Controlled student-teacher experiments across four benchmarks show interactive gains are driven more by the student's ability to use feedback than by teacher quality, with self-feedback adding little beyond unguided retries.
Provably learning from language feedback
2 Pith papers cite this work. Polarity classification is still indexing.
abstract
Interactively learning from observation and language feedback is an increasingly studied area driven by the emergence of large language model (LLM) agents. Despite impressive empirical demonstrations, so far a principled framing of these decision problems remains lacking. We formalize the Learning from Language Feedback (LLF) problem, assert sufficient assumptions to enable learning despite latent rewards, and introduce $\textit{transfer eluder dimension}$ as a measure to characterize the hardness of LLF. We formalize the intuition that information in the language feedback governs the learning complexity, and demonstrate cases where learning from rich language feedback can be exponentially faster than learning from reward. We develop a no-regret algorithm, called $\texttt{HELiX}$, that provably solves LLF problems through sequential interactions, with performance guarantees that scale with the transfer eluder dimension. Across several empirical domains, we show that $\texttt{HELiX}$ performs well even when repeatedly prompting LLMs does not work reliably. Our contributions mark an important step towards designing principled interactive learning algorithms using generic language feedback.
years
2026 2verdicts
UNVERDICTED 2representative citing papers
VPD frames language feedback learning as variational EM so the teacher policy refines itself via trust-region updates on outcomes while the student learns dense token distributions on its own rollouts, outperforming fixed-teacher baselines on reasoning and code tasks.
citing papers explorer
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What Drives Interactive Improvement from Feedback?
Controlled student-teacher experiments across four benchmarks show interactive gains are driven more by the student's ability to use feedback than by teacher quality, with self-feedback adding little beyond unguided retries.
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Learning from Language Feedback via Variational Policy Distillation
VPD frames language feedback learning as variational EM so the teacher policy refines itself via trust-region updates on outcomes while the student learns dense token distributions on its own rollouts, outperforming fixed-teacher baselines on reasoning and code tasks.