Recent advancements in Multimodal Large Language Models (MLLMs) have largely been driven by aligning visual encoders with pre-trained Large Language Models (LLMs). While effective, the geometric nature of this alignment remains under-explored. Existing methods often assume a symmetric interaction between visual and textual modalities, implying that both spaces adapt to each other. In this paper, we challenge this assumption and propose the “Text Space as Anchor” hypothesis. We argue that the semantic space of LLMs is rigid, anisotropic, and dominant; thus, effective cross-modal alignment may be an asymmetric projection of visual features onto this pre-existing text manifold without distorting it. We identify a potential issue in current parameter-efficient tuning paradigms where task-specific visual adjustments inadvertently disrupt the projector’s geometry, leading to “catastrophic forgetting” of the alignment mechanism itself. To address this, we introduce Anchor-Preserving Projection (APP), a novel method that regularizes the projector to maintain the geometric structure of the text embedding space via spectral filtering. Extensive experiments on 8 diverse cross-modal tasks and 3 pure language benchmarks demonstrate that APP preserves the LLM’s inherent linguistic capabilities (e.g., MMLU, GSM8K) and reduces object hallucination significantly better than standard fine-tuning methods. We release our code.
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cs.CL · cs.CV
Proceedings of the 64th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) · 2026 · 正式发表
Tao Wu, Jingyuan Chen Zhejiang University, Wang Lin, Jian Zhan, Mengze Li The Hong Kong University of Science and Technology, Fangzhou Jin, Min Zhang East China Normal University, Kun Kuang Zhejiang University 等 9 位作者
Distractors—incorrect yet plausible answer choices in multiple-choice questions (MCQs)—are vital in educational assessments, as they help identify student misconceptions by presenting potential reasoning errors. Current distractor generation methods typically produce shared distractors for all students, ignoring the individual variations in reasoning, which limits their diagnostic effectiveness. To tackle this challenge, we introduce the task of Personalized Distractor Generation, which tailors distractors to each student’s specific cognitive flaws, inferred from their past question-answering (QA) history. While promising, this task is particularly demanding due to the limited number of QA records available for each student, which are insufficient for training, as well as the absence of their underlying reasoning process. To overcome this, we propose a novel, training-free two-stage framework. In the first stage, Monte Carlo Tree Search (MCTS) is used to reconstruct the student’s reasoning process from past errors, creating a student-specific misconception prototype. In the second stage, this prototype guides the simulation of the student’s reasoning on new questions, generating personalized distractors that resonate with their individual misconceptions. Our experiments, conducted on 1,361 students across 6 subjects, demonstrate that this approach outperforms existing methods in generating plausible, personalized distractors, and also effectively adapts to group-level settings, highlighting its robustness and versatility.
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cs.CL
Proceedings of the 64th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) · 2026 · 正式发表