Large vision-language models have achieved strong performance in multimodal reasoning, but they remain unreliable on fine-grained spatial tasks that demand both precise spatial perception and fine-grained geometric computation beyond end-to-end generation. Tool augmentation offers a natural solution, while existing methods either plan tool calls from scratch without explicit dependency constraints or rely on fixed pipelines that are redundant and generalize poorly across spatial tasks. An effective spatial reasoning agent should instead accumulate reusable experience and adaptively compose it for new problems. To this end, we propose NeSy-Spatial, a neuro-symbolic framework for self-evolving spatial skills. NeSy-Spatial abstracts tool interactions and geometric operations into typed executable atomic instructions and composes them into two complementary skill types: Tool-Use Skills for organizing tool execution and Geometry Skills for structured geometric reasoning. During inference, NeSy-Spatial retrieves and executes relevant skills in a closed-loop process. During evolution, it analyzes buffered successful and failed trajectories to refine skill structures and prune unreliable or inactive entries. Experiments on three spatial reasoning benchmarks show that NeSy-Spatial consistently improves reasoning accuracy with more precise tool utilization.
S. Tian, Zhuoxi Wang, Xuan Zhu et al.· 0 citations
On-policy distillation (OPD) transfers teacher capabilities by supervising trajectories sampled from the student's own policy, yet its generalization behavior remains poorly understood, as most studies evaluate OPD on a single domain and on benchmarks close to the training data. We present a controlled study that varies one generalization factor at a time, from in-domain distribution shifts to cross-domain transfer and the multi-teacher setting. We find that OPD transfers a teacher's reasoning behavior rather than its answers to particular problems: training difficulty barely matters, and even problems the teacher never solves are useful. Transfer depends strongly on the origin relationship between teacher and student: same-origin pairs bring the student close to the teacher across languages, reasoning horizons, and even other domains, whereas cross-origin pairs mostly fit the trained distribution. This broad reach is a double-edged sword: since routing prompts to domain experts cannot confine each teacher's influence, combining them yields a mixture-dependent seesaw among their capabilities. These results clarify when OPD generalizes and offer a useful perspective for diagnosing multi-teacher OPD.
Zhaoyi Li, Deyang Kong, Yuan Wei et al.· 0 citations