leverage stable deception-related knowledge in GSR to guide representation learning in non-contact modalities through cross-modal knowledge distillation. A key obstacle, however, is the lack of a suitable dataset for this setting. To address this, we introduce MuDD, a large-scale Multimodal Deception Detection dataset containing recordings from 130 participants over 690 minutes. In addition to video, audio, and GSR, MuDD also provides Photoplethysmography, heart rate, and personality traits, supporting broader scientific studies of deception. Based on this dataset, we propose GSR-guided Progressive Distillation (GPD), a cross-modal distillation framework for mitigating the negative transfer caused by the large modality mismatch between GSR and non-contact signals. The core innovation of GPD is the integration of progressive feature-level and digit-level distillation with dynamic routing, which allows the model to adaptively determine how teacher knowledge should be transferred during training, leading to more stable cross-modal knowledge transfer. Extensive experiments and visualizations show that GPD outperforms existing methods and achieves state-of-the-art performance on both deception detection and concealed-digit identification.

Oncogene, Published online: 07 April 2026; doi:10.1038/s41388-026-03762-4

NSUN2/ALYREF-mediated RNA m5c modification promotes anoikis resistance of prostate cancer through activating autophagy

arXiv:2603.07886v1 Announce Type: cross Abstract: Enhancing the ability of large language models (LLMs) to follow complex instructions is critical for their deployment in real-world applications. However, existing evaluation methods often oversimplify instruction complexity as a mere additive combination of atomic constraints, failing to adequately capture the high-dimensional complexity arising from the intricate interplay of content and format, logical workflow control, and real-world applications. This leads to a significant gap between current evaluation practices and practical demands. To bridge this gap, we introduce CCR-Bench, a novel benchmark designed to assess LLMs' adherence to complex instructions. CCR-Bench is characterized by: (1) deep entanglement of content and formatting requirements in task specifications; (2) instructions that involve intricate task decomposition, conditional reasoning, and procedural planning; and (3) evaluation samples derived entirely from real-world industrial scenarios. Extensive experiments on CCR-Bench demonstrate that even state-of-the-art models exhibit substantial performance deficiencies, clearly quantifying the gap between current LLM capabilities and the demands of realworld instruction understanding. We believe that CCR-Bench offers a more rigorous and realistic evaluation framework, advancing the development of LLMs toward the next generation of models capable of understanding and executing complex tasks in industrial applications.

arXiv:2602.18466v1 Announce Type: cross Abstract: K-12 science classrooms are rich sites of inquiry where students coordinate phenomena, evidence, and explanatory models through discourse; yet, the multimodal complexity of these interactions has made automated analysis elusive. Existing benchmarks for classroom discourse focus primarily on mathematics and rely solely on transcripts, overlooking the visual artifacts and model-based reasoning emphasized by the Next Generation Science Standards (NGSS). We address this gap with SciIBI, the first video benchmark for analyzing science classroom discourse, featuring 113 NGSS-aligned clips annotated with Core Instructional Practices (CIP) and sophistication levels. By evaluating eight state-of-the-art LLMs and Multimodal LLMs, we reveal fundamental limitations: current models struggle to distinguish pedagogically similar practices, suggesting that CIP coding requires instructional reasoning beyond surface pattern matching. Furthermore, adding video input yields inconsistent gains across architectures. Crucially, our evidence-based evaluation reveals that models often succeed through surface shortcuts rather than genuine pedagogical understanding. These findings establish science classroom discourse as a challenging frontier for multimodal AI and point toward human-AI collaboration, where models retrieve evidence to accelerate expert review rather than replace it.