03 / Research output

Publications

Peer-reviewed papers, workshop contributions and preprints. 12 total — expand Abstract or BibTeX on any entry.

2026

[001]

COGTRL: Training LLMs for Scientific Discovery Assistance using Cognitive Traces via Reinforcement Learning

Shrinidhi Kumbhar, Santosh Mashetty, Divij Handa, Kevin Coutinho, Siddharth Sambhaji Ghule, Chitta Baral

✓ EMNLP 2026 Conference

TL;DR Trains LLMs to think like scientists: RL rewards the cognitive trace behind each method step, lifting 3B models by +7.85 points to rival 70B ones.

Large Language Models (LLMs) trained on extensive scientific research are increasingly integrated as assistants for scientific discovery. However, most research papers omit the fine-grained cognitive process of examining constraints, failed alternatives, and iterative decisions required to achieve the desired goal. Such cognitive processes are vital for real-world scientists working toward specific goals under constraints. In this paper, we show that LLMs, when trained to produce such cognitive traces, perform better as scientific discovery assistants than when trained solely on scientific literature. We propose COGTRL, a trajectory-level reinforcement learning framework that trains LLMs to emulate cognitively grounded reasoning by jointly optimizing cognitive traces and the scientific steps produced in an interleaved manner. Across two 3B-parameter models and two scientific domains (AI and Materials Science), COGTRL improves method quality by an average of 7.85 points over comparable 3B model baselines and achieves competitive performance relative to 70B parameter models. Moreover, analysis by domain experts shows a preference for methods generated by COGTRL over the baselines.

2025

[001]

ThinkTuning: Instilling Cognitive Reflections without Distillation

Aswin RRV, Jacob Dineen, Divij Handa, Md Nayem Uddin, Mihir Parmar, Chitta Baral, Ben Zhou

✓ EMNLP 2025 Conference

TL;DR Teaches models to self-reflect through teacher feedback, without distillation.

A GRPO-based interactive training method where a teacher model gives corrective feedback on a student model’s rollouts, instilling self-reflective reasoning without distillation.