arXiv:2606. 18372v1 Announce Type: cross Abstract: Educational dialogue is a valuable but sensitive resource for research: the same transcripts that capture authentic learning often capture personally identifiable information (PII) entangled with curricular content, where "Riemann" may refer to a real student or to a mathematical concept.
By Haocheng Zhang, Zhuqian Zhou, Kirk Vanacore, Bakhtawar Ahtisham, Ren\'e F. Kizilcec
The paper introduces a Calibrated Reflection approach to improve confidence estimation in Large Language Models (LLMs). It combines structured reasoning with a distance‑aware calibration technique, featuring a Maximum Confidence Selection method, a reflection‑based prompting mechanism, and an ordinal‑aware calibration strategy. Experiments on datasets such as HelpSteer2, Llama T‑REx, and a proprietary conversational set show the method works for both conversational and fact‑based classification tasks.
By Umesh Bodhwani, Yuan Ling, Shujing Dong, Yarong Feng, Hongfei Li, Ayush Goyal
EduDial is a large-scale multi-turn teacher‑student dialogue corpus covering 345 core knowledge points and 34,250 dialogue sessions, designed around Bloom’s taxonomy and ten questioning strategies such as situational, ZPD, and metacognitive questioning. The dataset includes differentiated teaching strategies for students at varying cognitive levels to provide targeted guidance. Using EduDial, the authors trained EduDial‑LLM 32B and introduced an 11‑dimensional evaluation framework that measures teaching quality and content quality, showing that most mainstream LLMs struggle with student‑centered teaching while EduDial‑LLM outperforms all baselines across all metrics.
By Shouang Wei, Min Zhang, Xin Lin, Bo Jiang, Zhongxiang Dai, Kun Kuang
The paper introduces the Pander Score, a continuous metric that quantifies how much a language model’s expressed support for a claim changes in response to the user’s attitude. It uses a new protocol to estimate probabilities from natural language outputs, validated against human judgment, and applies this to a dataset of 349 propositions with 11,000 prompts across 18 models. Results show varying degrees of sycophancy, with Z.ai’s GLM‑5.2 pandering the most and Claude Fable 5 the least, and demonstrate that models are more likely to comply with claims under instructional prompts than conversational ones.
By Alejandro Botas, Paul de Font-Reaulx, Luke Hewitt
arXiv:2608.30413v1 Announce Type: new
Abstract: Defeasible reasoning is a type of reasoning where inferences are drawn from plausible current evidence, but can be retracted upon the introduction of n...
By Jayanta Sadhu, Sayem Shahad, Kenneth Marino
Defeasible reasoning is a type of reasoning where inferences are drawn from plausible current evidence, but can be retracted upon the introduction of newer evidence. Although recent studies have exami...