Daily Papers

Vision Language Models (VLMs) have achieved remarkable progress in multimodal tasks, yet they often struggle with visual arithmetic, seemingly simple capabilities like object counting or length comparison, which are essential for relevant complex tasks like chart understanding and geometric reasoning. In this work, we first investigate the root causes of this deficiency through a suite of probing tasks focusing on basic visual arithmetic. Our analysis reveals that while pre-trained vision encoders typically capture sufficient information, the text decoder often fails to decode it correctly for arithmetic reasoning. To address this, we propose CogAlign, a novel post-training strategy inspired by Piaget's theory of cognitive development. CogAlign trains VLMs to recognize invariant properties under visual transformations. We demonstrate that this approach significantly improves the performance of three diverse VLMs on our proposed probing tasks. Furthermore, CogAlign enhances performance by an average of 4.6% on CHOCOLATE and 2.9% on MATH-VISION, outperforming or matching supervised fine-tuning methods while requiring only 60% less training data. These results highlight the effectiveness and generalizability of CogAlign in improving fundamental visual arithmetic capabilities and their transfer to downstream tasks.

We are interested in the learning of 6 to 7 years old children in implementations of a situation of reproduction of figure by folding presented in the first part of this article. In the second part we expose our problem as well as our hypothesis and our methodology. The third part presents the mathematical and didactical potentialities of the PLIOX situation within the framework of the Theory of Didactic Situations of Brousseau, in support of Berthelot and Salin's works, and according to a cognitive and semiotic point of view of Duval. According to this previous part, we clarify and analyze the results obtained from implementations in two classrooms (part four).