arXiv subjects

Yuemeng Zhao

Publications and source records attributed to Yuemeng Zhao.

5 recordsLinked to original sources

arXiv2026

TransMeme: A Multi-Agent Framework for Cross-Cultural Meme Transcreation

Internet memes are a pervasive form of multimodal online communication; however, such communication often involves users from diverse linguistic and cultural backgrounds. Therefore, adapting memes across cultures and languages is a central challenge for enabling mutual understanding in online communication. Unlike ordinary translation or standalone text rewriting, cross-cultural meme transcreation must jointly preserve communicative intent, adapt culture-dependent meaning for the target audience, and maintain coherence between text and image. In this work, we first provide an explicit task analysis of cross-cultural meme transcreation and identify three core challenges: culture-specific knowledge understanding, intent and tone preservation, and multimodal consistency. Based on this analysis, we propose a multi-agent framework with specialized agents that are coordinated to address these challenges through cultural adaptation, target text rewriting, revision, and conditional visual adjustment. The framework strengthens target text adaptation with coordinated feedback to handle difficult cases that require deeper cultural or visual intervention. We evaluate the framework on bidirectional Chinese-English meme transcreation using both human evaluation and LLM-as-a-Judge. Our method consistently outperforms all baselines across both evaluation settings. In human evaluation, it achieves the best performance on all four dimensions and delivers a 33.1% average improvement over the strongest baseline, while in LLM-as-a-Judge, it attains the highest Top-1 ranking rate (60% versus 26% for the second-best baseline). Further analysis indicates that each component contributes to the performance. Our error analysis suggests that the remaining bottlenecks lie in humor reconstruction and image-text alignment rather than simple cultural knowledge gaps, pointing to future work on humor transfer.

cs.AI↗

arXiv2025

ZPD-SCA: Unveiling the Blind Spots of LLMs in Assessing Students' Cognitive Abilities

Large language models (LLMs) have demonstrated potential in educational applications, yet their capacity to accurately assess the cognitive alignment of reading materials with students' developmental stages remains insufficiently explored. This gap is particularly critical given the foundational educational principle of the Zone of Proximal Development (ZPD), which emphasizes the need to match learning resources with Students' Cognitive Abilities (SCA). Despite the importance of this alignment, there is a notable absence of comprehensive studies investigating LLMs' ability to evaluate reading comprehension difficulty across different student age groups, especially in the context of Chinese language education. To fill this gap, we introduce ZPD-SCA, a novel benchmark specifically designed to assess stage-level Chinese reading comprehension difficulty. The benchmark is annotated by 60 Special Grade teachers, a group that represents the top 0.15% of all in-service teachers nationwide. Experimental results reveal that LLMs perform poorly in zero-shot learning scenarios, with Qwen-max and GLM even falling below the probability of random guessing. When provided with in-context examples, LLMs performance improves substantially, with some models achieving nearly double the accuracy of their zero-shot baselines. These results reveal that LLMs possess emerging abilities to assess reading difficulty, while also exposing limitations in their current training for educationally aligned judgment. Notably, even the best-performing models display systematic directional biases, suggesting difficulties in accurately aligning material difficulty with SCA. Furthermore, significant variations in model performance across different genres underscore the complexity of task. We envision that ZPD-SCA can provide a foundation for evaluating and improving LLMs in cognitively aligned educational applications.

cs.CL↗

arXiv2025

Evaluation Hallucination in Multi-Round Incomplete Information Lateral-Driven Reasoning Tasks

Multi-round incomplete information tasks are crucial for evaluating the lateral thinking capabilities of large language models (LLMs). Currently, research primarily relies on multiple benchmarks and automated evaluation metrics to assess these abilities. However, our study reveals novel insights into the limitations of existing methods, as they often yield misleading results that fail to uncover key issues, such as shortcut-taking behaviors, rigid patterns, and premature task termination. These issues obscure the true reasoning capabilities of LLMs and undermine the reliability of evaluations. To address these limitations, we propose a refined set of evaluation standards, including inspection of reasoning paths, diversified assessment metrics, and comparative analyses with human performance.

cs.CL↗

arXiv2025

"I Can See Forever!": Evaluating Real-time VideoLLMs for Assisting Individuals with Visual Impairments

The visually impaired population faces significant challenges in daily activities. While prior works employ vision language models for assistance, most focus on static content and cannot address real-time perception needs in complex environments. Recent VideoLLMs enable real-time vision and speech interaction, offering promising potential for assistive tasks. In this work, we conduct the first study evaluating their effectiveness in supporting daily life for visually impaired individuals. We first conducted a user survey with visually impaired participants to design the benchmark VisAssistDaily for daily life evaluation. Using VisAssistDaily, we evaluate popular VideoLLMs and find GPT-4o achieves the highest task success rate. We further conduct a user study to reveal concerns about hazard perception. To address this, we propose SafeVid, an environment-awareness dataset, and fine-tune VITA-1.5, improving risk recognition accuracy from 25.00% to 76.00%.We hope this work provides valuable insights and inspiration for future research in this field.

cs.CV↗

arXiv2025

Humanizing LLMs: A Survey of Psychological Measurements with Tools, Datasets, and Human-Agent Applications

As large language models (LLMs) are increasingly used in human-centered tasks, assessing their psychological traits is crucial for understanding their social impact and ensuring trustworthy AI alignment. While existing reviews have covered some aspects of related research, several important areas have not been systematically discussed, including detailed discussions of diverse psychological tests, LLM-specific psychological datasets, and the applications of LLMs with psychological traits. To address this gap, we systematically review six key dimensions of applying psychological theories to LLMs: (1) assessment tools; (2) LLM-specific datasets; (3) evaluation metrics (consistency and stability); (4) empirical findings; (5) personality simulation methods; and (6) LLM-based behavior simulation. Our analysis highlights both the strengths and limitations of current methods. While some LLMs exhibit reproducible personality patterns under specific prompting schemes, significant variability remains across tasks and settings. Recognizing methodological challenges such as mismatches between psychological tools and LLMs' capabilities, as well as inconsistencies in evaluation practices, this study aims to propose future directions for developing more interpretable, robust, and generalizable psychological assessment frameworks for LLMs.

cs.CY↗