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Not only where, But when: Temporal Scheduling for RLVR

This paper introduces "Temporal Scheduling" for Reinforcement Learning with Verifiable Rewards (RLVR), a method that dynamically adjusts credit allocation criteria over the course of training to prioritize specific policy behaviors before transitioning to general optimization, thereby achieving more stable and efficient learning dynamics while preserving policy entropy.

Original authors: Jinghao Zhang, Ruilin Li, Feng Zhao, Jiaqi Wang

Published 2026-05-26
📖 4 min read☕ Coffee break read

Original authors: Jinghao Zhang, Ruilin Li, Feng Zhao, Jiaqi Wang

Original paper licensed under CC BY 4.0 (http://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer

Imagine you are training a very smart student (the AI) to solve complex math problems. In the old way of doing this (called RLVR), you give the student a single grade at the very end of their essay. If they get an "A," you tell them, "Great job!" and they try to remember every single word they wrote to make sure they get an "A" again next time.

The problem is that the student wrote thousands of words. Some were crucial "aha!" moments where they figured out the logic. Others were just filler words like "and then," "therefore," or "in conclusion." The old method treats every word as equally important, which is like giving the student a gold star for writing "the" just as much as for solving the actual equation.

The Old Way: A Static Spotlight

Previous researchers tried to fix this by using a "spotlight." They built tools to figure out which words were important (like the logic steps) and shone a brighter light on them during training. This is called Credit Allocation.

However, the paper argues there's a flaw in this approach: The spotlight never moves. Once the tool decides "Word #500 is important," it keeps shining on Word #500 for the entire duration of the training, from day one to the last day. It's like a coach who only ever yells at the quarterback, ignoring the rest of the team, even when the quarterback has already mastered their role and needs to focus on something else. This rigid focus eventually stops the student from improving further.

The New Idea: A Dynamic Schedule (Temporal Scheduling)

The authors propose a new idea: It's not just where you shine the light, but when.

They suggest treating the training process like a movie script rather than a static photo.

  • Early in the movie (Training): The student is just starting. They need to learn how to set up the scene (the "reasoning scaffolding"). The paper suggests focusing the training on the end of the student's answers first, because those are the most reliable parts (the final answer).
  • Later in the movie (Training): Once the student is good at finishing the answer, you slowly shift the focus backward to the beginning of the essay. Now you train them to build better arguments and logic from the start.

This is called Temporal Scheduling. Instead of a static spotlight, you have a director who changes the focus of the camera as the scene progresses.

The "Trajectory Percentile" Trick

How do they know which part of the essay to focus on? They use a simple trick called Trajectory Percentiles.

Imagine the student's answer is a 100-meter race track.

  • The 95th percentile is the finish line (the final answer).
  • The 50th percentile is the middle of the race (the reasoning).
  • The 5th percentile is the starting blocks (the introduction).

The paper found that if you start by only training the student on the "finish line" parts of their answers, and then gradually expand your training to include the "middle" and finally the "start," the student learns much faster and more stably. It's like learning to drive: you first master parking (the end goal), then driving on a straight road, and finally navigating complex intersections (the beginning of the thought process).

What Happened in the Experiments?

The researchers tested this on large AI models (like Qwen) using math and reasoning puzzles.

  1. Better Scores: The models using this "schedule" method scored higher on math tests (like AIME and HMMT) and general reasoning tests than the standard models.
  2. Healthier Learning: They found that the old, rigid methods made the AI "panic" and lose its creativity (called entropy). The AI would get too rigid and stop exploring new ways to solve problems. The new "schedule" method kept the AI's learning process healthy and flexible, allowing it to keep improving without getting stuck.
  3. Works with Old Tools: This new scheduling method works even if you combine it with the old "spotlight" tools. It's like adding a new layer of coaching on top of the existing one.

The Bottom Line

The paper claims that to make AI smarter, we shouldn't just decide which words to train on; we need to decide when to train on them. By starting with the most reliable parts of the answer and slowly working backward to the complex reasoning parts, the AI learns more efficiently, stays more creative, and achieves better results. It turns a rigid, one-size-fits-all training session into a dynamic, well-timed coaching session.

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