LLMs can be easily Confused by Instructional Distractions

Despite the fact that large language models (LLMs) show exceptional skill in instruction following tasks, this strength can turn into a vulnerability when the models are required to disregard certain instructions. Instruction-following tasks typically involve a clear task description and input text containing the target data to be processed. However, when the input itself resembles an instruction, confusion may arise, even if there is explicit prompting to distinguish between the task instruction and the input. We refer to this phenomenon as instructional distraction. In this paper, we introduce a novel benchmark, named DIM-Bench, specifically designed to assess LLMs' performance under instructional distraction. The benchmark categorizes real-world instances of instructional distraction and evaluates LLMs across four instruction tasks: rewriting, proofreading, translation, and style transfer -- alongside five input tasks: reasoning, code generation, mathematical reasoning, bias detection, and question answering. Our experimental results reveal that even the most advanced LLMs are susceptible to instructional distraction, often failing to accurately follow user intent in such cases.

SWITCH: Studying with Teacher for Knowledge Distillation of Large Language Models

Despite the success of Large Language Models (LLMs), they still face challenges related to high inference costs and memory requirements. To address these issues, Knowledge Distillation (KD) has emerged as a popular method for model compression, with student-generated outputs (SGOs) being particularly notable for reducing the mismatch between training and inference. However, SGOs often produce noisy and biased sequences, which can lead to misguidance from the teacher model, especially in long sequences. To mitigate these challenges, we propose SWITCH (Studying WIth TeaCHer for Knowledge Distillation), a novel approach that strategically incorporates the teacher model during the student's sequence generation. SWITCH identifies discrepancies between the token probabilities of the teacher and student models, allowing the teacher to intervene selectively, particularly in long sequences that are more prone to teacher misguidance. Extensive experimental results across three model families and five instruction-following datasets show that SWITCH surpasses traditional KD methods, particularly excelling in the generation of long sequential data.

CRISPR: Eliminating Bias Neurons from an Instruction-following Language Model

Large language models (LLMs) executing tasks through instruction-based prompts often face challenges stemming from distribution differences between user instructions and training instructions. This leads to distractions and biases, especially when dealing with inconsistent dynamic labels. In this paper, we introduces a novel bias mitigation method, CRISPR, designed to alleviate instruction-label biases in LLMs. CRISPR utilizes attribution methods to identify bias neurons influencing biased outputs and employs pruning to eliminate the bias neurons. Experimental results demonstrate the method's effectiveness in mitigating biases in instruction-based prompting, enhancing language model performance on social bias benchmarks without compromising pre-existing knowledge. CRISPR proves highly practical, model-agnostic, offering flexibility in adapting to evolving social biases.