arXiv:2603.14128v1 Announce Type: cross
Abstract: Diffusion and flow models achieve State-Of-The-Art (SOTA) generative performance, yet many practically important behaviors such as fine-grained prompt fidelity, compositional correctness, and text rendering are weakly specified by score or flow matching pretraining objectives. Reinforcement Learning (RL) fine-tuning with external, black-box rewards is a natural remedy, but diffusion RL is often brittle. Trajectory-based methods incur high memory cost and high-variance gradient estimates; forward-process approaches converge faster but can suffer from distribution drift, and hence reward hacking. In this work, we present textbfCentered Reward Distillation (CRD), a diffusion RL framework derived from KL-regularized reward maximization built on forward-process-based fine-tuning. The key insight is that the intractable normalizing constant cancels under emphwithin-prompt centering, yielding a well-posed reward-matching objective. To enable reliable text-to-image fine-tuning, we introduce techniques that explicitly control distribution drift: (textiti) decoupling the sampler from the moving reference to prevent ratio-signal collapse, (textitii) KL anchoring to a CFG-guided pretrained model to control long-run drift and align with the inference-time semantics of the pre-trained model, and (textitiii) reward-adaptive KL strength to accelerate early learning under large KL regularization while reducing late-stage exploitation of reward-model loopholes. Experiments on text-to-image post-training with textttGenEval and textttOCR rewards show that CRD achieves competitive SOTA reward optimization results with fast convergence and reduced reward hacking, as validated on unseen preference metrics.
From Untamed Black Box to Interpretable Pedagogical Orchestration: The Ensemble of Specialized LLMs Architecture for Adaptive Tutoring
arXiv:2603.23990v1 Announce Type: cross Abstract: Monolithic Large Language Models (LLMs) used in educational dialogue often behave as “black boxes,” where pedagogical decisions are implicit and

