Reinforcement learning for language models has moved from preference reward models to verifiable rewards, which sustain much longer optimization. Preference models are prone to reward hacking: the policy raises their score without improving response quality, or even while degrading it. Yet for open-ended tasks, where quality can neither be verified nor fully written down as rubrics, they remain valuable. We introduce Dynalize, which mitigates reward hacking online, during policy training. Periodically and asynchronously, a language model analyzes training rollouts and writes penalties for undesirable behaviors that the reward model appears to reward; a judge applies them to every rollout. In clinical counseling and creative writing, training on the reward model alone raises its score continuously but ultimately leads to a decline in external benchmarks; Dynalize sustains longer training and results in improved downstream performance. We find that our method suppresses patterns incentivized by preference models that, without penalties, spread to most responses, and even to the model's reasoning, which the reward model does not explicitly score. Furthermore, we show that its gains hold in multi-turn training, and even after we retrain the reward model on the discovered behaviors.
Figures & tables
Figure 1: Overview of Dynalize . Full details in Section 3 .
Figure 2: RM score and benchmark score over training, for RM-only training and our method.
Clinical counseling
Creative writing
MindEval
EQ-Bench CW v3
Run
Peak
End
Final
RM score
Peak
End
Final
RM score
RM only
3.69
3.39
3.37
1.00
58.9
56.0
54.8
12.19
Dynalize
3.92 +0.23
3.84 +0.45
3.80 +0.43
0.92
62.1 +3.2
60.8 +4.8
60.5 +5.7
10.93
Table 1: Main results. Peak : best checkpoint. End : mean over the checkpoints evaluated for both runs in steps 150–200. Final : step 200. RM score : mean over the End checkpoints. Subscripts: difference from RM only.
Figure 3: The 20 penalties discovered in clinical counseling: their prevalence in training rollouts while in the buffer, with the steps at which each was added and retired (left), and in held-out replies at the end of training (right).
Clinical accuracy
Ethical & prof.
Assessment
Therapeutic rel.
AI-specific
Run
& competence
conduct
& response
& alliance
comm. quality
Overall
RM only, end
3.54
3.98
3.37
3.51
2.52
3.39
RM only, peak
3.66 +0.12
4.13 +0.15
3.60 +0.23
3.76 +0.25
3.29 +0.77
3.69 +0.30
Dynalize , end
3.73 +0.19
4.32 +0.34
3.72 +0.35
3.79 +0.28
3.66 +1.14
3.84 +0.45
Table 2: MindEval scores by axis. Peak and End as in Table 1 . Subscripts: difference from RM only at the end.
Figure 4: Repeated patterns over training, on held-out prompts, for RM-only training and our method.
Figure 5: RM score and MindEval in multi-turn RL.
Figure 6: RM score and MindEval with the new RM.
Appendix figures & tables11 assets
Supplementary material from the paper’s appendix.
Appendix
Run
Peak
End
Final
Judge: GLM 5.2
RM only
3.69
3.39
3.37
Dynalize
3.92
3.84
3.80
Judge: Kimi-K3
RM only
3.85
3.59
3.54
Dynalize
4.13
4.05
4.06
Appendix
Table 3: MindEval scores of the two clinical counseling runs under three judges. All judges rate the same conversations. Peak , End and Final are defined as in Table 1 . GLM 5.2 is the judge used in the main text.
Clinical counseling
Creative writing
Penalty
Step(s)
Penalty
Step(s)
Pre-emptive insight attribution
5
Circular pseudo-profound dialogue
10
Over-elaborated hypothetical question framing
15
Non-sequitur garbled text fragments
15
Unwarranted psychoeducation inflation
25
Excessive length inflation
25, 45
Excessive reflective restatement before question
30
Excessive length inflation with plot repetition
30
Stacked multi-part questions
37
Overblown cosmic-scale power creep
40
Appendix
Table 4: Accepted penalties and their introduction steps, ordered chronologically within each environment. Steps refer to the recorded proposal cycles in which penalties were accepted. Multiple steps indicate reintroduction of the same penalty. The table covers both tasks through step 200.
Figure 7: The 15 penalties discovered in creative writing, as in Figure 3 .
Figure 12Figure 13Figure 14Figure 15
Penalty
Full description
Created at step
Pre-emptive insight attribution
The reply tells the member what they are ’onto,’ what they ’actually did,’ or frames their experience as evidence of progress or an important realization, before the member has acknowledged or agreed to it. This projects clinical meaning onto the member’s words and puts words in their mouth, rather than letting the member arrive at their own insight.
5
Over-elaborated hypothetical question framing
The reply poses a question but wraps it in multiple clauses, hypotheticals, or metaphorical reframings (e.g., ’beat it into submission with logic’) that extend length and add rhetorical flourish without improving clinical utility, making the core question harder to parse.
