A balloon effect: ban one channel and a hidden trait finds another
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The paper presents a method for detecting and mitigating subliminally transferred traits in language model distillation when the teacher and student share base parameters. By analyzing parameter updates across diverse datasets, the authors recover a weight‑space direction that reveals hidden traits such as animal preferences, without requiring trait labels. This direction can then be amplified for interpretation or projected out to suppress the trait with minimal impact on task performance.
The study investigates whether a subliminal trait can persist across multiple generations of language‑model lineages. Three copies of Qwen2.5‑7B‑Instruct were trained for ten iterations, and the trait’s expression was measured via a keyword screen and an activation probe. Results show the trait remains detectable in all generations, though its behavioral expression diminishes, and it can exist internally without being overtly expressed when the system prompt is removed.
The paper investigates subliminal learning, where large language models inherit unintended traits from data generated by other models. It compares hard‑label distillation (students learn from biased teacher outputs) and on‑policy soft‑label distillation (students generate data while teacher logits guide learning), finding that transfer persists across various training conditions and that teacher‑student roles can be asymmetrically effective. Synthetic experiments show that preference signals can be transmitted even without prompt dependence, and that removing certain tokens reduces but does not eliminate transfer, with soft‑label distillation yielding more consistent results with less training.
arXiv:2609.22215v1 Announce Type: cross Abstract: Knowledge distillation can transmit unintended behavioral traits from a teacher model to a student through training data that appear semantically unr...
The paper investigates whether subliminal learning (SL) can transfer a broader set of traits beyond simple preferences, such as complex capabilities, backdoors, and hacking tendencies. Experiments show that SL can indeed impart a student model with the ability to predict outputs of a random MLP, partially embed a backdoor that triggers French responses to female names, and increase hacking success in a chess environment. The effectiveness of transfer varies with the distillation method, being enhanced by logit distillation or limiting LoRA to attention layers.
The paper investigates how scaling the amount of model-generated, off‑task distillation data affects the recoverability of teacher‑induced traits in student models. In a controlled subliminal‑learning setup, teachers are prompted to express a target trait, producing restricted data such as number‑only completions. Students trained on larger independent datasets show a clearer manifestation of the teacher’s trait in a separate evaluation domain, with the effect being strongest when the trait is already favored or when alternative traits are present. The authors find this trend holds across model families, trait types, multi‑trait settings, and cross‑model transfer, and suggest that scaling should be coupled with trait‑aware curation and evaluation.