arXiv:2605.26436v2 Announce Type: replace-cross
Abstract: Discrete masked diffusion language models such as LLaDA generate text through iterative denoising, where mask tokens are progressively replaced with predicted tokens. LLaDA2.1 introduced a Token-to-Token (T2T) editing mechanism that accelerates generation by directly replacing committed tokens suspected of being incorrect. However, we identify fundamental limitations of T2T editing: it couples error detection with replacement, pollutes the generation context with potentially incorrect tokens, and introduces a train-inference noise mismatch where systematic model-generated errors differ from the random perturbations seen during training. We propose Token-to-Mask (T2M) remasking, a training-free, drop-in replacement for T2T editing that resets suspected erroneous tokens back to the mask state, allowing the diffusion process to re-predict them under cleaner context. We design and empirically validate three complementary error detection strategies — probability-based, trigger-mirrored, and temporal-difference-based — and provide a unified theoretical analysis showing that T2M remasking purifies the generation context, converts systematic inference errors back to the model’s native mask noise type, and enables delayed commitment for joint multi-position optimization. Comprehensive experiments across 12 benchmarks spanning knowledge, reasoning, mathematics, coding, and instruction following show that T2M generally improves performance on tasks requiring precise token-level output, with the largest gain on mathematics (+5.92% on CMATH). Error analysis on CMATH reveals that the dominant failure mode is last-mile token corruption — where correct reasoning produces a corrupted final answer — and that T2M repairs 59.4% of such cases.
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