arXiv:2603.03790v1 Announce Type: cross Abstract: Think about how human handles complex reading tasks: marking key points, inferring their relationships, and structuring information to guide understanding and responses. Likewise, can a large language model benefit from text structure to enhance text-processing performance? To explore it, in this work, we first introduce Structure of Thought (SoT), a prompting technique that explicitly guides models to construct intermediate text structures, consistently boosting performance across eight tasks and three model families. Building upon this insight, we present T2S-Bench, the first benchmark designed to evaluate and improve text-to-structure capabilities of models. T2S-Bench includes 1.8K samples across 6 scientific domains and 32 structural types, rigorously constructed to ensure accuracy, fairness, and quality. Evaluation on 45 mainstream models reveals substantial improvement potential: the average accuracy on the multi-hop reasoning task is only 52.1%, and even the most advanced model achieves 58.1% node accuracy in end-to-end extraction. Furthermore, on Qwen2.5-7B-Instruct, SoT alone yields an average +5.7% improvement across eight diverse text-processing tasks, and fine-tuning on T2S-Bench further increases this gain to +8.6%. These results highlight the value of explicit text structuring and the complementary contributions of SoT and T2S-Bench. Dataset and eval code have been released at https://t2s-bench.github.io/T2S-Bench-Page/.

arXiv:2603.00624v2 Announce Type: replace-cross Abstract: Catastrophic forgetting, the tendency of neural networks to forget previously learned knowledge when learning new tasks, has been a major challenge in continual learning (CL). To tackle this challenge, CL methods have been proposed and shown to reduce forgetting. Furthermore, CL models deployed in mission-critical settings can benefit from uncertainty awareness by calibrating their predictions to reliably assess their confidences. However, existing uncertainty-aware continual learning methods suffer from high computational overhead and incompatibility with mainstream replay methods. To address this, we propose idempotent experience replay (IDER), a novel approach based on the idempotent property where repeated function applications yield the same output. Specifically, we first adapt the training loss to make model idempotent on current data streams. In addition, we introduce an idempotence distillation loss. We feed the output of the current model back into the old checkpoint and then minimize the distance between this reprocessed output and the original output of the current model. This yields a simple and effective new baseline for building reliable continual learners, which can be seamlessly integrated with other CL approaches. Extensive experiments on different CL benchmarks demonstrate that IDER consistently improves prediction reliability while simultaneously boosting accuracy and reducing forgetting. Our results suggest the potential of idempotence as a promising principle for deploying efficient and trustworthy continual learning systems in real-world applications.Our code is available at https://github.com/YutingLi0606/Idempotent-Continual-Learning.

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.

arXiv:2602.19569v1 Announce Type: cross Abstract: Question Answering over Temporal Knowledge Graphs (TKGQA) has attracted growing interest for handling time-sensitive queries. However, existing methods still struggle with: 1) weak incorporation of temporal constraints in question representation, causing biased reasoning; 2) limited ability to perform explicit multi-hop reasoning; and 3) suboptimal fusion of language and graph representations. We propose a novel framework with temporal-aware question encoding, multi-hop graph reasoning, and multi-view heterogeneous information fusion. Specifically, our approach introduces: 1) a constraint-aware question representation that combines semantic cues from language models with temporal entity dynamics; 2) a temporal-aware graph neural network for explicit multi-hop reasoning via time-aware message passing; and 3) a multi-view attention mechanism for more effective fusion of question context and temporal graph knowledge. Experiments on multiple TKGQA benchmarks demonstrate consistent improvements over multiple baselines.