Chain-of-Experience for Continual LLM Improvement

Large language models (LLMs) are increasingly used to automate AI research, including language-model (LM) development, offering a potential path toward recursive self-improvement. However, turning experimental feedback into a learned ability to propose effective improvements across models faces two challenges. First, training such an ability with real feedback is expensive: reinforcement learning (RL) requires evaluating tens of thousands of proposals, each potentially requiring a full model-training run. Even at ten GPU-hours per run, reward collection alone would consume hundreds of thousands of GPU-hours, motivating a cheaper surrogate. Second, surrogate feedback can become unreliable as policy optimization favors overestimated proposals when the proposal distribution shifts. To address these challenges, we propose LM2LM, which trains LLMs with RL to generate effective LM improvement proposals. To provide scalable feedback, we use a research world model (RWM), a frozen LLM that predicts proposal gains from real experimental records provided in context, as the reward model for RL. To maintain feedback reliability, we periodically execute current-policy proposals ranked highly by the RWM and add their measured outcomes to its context. Across eight autoregressive and diffusion LM development environments, real-execution evaluations on held-out tasks show that LM2LM enables Qwen3.8-27B to outperform GPT-6-sol, even when GPT-6-sol is given 300 real experimental records in context, while requiring 33% lower data-generation cost. LM2LM also generalizes to a model family unseen during training.

Continual learning is the ability of LLM agents to improve over time by acquiring, refining, and applying knowledge from experience while retaining useful prior knowledge. It is essential for agents learning over long time horizons, yet current evaluations largely assess individual task performance rather than improvement through accumulated experience. We introduce Continual Learning Exam (CLE), a large-scale benchmark developed by 50+ domain experts to measure experience-driven improvement in realistic professional workflows. CLE comprises 120 human-authored tasks, each organised as a five-level ladder, yielding 600 levels spanning 89 professional roles across 12 occupational domains. Agents must pass each level to unlock the next, with later levels building on experience accumulated during earlier assignments. An evaluation agent assesses each submission against human-authored rubrics. We compare a single-submission setting with one that provides diagnostic feedback after failure and allows one revision. Across 17 harness-model configurations using frontier LLMs, feedback and revision yield a median completion gain of 5.3 percentage points. Yet the best-performing system clears only 47.7% of levels and completes all five levels in just 23.3% of tasks, highlighting the difficulty of sustained learning from experience for existing frontier LLMs. As such, the dataset can also be used to post-train LLMs to strengthen their continual learning capabilities.

Experience internalization converts contextual experience from past interactions into reusable parametric capability, offering a promising path toward continual learning in large language models (LLMs). While prior work has predominantly focused on single-iteration transfer, we discover that under multi-iteration experience learning, existing methods suffer from a progressive capability collapse rather than compounding improvement. We systematically examine this failure through three vital dimensions of experience internalization: (1) Experience Granularity: We find that principle-level experience is more durable than instance-level experience, as it effectively abstracts transferable strategies away from trajectory-specific details. (2) Experience Injection Pattern: Our analysis reveals that step-wise injection significantly outperforms global injection by aligning experience with intermediate decision states, a property that is critical for long-horizon tool use. (3) Internalization Regime: We demonstrate that off-policy context-distillation on high-quality teacher trajectories provides a substantially more stable training signal than on-policy context-distillation, which is inherently limited by local corrections on student-induced flawed states. Together, these insights yield a simple yet robust recipe for stable and sustainable experience internalization, providing concrete guidance for engineering self-evolving and continually learning LLMs.