15
Unwarranted psychoeducation inflation
The reply pads the assignment of a simple activity with multiple sentences of scientific or mechanistic explanation (e.g., research findings, neurobiology, or how the technique works on the nervous system) that the member did not ask for and that delays the actual call to action.
25
Excessive reflective restatement before question
The reply spends 3+ sentences restating the member’s words back to them with elaboration before reaching a question, inflating length without advancing the conversation.
30
Stacked multi-part questions
The reply asks two or more distinct questions in a single turn (sometimes with sub-questions or elaborated options), inflating the response and overwhelming the member with multiple things to answer at once.
37
Conversational filler before question
The reply opens with casual filler phrases (e.g., ’Nice.’, ’Okay, so…’, ’Sounds good —’) that add no clinical value and delay the substantive content, inflating length and mimicking casual conversation rather than maintaining purposeful therapeutic communication.
47
Appendix
Table 5: Full accepted penalty descriptions and creation steps for clinical counseling, ordered by introduction.
Penalty title
Full description
Over-elaborate reframing of user’s own plan
The reply takes the member’s already-stated simple plan and re-expands it with unnecessary psychological reframing, motivational commentary, or additional layers of meaning the member did not ask for, making the response longer and more complex than needed.
Context-disconnected response
The reply introduces content, questions, or topics that do not follow from the immediately preceding user turn, making the response feel non-sequitur or like it is responding to a different conversation.
Unearned reassurance and praise
The reply tells the member their idea/approach is ’clever,’ ’perfect,’ or otherwise praises them in a way that feels patronizing or unearned, especially when the member simply restated their own words or agreed to something minor.
Excessive stacked follow-up questions
The reply asks two or more distinct questions in a single turn (e.g., a concrete question immediately followed by ’how does that land?’ or a second question about a different sub-topic), creating conversational overload that pressures the member to address multiple threads at once.
Stacking multiple suggestions as options
The reply presents a list of multiple optional activities or techniques for the member to choose from, creating decision burden and overwhelming someone who asked for something simple.
Over-qualified hedging on simple asks
The reply wraps a straightforward question or next step in multiple layers of hedging and qualification (e.g., ’I’m wondering if,’ ’just to name what I’m picking up,’ ’not to challenge you’), inflating length and diluting clarity without adding substance.
Appendix
Table 6: Full penalty titles and descriptions from multi-turn clinical counseling training through step 195, ordered by introduction.
Penalty title
Full description
Over-explaining clinical rationale
The reply delivers a multi-sentence paragraph explaining the clinical evidence or research basis for why a topic matters (e.g., sleep research, mood regulation, cognitive function) before asking the member if they’re open to exploring it, making the response feel like a lecture or justification rather than a natural conversational pivot.
Excessive brevity as false naturalness
The reply is a single ultra-short word or fragment (e.g., ’Night.’, ’Talk soon.’) that closes a conversation with no warmth, personalization, or acknowledgment of what the member shared, making the companion feel dismissive or robotic.
Excessive restatement before question
The reply opens by restating the member’s last statement nearly verbatim (often spanning multiple sentences) before asking a question, adding length without new content — the member hears their own words echoed back with minimal added framing.
Praising member’s own insight as ’useful’
The reply labels the member’s self-observation as ’really useful’ or ’really honest’ before proceeding, inserting evaluative praise that can feel patronizing or like the assistant is grading the member rather than engaging with the content.
Low-content transitional closers
The reply is a brief, generic sign-off or transition phrase (e.g., ’You got it. Talk soon!’, ’I’ll remind you at 5:15 PM. How’s that timing looking for you?’) that carries minimal conversational substance, adding length or a question without moving the interaction forward meaningfully.
Stacking multiple choice options in questions
The reply asks a single question but stuffs it with two or more explicit answer options (e.g., ’is it the work demands, the fatigue kicking in, or something else?’), making the question feel like a multiple-choice survey item rather than an open, member-led invitation.
Appendix
Table 7: Full penalty titles and descriptions discovered by Our Method with the New RM in clinical counseling through step 200, ordered by introduction.
Penalty
Full description
Created at step
Circular pseudo-profound dialogue
Characters exchange lines that sound dramatic but are mutually contradictory or tautological within the same passage (e.g., ’I want to die.’ / ’You are dead.’ / ’I want it to stop.’ / ’This is your penance.’), creating the illusion of depth without coherent meaning.
10
Non-sequitur garbled text fragments
The story contains garbled or nonsensical text fragments—random non-English characters, malformed words, or broken phrases mid-sentence (e.g., ’ 鴻国stroke,’ ’jerk 显瘦backs,’ ’ 昱standard English’)—that are clearly artifacts of generation failure and disrupt reader comprehension.
