Paper recorded by Signals 4 on 2026-10-16 in cs.LG. Abstract reproduced from arXiv; link to the original below.
Published 2026-10-16 on arXiv · recorded by Signals 4 on 2026-10-19
Category: cs.LG · 机器学习 · first seen 2026-10-19
A reasoning trace can accompany a correct answer without providing effective supervision for a particular student. We study how to construct traces that improve learning beyond answer-only supervision by considering both their intermediate content and their accessibility to the target learner. We introduce ReDiST, a student-conditioned trace-construction and distillation framework for evidence-ric