Yu Song
Publications
Unifying Temporal and Structural Credit Assignment in LLM-Based Multi-Agent Prompt Optimization
While Multi-Agent Systems (MAS) empower Large Language Models to tackle complex reasoning tasks through collaborative interaction, optimizing their dynamics remains a formidable challenge due to the discrete, non-differentiable nature of the computation graph and the sparsity of global supervisory signals. Existing black-box optimizers struggle to attribute trajectory-level failure to specific local components, resulting in inefficient, high-variance exploration. We argue that tractable MAS optimization needs structural inductive biases to disentangle error signals. We propose temporal and structural credit assignment, which decomposes the objective along two axes: (i) temporal credit, using state-space bottlenecks to identify critical rounds, and (ii) structural credit, using stationary role policies to isolate agent contributions. Leveraging these decomposed signals, we introduce a discrete, verbalized block coordinate descent algorithm for iterative refinement. Rather than indiscriminate global updates, it alternates between optimizing role prompts and aggregation protocols, using LLM-generated "proxy gradients" to target only the identified weak links. Across diverse reasoning benchmarks, our approach substantially reduces query complexity while improving performance, providing a principled and interpretable path toward self-improving MAS.
AgentSchool: An LLM-Powered Multi-Agent Simulation for Education
Despite the rapid deployment of LLMs into classrooms, validating educational AI remains uniquely intractable: interventions act on developing learners whose cognitive and social trajectories are irreversibly shaped, while real-world trials are slow, ethically constrained, and institutionally locked. LLM-based educational simulators have emerged as a potential remedy, but many still collapse learning into persona-conditioned role-play and, when optimized only to reproduce existing classrooms, can structurally penalize the institutional novelty that pedagogical reform requires. In this work, we introduce AgentSchool, an LLM-driven multi-agent simulator that models learning as state transition rather than prompted behavior. AgentSchool couples cognitively growable student agents -- equipped with weighted subject knowledge graphs, thinking-workflow pools, and explicit misconceptions -- with adaptive teacher agents that plan, scaffold, and reflect along the Zone of Proximal Development, embedded in a configurable scenery generator that situates instruction within both formal and informal learning fields, and a multi-scale simulator that decouples interaction scale, temporal granularity, and simulation duration. Experiments show that structured student agents produce more differentiated mastery and misconception traces than a baseline simulator, while teacher-agent comparisons show backbone-dependent patterns consistent with ZPD-informed adaptation. Further, AgentSchool generates plausible traces of peripheral participation, clique formation, aggressor-induced cohesion, and opinion-leader emergence consistent with classroom social theories. Beyond its role as an educational research instrument, AgentSchool frames education as a socially meaningful testbed for long-horizon memory, multi-agent coordination, and future institutional reasoning under organizational pressure.