Contrastive Language-Image Pretraining (CLIP) enables zero-shot inference in downstream tasks such as image-text retrieval and classification. However, recent works extending CLIP suffer from the issue of *modality gap*, which arises when the image and text embeddings are projected to disparate manifolds, deviating from the intended objective of image-text contrastive learning. We discover that this phenomenon is linked to the modality-specific characteristic that each image or text encoder independently possesses. Herein, we propose two methods to address the modality gap: (1) a post-hoc embedding standardization method, I0T_post that reduces the modality gap approximately to zero and (2) a trainable method, I0T_async, to alleviate the modality gap problem by adding two normalization layers for each encoder. Our I0T framework can significantly reduce the modality gap while preserving the original embedding representations of trained models with their locked parameters. In practice, I0T_post can serve as an alternative explainable automatic evaluation metric of widely used CLIPScore (CLIP-S). The code is available in https://github.com/xfactlab/I0T.

Often, the needs and visual abilities differ between the annotator group and the end user group. Generating detailed diagram descriptions for blind and low-vision (BLV) users is one such challenging domain. Sighted annotators could describe visuals with ease, but existing studies have shown that direct generations by them are costly, bias-prone, and somewhat lacking by BLV standards. In this study, we ask sighted individuals to assess—rather than produce—diagram descriptions generated by vision-language models (VLM) that have been guided with latent supervision via a multi-pass inference. The sighted assessments prove effective and useful to professional educators who are themselves BLV and teach visually impaired learners. We release Sightation, a collection of diagram description datasets spanning 5k diagrams and 137k samples for completion, preference, retrieval, question answering, and reasoning training purposes and demonstrate their fine-tuning potential in various downstream tasks.

To enhance reasoning capabilities, previous works have explored incorporating special-purpose tokens into the training process. These strategies strengthen the learning mechanism of transformer-based large language models (LLMs). Building on prior research, in which inserting dummy tokens consecutively just before reasoning steps can enhance effectiveness, we introduce a novel approach termed Dynamic Inserting Tokens Training (DIT). Our method identifies positions within sequences where model confidence is lowest according to token log-likelihood. Strategically inserting [PAUSE] tokens on these positions bolsters the model’s predictive capabilities for subsequent tokens. Experimental results across diverse datasets and models, from the 2.7B model to the 8B model, demonstrate that DIT consistently outperforms traditional fine-tuning and previous token insertion methods. With this simple yet effective method, we achieve accuracy gains of up to 4.7%p on GSM8K, 3.23%p on AQUA-RAT, and pass@1 improvements of up to 3.4%p on MBPP datasets. Our work shows a model-based, dynamic approach rather than a heuristic one, thereby broadening the scope of research in reasoning.