Aryo Lotfi

State Space Models (SSMs) have become the leading alternative to Transformers for sequence modeling. Their primary advantage is efficiency in long-context and long-form generation, enabled by fixed-size memory and linear scaling of computational complexity. We begin this work by showing a simple theoretical result stating that SSMs cannot accurately solve any "truly long-form" generation problem (in a sense we formally define), undermining their main competitive advantage. However, we show that this limitation can be mitigated by allowing SSMs interactive access to external tools. In fact, we show that given the right choice of tool access and problem-dependent training data, SSMs can learn to solve any tractable problem and generalize to arbitrary problem length/complexity (i.e., achieve length generalization). Following our theoretical finding, we demonstrate that tool-augmented SSMs achieve remarkable length generalization on a variety of arithmetic, reasoning, and coding tasks. These findings highlight SSMs as a potential efficient alternative to Transformers in interactive tool-based and agentic settings.

We propose that reinforcement learning (RL) from partial expert demonstrations is not merely a training heuristic, but a promising framework for solving complex sequence generation tasks. Supervised fine-tuning (SFT) relies on dense ground-truth labels, which become increasingly costly as sequence length grows. RL, on the other hand, struggles with sparse rewards and a combinatorially large output space. We address this by introducing adaptive backtracking (AdaBack), a per-sample curriculum learning algorithm that reveals only a partial prefix of the target output during training. The supervision length is adjusted dynamically for each sample based on the model’s past reward signal, allowing it to incrementally learn to complete reasoning chains by conditioning on correct partial solutions. We investigate this intermediate regime between SFT and RL and argue that per-sample curriculum learning is more than a trade-off between efficiency and generality, it can succeed in tasks with long sequences of latent dependencies where SFT and RL both fail to generalize. Using a synthetic task with latent parity constraints, we show that our adaptive curriculum over partial answers reliably solves problems that are otherwise intractable. On mathematical reasoning benchmarks (MATH, GSM8k), we find that curriculum learning enables models to solve problems that RL alone cannot, acquiring new reasoning capabilities through incremental exposure to partial solutions.

Modern vision models have achieved remarkable success in benchmarks where local features provide critical information about the target. There is now a growing interest in tackling tasks requiring more global reasoning, where local features do not provide significant information. Minsky and Papert put forward such tasks in 1969 with their connectivity study, exposing the limitations of the perceptron model. In this paper, we introduce an expanded set of global visual datasets involving graphs, strings, mazes, and image grids. We show that large vision models still struggle to learn these tasks efficiently. Similarly, state-of-the-art multi-modal LLMs perform poorly on these datasets. We explain this learning inefficiency by means of the ’globality degree’ measure. To mitigate this, we propose a method called chain-of-sketch (CoS). Similar to the chain-of-thought and scratchpad techniques used in language models, CoS breaks the original task into intermediate visual steps to help learn a complex task. In addition, we show that not all CoS strategies perform equally well. Our key insight is to impose a Markovian structure on the CoS frames. This leads to the introduction of ’inductive CoS’ which achieves better out-of-distribution generalization and performs well even with smaller models compared to non-inductive variants.

Can Transformers predict new syllogisms by composing established ones? More generally, what type of targets can be learned by such models from scratch? Recent works show that Transformers can be Turing-complete in terms of expressivity, but this does not address the learnability objective. This paper puts forward the notion of ’globality degree’ of a target distribution to capture when weak learning is efficiently achievable by regular Transformers. This measure shows a contrast with the expressivity results of Transformers captured by TC0/TC1 classes (further studied here), since the globality relates to correlations with the more limited NC0 class. We show here experimentally and theoretically under additional assumptions that distributions with high globality cannot be learned efficiently. In particular, syllogisms cannot be composed on long chains. Further, we develop scratchpad techniques and show that: (i) agnostic scratchpads cannot break the globality barrier, (ii) educated scratchpads can break the globality with intermediate steps, although not all such scratchpads can generalize out-of-distribution (OOD), (iii) a notion of ’inductive scratchpad’, that composes the prior information more efficiently, can both break the globality barrier and improve the OOD generalization. In particular, some of our inductive scratchpads can achieve length generalizations of up to 6× for some arithmetic tasks depending on the input formatting.