Multimodal Emotion Recognition (MER) systems often suffer from missing modalities in real-world scenarios. Existing methods usually generate, align, or distill missing modalities as a whole, overlooking the heterogeneous nature of the information carried by each modality. Such holistic treatment mixes inferable shared semantics with uncertain modality-specific details, yielding unstable representations and degrading robustness. To address this issue, we propose the Primitive Memory Distillation (PriMD) framework. Unlike existing methods, PriMD takes an intra-modal perspective and focuses on how different types of information within a modality differ in recoverability within each modality. PriMD first disentangles cross-modal shared semantics from modality-specific representations, and then discretizes the latter into learnable semantic primitives to construct modality-specific memory banks. When modalities are missing, PriMD is a teacher-student framework that the student model uses the shared semantics of available modalities as queries to dynamically retrieve primitives. It compensates for missing modality-specific information within a constrained memory space and aligns with the teacher model. Extensive experiments on IEMOCAP, CMU-MOSI, and CMU-MOSEI demonstrate that PriMD achieves state-of-the-art performance and consistently stronger robustness across a wide range of missing-modality settings, while mitigating the instability caused by holistic feature inference. Our code and project website are available at https://github.com/JiaqiZhang-Sengoku/PriMD and https://jiaqizhang-sengoku.github.io/PriMD/, respectively.
3D dense captioning, an emerging vision-language task, aims to generate descriptive sentences for each object in the 3D scene. Despite the impressive results achieved by previous methods, they suffer from two limitations. First, current research often employs global rigid transformations, such as rotation, to augment scenes without changing their spatial layouts. However, diverse spatial layouts are crucial for training a 3D dense captioning model to describe spatial relations between objects. Second, previous works mainly focus on the design of the caption generation pipeline while utilizing a simple network architecture for other components, i.e., backbone and detection head, which is crucial for extracting rich semantic information for captioning. In this paper, we propose PVCap to alleviate the aforementioned problems. Our PVCap consists of PseudoCap and VoxelCapNet. Specifically, PseudoCap employs a random mixing technique on instances within the dataset, generating numerous pseudo frames with diverse spatial layouts at the instance level. By utilizing a teacher-student framework, PseudoCap obtains pseudo caption labels for these pseudo frames. This data augmentation approach significantly increases the number of training samples and enhances the model's ability to describe the environment effectively. Regarding VoxelCapNet, we introduce a robust caption network that utilizes voxel features and adapts the caption head to the voxel-based network architecture. Our VoxelCapNet can serve as a competitive baseline for future research on 3D dense captioning. Extensive experiments are conducted on two prevalent benchmarks, i.e., ScanRefer and Nr3D. Notably, our method surpasses current state-of-the-art by 11.41% and 13.99% in CIDEr@0.5IoU, respectively. Codes will be made publicly available.
Reward models are central to text-to-image post-training, but visual preference is subjective and better represented as a distribution over rubric scores than as a deterministic scalar. Existing scalar, score-token, and pairwise reward models over-compress uncertainty and fine-grained score differences, while reasoning-based generative rewards provide stronger judgments but are costly to deploy and difficult to use as direct optimization signals. We propose Z-Reward, a teacher-student reward modeling framework that decouples reasoning-heavy judgment from efficient reward deployment. The teacher is a large VLM that uses reasoning to infer rubric-aligned score distributions, and is trained with Group-wise Direct Score Optimization (GDSO), which combines policy-gradient rewards from distribution expectations with direct pointwise and pairwise supervision on score distributions and score gaps. The student is trained with Reasoning-Internalized Score Distillation (RISD), which transfers the teacher's reasoning-conditioned score distribution into a compact VLM without requiring explicit reasoning chains at inference time. On our internally annotated evaluation set, the 27B GDSO teacher reaches 89.6% human preference accuracy, outperforming SFT, RewardDance, and GRPO, while the 9B RISD student reaches 88.6%, outperforming the OPD baseline and closely matching the larger teacher. We further show that Z-Reward can serve as a differentiable reward signal for text-to-image optimization, yielding a 41.3% net human-preference improvement over the SFT baseline.