Self-Study Reconsidered: The Hidden Fragility of Learning from Self-Generated QA
Authors: Ekaterina Alimaskina, Denis Shveykin, Gleb Molodtsov, Igor Shalygin, Alexey Kadeishvili, Aleksandr Beznosikov
Organizations: BRAIn Lab · Yandex Research
Abstract
Language models are increasingly taught from synthetic question--answer (QA) supervision: a model generates questions about a document, answers them from the same text, and the resulting pairs are used to fine-tune, distill, or compress knowledge into another model. We show that this generation step is not neutral preprocessing. It is an implicit policy that both selects which evidence becomes training signal and decides how that evidence is answered, and it is fragile at both stages. When choosing what to ask, generators do not scan a document uniformly. Coverage saturates early and concentrates on salient spans, diverse prompts converge on the same regions, and what looks question-worthy is driven by local presentation. As a result, salient artifacts such as poorly cleaned markup can hijack question generation across model families and scales. When answering, the model that produces the supervision tends to obey instruction-like passages embedded in the text. This compliance depends on the intent and surface form of the passage rather than its strictness, and is worst under task conflict, where larger models comply more often. These failure modes arise from choices made during QA generation, so they can be reduced without changing the training loop. Tying each question to a fixed target reduces biased selection, and filtering instruction-like spans before answering lowers mean injection compliance from 88% to 13% in our evaluation while retaining nearly all clean text.
Test-time reasoning has become a significant field of study since the introduction of chain-of-thought reasoning in large language models (LLMs). However, the mechanisms of this reasoning process are still under-explored -- from the same input prompt, and even the same partial solution, LLMs can produce varied answers if sampled multiple times. We propose to leverage question-asking as an inference-time intervention that articulates information about the model's hidden state. To achieve that, we present a student-teacher setting where a student asks questions to a teacher. We train a probe on the student's hidden state before and after asking a question and find it is predictive of the trajectory's final correctness, even before generating the teacher's answer. This suggests there is a meaningful signal from the self-diagnosis that occurs during question generation rather than information transfer from the teacher. We then frame question-asking as a sequential decision problem, using this probe as a quality score, and define a gating policy to ask questions that maximize likelihood of correctness. We find that the success of question-asking as an intervention is largely dependent on the model's self-consistency. Our empirical results show a gap between detection and recovery; while our gating policy captures model correctness and uncertainty, interventions are equally likely to harm correct trajectories as they are to recover incorrect ones. This gap between diagnosis and correction has broader implications on language models' capacity for self-refinement under uncertainty.
Can post-trained large language models (LLMs) further improve themselves using only unlabeled prompts, without external teachers or feedback from tools? We study this setting starting only from unlabeled seed questions with no ground-truth solutions, across three reasoning domains: math, science, and coding. We propose Self-Verified Distillation, a simple post-training refinement algorithm in which the model generates candidate solutions to these seed questions, filters them using prompt-based self-verification, and trains on the resulting self-curated dataset. Inspired by the UQ benchmark's use of multiple validators to screen candidate answers to hard unsolved questions, we adapt this validation-based filtering idea to self-training: the model filters its own generated solutions through a three-stage cascade of cycle-consistency, factuality, and correctness checks, accepting a solution only if it passes all stages with unanimous judge votes. We find that sampling more candidate generations and using a larger verification budget during training data construction produces higher-quality self-curated data and, in turn, better reasoning models. We then train Qwen3 models at multiple scales with Self-Verified Distillation and obtain gains across all three domains. For Qwen3-4B, our method improves aggregate held-out pass@1 by +16.7 points in math (AIME26 and HMMT), +11.1 points in science (GPQA Diamond and HLE), and +8.3 points in coding (LCBv5 and LCBv6), with gains also extending to 0.6B and 8B models. Compared to our test-time-only baseline (UQ-TTC), which improves performance by spending extra compute at inference time, Self-Verified Distillation achieves better performance in most settings while requiring only a single inference call at test time.
We study self-modeling: an LLM's ability to answer questions about its own behavior. We focus on verifiable behavioral questions, such as whether a prompt edit would change the model's final answer. To measure this capability, we introduce a benchmark that tests diverse types of self-modeling questions. Current models show non-trivial but limited self-modeling skill, and make systematic mistakes on simple counterfactual questions about their own behavior. To improve self-modeling skill, we develop a scalable synthetic-data pipeline that produces self-modeling training data, and show that reinforcement-learning can improve aggregate self-modeling skill across three open-source model families with some transfer to held-out tasks. These gains, however, do not seem to constitute introspection consistently: improved self-modeling may not arise from privileged access to the model's internal decision process.