aiqbench analysis
This arXiv preprint proposes Socratic Skill Learning, a method in which an LLM agent (the "Student") acts as the sole environment operator and author of reusable skills while an "Educator" guides its investigation. The authors report modest gains on a new benchmark, SkillTransferBench, with utility rising from 0.723 without a skill to 0.801, and claim an issue-tracking variant cuts Educator tokens by about 62%. These are single-paper results on the authors' own benchmark, so the practical value depends on independent replication and on whether the gains hold across other task families and models.
Socratic Skill Learning: Interleaving Teaching and Practice for Transferable Agent Skills
arXiv:2610.17860v1 Announce Type: new Abstract: Agent Skills improve LLM agents by making task knowledge reusable across sessions. Learning transferable Skills requires evidence about a procedure and its conditions of use, which a successful task attempt can leave untested. We introduce Socratic Skill Learning (SSL), which interleaves expert teaching with Student practice. An Educator guides investigation while the Student remains the sole environment operator and Skill author, able to question, test, and adapt advice. To test reuse beyond the learning task, we construct SkillTransferBench, with 35 task families and 408 executable cases, pairing public variation specifications with held-out evaluation in fresh solver sessions. On the main 22-family, 155-case cohort, Fixed-Window SSL reaches 0.801 utility, versus 0.723 without a Skill, 0.761 for adapted Trace2Skill (trajectory distillation), and 0.751 for adapted SKILL-KD (contrastive distillation). Across three model pairs on shared families, interleaved guidance outperforms expert authoring and post-hoc teaching. Process analysis links guidance to Student writing and package revision; a case study shows the Student testing and refining a proposed procedure for later reuse. As demand for new lessons falls, the cost of fixed-window review grows. Issue-Guided SSL tracks unresolved questions across Skill revisions to select and focus review, reaching 0.805 utility with 61.7% fewer Educator tokens and 16.9% fewer total acquisition tokens than Fixed-Window SSL on the main cohort.
Abstract:Agent Skills improve LLM agents by making task knowledge reusable across sessions. Learning transferable Skills requires evidence about a procedure and its conditions of use, which a successful task attempt can leave untested. We introduce Socratic Skill Learning (SSL), which interleaves expert teaching with Student practice. An Educator guides investigation while the Student remains the sole environment operator and Skill author, able to question, test, and adapt advice. To test reuse beyond the learning task, we construct SkillTransferBench, with 35 task families and 408 executable cases, pairing public variation specifications with held-out evaluation in fresh solver sessions. On the main 22-family, 155-case cohort, Fixed-Window SSL reaches 0.801 utility, versus 0.723 without a Skill, 0.761 for adapted Trace2Skill (trajectory distillation), and 0.751 for adapted SKILL-KD (contrastive distillation). Across three model pairs on shared families, interleaved guidance outperforms expert authoring and post-hoc teaching. Process analysis links guidance to Student writing and package revision; a case study shows the Student testing and refining a proposed procedure for later reuse. As demand for new lessons falls, the cost of fixed-window review grows. Issue-Guided SSL tracks unresolved questions across Skill revisions to select and focus review, reaching 0.805 utility with 61.7% fewer Educator tokens and 16.9% fewer total acquisition tokens than Fixed-Window SSL on the main cohort.
25 pages. Code and benchmark: this https URL
Artificial Intelligence (cs.AI)
arXiv:2610.17860 [cs.AI]
(or arXiv:2610.17860v1 [cs.AI] for this version)
https://doi.org/10.48550/arXiv.2610.17860 Focus to learn more arXiv-issued DOI via DataCite (pending registration)
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Full text under the publisher's open licence · 314 words
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