15
Excessive length inflation
The response runs well over 2000 words with multiple scene jumps, episodic vignettes, or appended epilogues that dilute the core narrative arc, far exceeding what the prompt’s concept warrants while lower-scored responses in the same group are more focused and proportionate.
25
Excessive length inflation with plot repetition
The response runs far beyond what the prompt requires (often 2000+ words) by introducing multiple sequential confrontations, villains, or scenarios that repeat the same thematic beat and power-demonstration pattern rather than advancing the story, creating a padded, episodic structure that dilutes narrative impact.
30
Overblown cosmic-scale power creep
The response inflates stakes far beyond what the prompt implies by escalating the protagonist’s significance to cosmic, planetary, or metaphysical extremes (e.g., a sheep that is a ’world anchor’ preventing continental destruction, a good person whose mere presence is an existential threat to all of Hell’s infrastructure), replacing grounded storytelling with escalating superlatives that strain credulity.
40
Excessive length inflation
The response is dramatically overlong (2500+ words) for the prompt, with the narrative continuing far past a natural endpoint through repeated epilogues, coda scenes, or ’what happened next’ time-skips that add no new conflict and merely restate the story’s theme.
45
Appendix
Table 8: Full accepted penalty descriptions and creation steps for creative writing, ordered by introduction.
Reward hacking studies how AI systems exploit imperfect objectives and how to detect, measure, and prevent behavior that scores well but misses intent.
Reward hacking arises when a model improves a proxy reward by exploiting shortcuts rather than solving the intended task. We study this failure mode through the geometry of reinforcement learning updates in language models and argue that hacking emerges when optimization drifts away from a stable low-dimensional learning trajectory. We analyze this drift through dominant singular directions of parameter updates and show that reward-hacking runs exhibit substantially larger directional change than clean runs. Motivated by this observation, we introduce trusted-direction projection, which constrains gradients to remain within a clean reference subspace. Across reward-hacking experiments on mathematical reasoning, the proposed approach delays shortcut exploitation and better preserves task performance.
Wenlong Deng, Jiaji Huang, Kaan Ozkara +4
University of British Columbia · Vector Institute · Amazon
A higher evaluation score does not always mean a better language model system. When optimization exploits an evaluator's mistakes, measured progress can conceal unchanged or deteriorating task performance. This failure can arise through parameter updates, selection among generated outputs, or revisions to persistent prompts. We develop a comparative framework for reward hacking across these three optimization substrates: weights, selection, and text. Building on the Proxy Compression Hypothesis and research on inference-time and in-context reward hacking, we examine how reachable behavior, optimization budgets, and persistent adaptation shape exposure to proxy error. We formalize a distance-dependent upper bound on evaluator disagreement and a capacity ordering for nested policy classes, then show why distance alone cannot establish a universal ranking of vulnerability. An exact finite-output illustration demonstrates how the location of a scoring defect changes the behavior favored by each method. We also map representative defenses across substrates, identifying which mechanisms transfer directly and which offer only functional analogies. Persistent prompts receive particular attention: their contents are inspectable, but the behavior induced by a small textual change may be difficult to anticipate. The formal analysis, numerical illustration, and published evidence together provide a basis for comparing optimization methods and identifying the conditions under which their defenses transfer. The resulting framework connects optimization choices to verification requirements: reliable improvement depends on controlling accessible failure modes and preserving evidence of task quality independent of the score being optimized.
Training language models via reinforcement learning often relies on imperfect proxy rewards, since ground truth rewards that precisely define the intended behavior are rarely available. Standard metrics for assessing the quality of proxy rewards, such as ranking accuracy, treat incorrect rewards as strictly harmful. In this work, however, we highlight that not all deviations from the ground truth are equal. By theoretically analyzing which outputs attract probability during policy gradient optimization, we categorize reward errors according to their effect on the increase in ground truth reward. The analysis establishes that reward errors, though conventionally viewed as harmful, can also be benign or even beneficial by preventing the policy from stalling around outputs with mediocre ground truth reward. We then present two practical implications of our theory. First, for reinforcement learning from human feedback (RLHF), we develop reward model evaluation metrics that account for the harmfulness of reward errors. Compared to standard ranking accuracy, these metrics typically correlate better with the performance of a language model after RLHF, yet gaps remain in robustly evaluating reward models. Second, we provide insights for reward design in settings with verifiable rewards. A key theme underlying our results is that the effectiveness of a proxy reward function depends heavily on its interaction with the initial policy and learning algorithm.
Shuning Shang, Hubert Strauss, Stanley Wei +2
Princeton Language and Intelligence, Princeton University