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Guojing Zhou

Publications and source records attributed to Guojing Zhou.

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EDIS: Diagnosing LLM Reasoning via Entropy Dynamics

Entropy-based confidence signals are increasingly leveraged to improve reasoning in large language models (LLMs), yet existing approaches treat confidence as a static quantity -- typically aggregated over tokens. We show that the \emph{temporal evolution} of confidence during generation carries richer information than aggregate statistics alone. Analyzing token-level entropy trajectories, we identify characteristic patterns distinguishing correct from incorrect reasoning: erroneous solutions exhibit unstable dynamics, including burst spikes (sustained uncertainty growth) and peak-valley spikes (sharp rebounds following transient confidence). These patterns persist across models and training stages, suggesting they reflect intrinsic properties of reasoning failure rather than superficial noise. To formalize this observation, we introduce the Entropy Dynamics Instability Score (\textbf{EDIS}), a trajectory-level metric quantifying instability in entropy evolution. EDIS serves as an effective diagnostic signal for inference-time selection, substantially improving reasoning accuracy, and offers a promising direction for training-time sample curation. Our findings establish entropy dynamics as an underexplored yet informative lens for understanding and improving LLM reasoning.

cs.LG

Metacognition and Motivation: The Role of Time-Awareness in Preparation for Future Learning

In this work, we investigate how two factors, metacognitive skills and motivation, would impact student learning across domains. More specifically, our primary goal is to identify the critical, yet robust, interaction patterns of these two factors that would contribute to students' performance in learning logic first and then their performance on a subsequent new domain, probability. We are concerned with two types of metacognitive skills: strategy-awareness and time-awareness, that is, which problem-solving strategy to use and when to use it. Our data were collected from 495 participants across three consecutive semesters, and our results show that the only students who consistently outperform their peers across both domains are those who are not only highly motivated but also strategy-aware and time-aware.

cs.HC