arXiv:2506. 16697v2 Announce Type: replace-cross Abstract: Large language models (LLMs) are entering psychological research both as tools and as objects of inquiry.
By Zhicheng Lin
Large language models (LLMs) increasingly evaluate human writing in high-stakes domains such as hiring and academic assessment, putting non-native speakers at particular risk. Drawing on the language attitudes framework, we compared human and LLM evaluations of parallel L1- and L2-written Japanese emails on three dimensions: fluency, status, and solidarity.
The study evaluates how well language‑model agents can simulate individual social media reactions by comparing predictions under different prompt conditions. Eight Serbian participants’ reactions to 68 posts were recorded, and four language models were asked to predict these reactions using prompts that varied in profile content and instruction style. The results show that prompts emphasizing attitudinal content and intuitive, immediate responses yield the highest fidelity, outperforming demographic backstories and a crowd baseline, and suggesting that such agents could act as general‑purpose simulated users.
By Ljubisa Bojic, Tijana Stanic, Joerg Matthes, Agariadne Dwinggo Samala, Bojana Dinic, Jue Wang
The study investigates whether large language models (LLMs) are more prone to errors when they doubt the plausibility of input data, a phenomenon termed context‑memory conflict. Using non‑English and low‑resource language datasets, the authors generate text from factual, counterfactual, and fictional RDF triples in English, Czech, Slovak, and Upper Sorbian, and evaluate faithfulness with both human annotations and an LLM judge (Kimi K3). Contrary to expectations, the results show only a weak context‑memory conflict: counterfactual inputs receive slightly lower faithfulness scores than factual ones, and the choice of LLM judge can significantly affect perceived conflict strength.
By Peter Kochelka, Ale\v{s} Manuel Pap\'a\v{c}ek, Vojt\v{e}ch Dvo\v{r}\'ak, Ond\v{r}ej Du\v{s}ek
High-stakes English proficiency tests treat standardized, unaided performance as evidence for score interpretations about academic English proficiency. This interpretation remains meaningful, but as target language use domains increasingly involve generative AI, the extrapolation from unaided test performance to academic communicative readiness becomes less self-evident.
arXiv:2603.18007v2 Announce Type: replace-cross
Abstract: The study explores whether current Large Language Models (LLMs) exhibit Theory of Mind (ToM) capabilities -- specifically, the ability to inf...
By Anna Babarczy, Andras Lukacs, Peter Vedres, Zeteny Bujka