Can sparse autoencoders be used to decompose and interpret steering vectors?

Steering vectors are a promising approach to control the behaviour of large language models. However, their underlying mechanisms remain poorly understood. While sparse autoencoders (SAEs) may offer a potential method to interpret steering vectors, recent findings show that SAE-reconstructed vectors often lack the steering properties of the original vectors. This paper investigates why directly applying SAEs to steering vectors yields misleading decompositions, identifying two reasons: (1) steering vectors fall outside the input distribution for which SAEs are designed, and (2) steering vectors can have meaningful negative projections in feature directions, which SAEs are not designed to accommodate. These limitations hinder the direct use of SAEs for interpreting steering vectors.

Fine-tuning Large Language Models with Human-inspired Learning Strategies in Medical Question Answering

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.