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新论文 · v1arXiv:2611.14364

ARE-bench: Benchmarking Agents' Research Ability in Real-World Researcher Sessions and Workspaces

Jiahang Lin, Wanying Ren, Wanghan Xu, Huayu Sha, Yang Shu, Zhonghang Lu, Chengjun Pan, Yi Dong 等 27 位作者

原文摘要

Research agents achieve increasingly strong benchmark scores, yet these scores do not necessarily translate into reliable delivery in ongoing research projects. Many research-agent benchmarks emphasize standalone tasks and relatively self-contained workflows in clean or curated workspaces. However, researchers ask agents to complete one step within an ongoing project, where requests depend on earlier session decisions and workspaces contain unfinished files, outdated versions, and failed attempts. We introduce ARE-bench to evaluate whether research agents advance ongoing projects while respecting prior decisions and existing workspace state, grounded in real session context and in-progress workspaces. ARE-bench includes 75 tasks built on agent sessions and full workspaces from recruited researchers' own projects, spanning seven research stages, 33 requirements, and 150 sub-requirements, with 1,173 binary checklist items in total. Each task is anchored at a real user request, preserves its requirements, and summarizes the earlier requests still in effect as background. The complete workspace is replayed to that boundary without cleanup, preserving artifacts from earlier turns. Each checklist is compiled from an intent-aligned rubric and credits any valid solution. Across seven frontier models, the strongest passes every checklist item on only 66.2% of tasks, and Design and Execution rank among the hardest stages for every model. Three models pass about 69% of tasks when only delivery contracts and general norms are checked, but just 28.4% to 40.0% once historical and material or workspace requirements are also checked. Evaluating delivery without these contextual requirements can therefore overestimate research agents and mask differences between them.

cs.CL

首次观测 · 记录 #1ACL Anthology · ACL 2026:acl:2026.acl-long.1950ACL Anthology · ACL 2026

Which Reasoning Trajectories Teach Students to Reason Better? A Simple Metric of Informative Alignment

Yuming Yang Fudan University, Mingyoung Lai University of Toronto, Wanxu Zhao, Xiaoran Fan, Zhiheng Xi, Mingqi Wu, Chiyue Huang, Jun Zhao 等 16 位作者

原文摘要

Long chain-of-thought (CoT) trajectories provide rich supervision signals for distilling reasoning from teacher to student LLMs. However, both prior work and our experiments show that trajectories from stronger teachers do not necessarily yield better students, highlighting the importance of data-student suitability in distillation. Existing methods assess suitability primarily through student likelihood, favoring trajectories that align closely with the student model’s current behavior but overlooking more informative ones. Addressing this, we propose Rank–Surprisal Ratio (RSR), a simple metric that captures both alignment and informativeness to assess the suitability of a reasoning trajectory. RSR is motivated by the observation that effective trajectories typically balance learning signal strength and behavioral alignment by combining low absolute probability with relatively high-ranked tokens under the student model.Concretely, RSR is defined as the ratio of a trajectory’s average token-wise rank to its average negative log-likelihood, and is straightforward to compute and interpret. Across five student models and reasoning trajectories from 11 diverse teachers, RSR strongly correlates with post-training reasoning performance (average Spearman 0.86), consistently outperforming existing metrics. We further demonstrate its practical utility in both trajectory selection and teacher selection.

cs.CL

Proceedings of the 64th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) · 2026 · 正式发表