Camera-conditioned world models generate interactive videos in which commanded actions should induce the expected scene changes while appearance, geometry, and temporal dynamics remain coherent. Existing rewards assess these requirements separately: geometry-based rewards estimate trajectory execution but cannot judge the visual quality of the executed motion, whereas image-based rewards measure frame quality without capturing action execution or temporal dynamics. We posit that a vision-language model (VLM) offers a shared reasoning space for relating actions to their visual outcomes. However, judging a complete long video against its full action sequence creates a lengthy, noisy context in which short-lived local action evidence can be missed or diluted. We present WorldReward, a VLM-based pairwise preference reward model that unifies action-consistency and visual-quality evaluation for camera-conditioned world models. WorldReward decomposes paired videos into action-aligned chunks, organizes each chunk into structured visual evidence, and aggregates chunk-level decisions by voting into separate video-level action and visual-quality preferences. To train it, we construct a large-scale reasoning-augmented preference dataset using structured judgments generated by a frontier VLM and refined through tool-based agent auditing and targeted human review. We further introduce WorldReward-Bench, a human-annotated benchmark measuring reward-model agreement with human preferences across action consistency, appearance quality, and motion quality. WorldReward achieves the highest agreement on all three dimensions, exceeding GPT-5.5 by 3.42, 1.45, and 3.56 percentage points, respectively. When used for RL post-training of HY-WorldPlay 1.5, it consistently improves both action execution and visual quality across short- to long-term horizons.
Yibin Wang, Ze-Han Wang, Jun-Shu Tang et al.· 0 citations
Scientific papers require models to reason jointly over text, equations, figures, tables, code, and datasets while preserving the provenance of supporting evidence. Existing benchmarks typically evaluate these capabilities in isolation, leaving unclear whether multimodal models can support realistic scientific-reading workflows. We introduce SciDocBench, a workflow-centered benchmark for scientific document understanding. It contains 124 expert-authored and difficulty-screened questions organized into seven research-assistant capability groups and 19 subtasks across five scientific domains. Each question is instantiated under four matched conditions combining English or Chinese questions with all-images-first or interleaved document representations, yielding 496 evaluation instances for controlled analysis. The strongest evaluated system achieves only 62.6/100, with pronounced weaknesses in document perception, evidence grounding, verification, and cross-document reasoning. To translate these diagnostics into scalable training signals, we introduce SciDocIR, a typed evidence-graph representation that preserves scientific document objects, layout and cross-reference relations, and provenance. Building on SciDocIR, we construct SciDocDataset, comprising approximately 15K supervised fine-tuning samples and 8K reinforcement-learning samples across 14 verifiable subtasks. Together, SciDocBench, SciDocIR, and SciDocDataset form an evaluation-to-training framework for diagnosing and improving scientific-document assistants. The project page is available at https://github.com/InternLM/SciDocBench.
Shenxi Wu, Yu-Hong Liu, Haosong Zhang et al.· 0 citations
This work introduces EMemBench, a programmatic benchmark generator for evaluating long-term episodic memory of agents through interactive games, and evaluates memory agents with strong LMs/VLMs as backbones, using in-context prompting as baselines.
Xinze Li, Zi-Yue Zhu, Siyuan Liu et al.· arXiv.org· 7 citations· ⚡1
This work proposes Hybrid-Policy Self-Distillation (HPSD), a novel self-distillation framework where a single TI2V model acts as both teacher and student under different conditions: the teacher operates in TI2V mode with a high-quality first frame and an enhanced prompt, while the student runs in the base T2V mode with only the vanilla prompt.
Jiazi Bu, Pengyang Ling, Yujie Zhou et al.· 2 citations
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