PrimitiveVLA: Learning Reusable Motion Primitives for Efficient and Generalizable Robotic Manipulation

Vision-Language-Action (VLA) models offer a promising paradigm for generalist robotic policies, yet their adaptation is hindered by data inefficiency and poor generalization. We argue that these bottlenecks stem from the prevailing Direct Instruction-to-Control Mapping, which forces models to memorize monolithic trajectories rather than reusable motion patterns, i.e., primitives. We propose PrimitiveVLA, a framework that shifts this paradigm toward a Primitive-Centric Disassemble & Assemble paradigm. Supported by a shared Multimodal Canonical Representation (MCR), PrimitiveVLA unifies two phases: (1) Fine-tuning-phase Disassembly, which uses an automated pipeline to disassemble demonstrations into reusable primitives; and (2) Inference-phase Assembly, which employs a VLM-based planner and an LLM-generated switch module for robust closed-loop execution. By disassembling tasks into reusable primitives, PrimitiveVLA enables VLA models to learn invariant motion patterns instead of task-specific trajectories. Extensive experiments show that our framework improves data efficiency and achieves superior zero-shot generalization across unseen and long-horizon tasks.

The Strongest Teacher Is Not Always the Best Teacher: Student-Centric Answer Selection

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Luban: Building Open-Ended Creative Agents via Autonomous Embodied Verification

Building open agents has always been the ultimate goal in AI research, and creative agents are the more enticing. Existing LLM agents excel at long-horizon tasks with well-defined goals (e.g., `mine diamonds' in Minecraft). However, they encounter difficulties on creative tasks with open goals and abstract criteria due to the inability to bridge the gap between them, thus lacking feedback for self-improvement in solving the task. In this work, we introduce autonomous embodied verification techniques for agents to fill the gap, laying the groundwork for creative tasks. Specifically, we propose the Luban agent target creative building tasks in Minecraft, which equips with two-level autonomous embodied verification inspired by human design practices: (1) visual verification of 3D structural speculates, which comes from agent synthesized CAD modeling programs; (2) pragmatic verification of the creation by generating and verifying environment-relevant functionality programs based on the abstract criteria. Extensive multi-dimensional human studies and Elo ratings show that the Luban completes diverse creative building tasks in our proposed benchmark and outperforms other baselines ($33\%$ to $100\%$) in both visualization and pragmatism. Additional demos on the real-world robotic arm show the creation potential of the Luban in the physical world.