arXiv:2606.12945v1 Announce Type: new
Abstract: Long-running LLM agents accumulate interaction histories far larger than any context window, forcing a standing decision: what to encode deeply, what to forget, and what to retrieve under a fixed memory budget. Production systems answer with semantic similarity or recency — both mis-specified for the forgetting decision, which is made at consolidation time before the future query is known. We propose a multi-factor memory value function V(m)=sum_i w_i f_i(m) over seven interpretable factors (emotional intensity, goal relevance, value alignment, self/user relevance, task utility, reliability, and usage history) drawn from cognitive psychology, whose weights are learned from a downstream objective by a gradient-free optimiser, and whose single scalar uniformly controls encoding depth, forget risk, and retrieval rank. We make a methodological point: on LongMemEval, scoring goal relevance against the held-out evaluation question saturates gold-evidence retention at approx 0.98 — this measures retrieval, not forgetting. In the realistic blind regime, a learned multi-factor value retains 0.770 pm 0.011 of gold evidence across 479 usable cases, versus 0.657 for uniform weights, 0.518 for the best single factor, and 0.368 for recency; every paired gap’s 95% bootstrap CI is above zero, and a neural network over the same factors ties the linear model. The learned weights are interpretable — reliability, emotional intensity, and self/user relevance dominate, while query-time goal similarity is correctly down-weighted for the forgetting decision. A controlled synthetic task with planted confounds confirms the learner recovers a separating weighting (1.00 retention) where uniform weighting fails (0.62). The substrate is open-source; all experiments run on a single CPU with no API calls.
Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR
BackgroundAgainst the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological