Jianyang Gu
Author directory2026
Better with Experience: Self-Evolving LLM Agents for Evidence-Grounded Health Community Notes
Zihang Fu | Fanxiao Li | Jianyang Gu | Haonan Wang | Preslav Nakov | Bryan Hooi | Min-Yen Kan | Jiaying Wu
Findings of the Association for Computational Linguistics: EMNLP 2026
Zihang Fu | Fanxiao Li | Jianyang Gu | Haonan Wang | Preslav Nakov | Bryan Hooi | Min-Yen Kan | Jiaying Wu
Findings of the Association for Computational Linguistics: EMNLP 2026
Large Language Model (LLM)-augmented Community Notes offer a scalable path for timely, evidence-grounded correction of health misinformation on social platforms. However, they still reset at every post, leaving useful correction experience from prior cases unused. We introduce EvoNote, an agentic framework that enables health Community Notes generation to self-evolve through an evolving experience memory of prior misinformation correction episodes. Its core is fine-grained credit assignment: EvoNote grounds trajectory-level feedback in health-specific note qualities and distills it into action-level memory for claim analysis, evidence acquisition, and note writing. We evaluate EvoNote on MM-HealthCN, a 1.2K-instance multimodal benchmark of user-flagged health posts with human-written Community Notes and crowd-derived helpfulness labels. Under a human-validated hierarchical utility judge, EvoNote-generated notes are preferred over corresponding human-written notes in 89.6% of cases; on a separate set of Needs More Ratings posts without a crowd helpfulness verdict, EvoNote produces helpful notes for 82.0% of cases. It also reduces time to an available candidate correction from multi-hour post-to-note delays to under 2 minutes on average. Analyses link these quality gains to stronger evidence use and reusable correction strategies, positioning self-evolving note generation as a promising paradigm for scalable health misinformation governance.
Lost at the End: Primacy Bias in Multimodal Retrieval-Augmented Question Answering
Jieyuan Liu | Jianyang Gu | Shijie Chen | Jefferson Chen | Zhen Wang
Proceedings of the 2026 Conference on Empirical Methods in Natural Language Processing
Jieyuan Liu | Jianyang Gu | Shijie Chen | Jefferson Chen | Zhen Wang
Proceedings of the 2026 Conference on Empirical Methods in Natural Language Processing
Knowledge-based visual question answering (KB-VQA) lets vision-language systems answer questions that exceed their parametric knowledge by conditioning a reader on passages retrieved from a Wikipedia-derived knowledge base. In pure-text long-context LLMs, retrieved-context use follows the U-shaped lost-in-the-middle effect of Liu et al. (2024): information at the start and end of context is used, the middle is lost. Whether this transfers to deployed multimodal KB-VQA is open. To close this gap, we design the first controlled probe of reader-side position dependence in multimodal KB-VQA: a gold-position protocol in which only the gold passage’s prompt slot varies within question. We run it on three open-source 7B/8B VLM readers and two KB-VQA benchmarks with up to 20 retrieved passages. The shape flips from U to primacy: gold-at-first beats gold-at-last by 16 to 26 points on all six combinations of reader and benchmark, an effect we call Lost at the End; the gap holds at every scale we test, 3B to 32B, attenuating at 32B. Three targeted ablations narrow the cause. A text-only control that removes the image and changes nothing else shows the primacy is already present in text mode and does not depend on the image. Image-position and distractor-shuffle ablations trace the effect to prompt slot 0 of the instruction-tuned reader, where a second answer-bearing passage placed later is largely wasted. On a frozen reader, three retrieval-side fixes (MMR, oracle reranking, rank-based reordering) all fail to improve on the deployment default. Our findings indicate that recall@k is the wrong metric for deployed KB-VQA and that the remaining headroom sits on the reader side; we release our protocol as a controlled instrument for evaluating reader-side interventions.