Self-Consistency of Large Language Models under Ambiguity

Large language models (LLMs) that do not give consistent answers across contexts are problematic when used for tasks with expectations of consistency, e.g., question-answering, explanations, etc. Our work presents an evaluation benchmark for self-consistency in cases of under-specification where two or more answers can be correct. We conduct a series of behavioral experiments on the OpenAI model suite using an ambiguous integer sequence completion task. We find that average consistency ranges from 67\% to 82\%, far higher than would be predicted if a model's consistency was random, and increases as model capability improves. Furthermore, we show that models tend to maintain self-consistency across a series of robustness checks, including prompting speaker changes and sequence length changes. These results suggest that self-consistency arises as an emergent capability without specifically training for it. Despite this, we find that models are uncalibrated when judging their own consistency, with models displaying both over- and under-confidence. We also propose a nonparametric test for determining from token output distribution whether a model assigns non-trivial probability to alternative answers. Using this test, we find that despite increases in self-consistency, models usually place significant weight on alternative, inconsistent answers. This distribution of probability mass provides evidence that even highly self-consistent models internally compute multiple possible responses.

Learning to Request Guidance in Emergent Communication

Previous research into agent communication has shown that a pre-trained guide can speed up the learning process of an imitation learning agent. The guide achieves this by providing the agent with discrete messages in an emerged language about how to solve the task. We extend this one-directional communication by a one-bit communication channel from the learner back to the guide: It is able to ask the guide for help, and we limit the guidance by penalizing the learner for these requests. During training, the agent learns to control this gate based on its current observation. We find that the amount of requested guidance decreases over time and guidance is requested in situations of high uncertainty. We investigate the agent's performance in cases of open and closed gates and discuss potential motives for the observed gating behavior.