Hao Peng
Publications
Large Language Models Do Not Always Need Readable Language
Large language models (LLMs) are commonly prompted and interfaced with human-readable natural language, even when the intended reader is another model. This paper investigates whether semantic information can be encoded in compact, non-standard textual forms that sacrifice human readability while remaining recoverable by LLMs. We refer to this class of model-centric textual representations as BabelTele, approached here not as a fixed protocol but as an empirical probe into LLMs' capacity to generate and interpret such representations. Through readability diagnostics, model likelihood measures, human questionnaires, and downstream task evaluations, we find that BabelTele can substantially depart from ordinary natural language while preserving core semantics for instruction-tuned LLMs. As a task-agnostic representational paradigm, BabelTele demonstrates high information density, maintaining 99.5% semantic fidelity even when the text volume is condensed to 27.9% of its original length. We further evaluate its semantic robustness in cross-model transfer, agent memory, and multi-agent communication. Results suggest that BabelTele can reduce context overhead while generally maintaining reliable downstream performance, although its effectiveness depends on the compressor-reader pair and task setting. These findings indicate that human readability, natural-language typicality, and model-side semantic recoverability can be partially decoupled, opening a path toward model-native representations in future exploration of LLM systems.
Powerful Teachers Matter: Text-Guided Multi-view Knowledge Distillation with Visual Prior Enhancement
Knowledge distillation transfers knowledge from large teacher models to smaller students for efficient inference. While existing methods primarily focus on distillation strategies, they often overlook the importance of enhancing teacher knowledge quality. In this paper, we propose Text-guided Multi-view Knowledge Distillation (TMKD), which leverages dual-modality teachers, a visual teacher and a text teacher (CLIP), to provide richer supervisory signals. Specifically, we enhance the visual teacher with multi-view inputs incorporating visual priors (edge and high-frequency features), while the text teacher generates semantic weights through prior-aware prompts to guide adaptive feature fusion. Additionally, we introduce vision-language contrastive regularization to strengthen semantic knowledge in the student model. Extensive experiments on five benchmarks demonstrate that TMKD consistently improves knowledge distillation performance by up to 4.49\%, validating the effectiveness of our dual-teacher multi-view enhancement strategy. Code is available at https://anonymous.4open.science/r/TMKD-main-44D1.