Search arXivSearch

arXiv · 2412.11679

Bias Vector: Mitigating Biases in Language Models with Task Arithmetic Approach

Abstract

The use of language models (LMs) has increased considerably in recent years, and the biases and stereotypes in training data that are reflected in the LM outputs are causing social problems. In this paper, inspired by the task arithmetic, we propose the ``Bias Vector'' method for the mitigation of these LM biases. The Bias Vector method does not require manually created debiasing data. The three main steps of our approach involve: (1) continual training the pre-trained LMs on biased data using masked language modeling; (2) constructing the Bias Vector as the difference between the weights of the biased LMs and those of pre-trained LMs; and (3) subtracting the Bias Vector from the weights of the pre-trained LMs for debiasing. We evaluated the Bias Vector method on the SEAT across three LMs and confirmed an average improvement of 0.177 points. We demonstrated that the Bias Vector method does not degrade the LM performance on downstream tasks in the GLUE benchmark. In addition, we examined the impact of scaling factors, which control the magnitudes of Bias Vectors, with effect sizes on the SEAT and conducted a comprehensive evaluation of our debiased LMs across both the SEAT and GLUE benchmarks.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Daiki Shirafuji, Makoto Takenaka, Shinya Taguchi. 2024-12-16. Bias Vector: Mitigating Biases in Language Models with Task Arithmetic Approach. https://arxiv.org/abs/2412.11679

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

What is the Role of Small Models in the LLM Era: A Survey

Large Language Models (LLMs) have demonstrated remarkable capabilities in various reasoning tasks, which leads to the development of increasingly large models. However, scaling up model sizes results in significantly higher computational costs and energy consumption, which makes these models impractical for academic researchers and businesses with limited resources. At the same time, Small Models (SMs) are frequently used in practical settings, although their significance is currently underestimated. This raises important questions about the role of small models in the era of LLMs, a topic that has received limited attention in prior surveys. In this work, we systematically examine the relationship between LLMs and SMs from two key perspectives: Collaboration and Competition (or Complementarity). We hope this survey provides valuable insights for practitioners, fostering a deeper understanding of the contribution of small models and promoting more efficient use of computational resources.

cs.CL

SG-FSM: A Self-Guiding Zero-Shot Prompting Paradigm for Multi-Hop Question Answering Based on Finite State Machine

Large Language Models with chain-of-thought prompting, such as OpenAI-o1, have shown impressive capabilities in natural language inference tasks. However, Multi-hop Question Answering (MHQA) remains challenging for many existing models due to issues like hallucination, error propagation, and limited context length. To address these challenges and enhance LLMs' performance on MHQA, we propose the Self-Guiding prompting Finite State Machine (SG-FSM), designed to strengthen multi-hop reasoning abilities. Unlike traditional chain-of-thought methods, SG-FSM tackles MHQA by iteratively breaking down complex questions into sub-questions, correcting itself to improve accuracy. It processes one sub-question at a time, dynamically deciding the next step based on the current context and results, functioning much like an automaton. Experiments across various benchmarks demonstrate the effectiveness of our approach, outperforming strong baselines on challenging datasets such as Musique. SG-FSM reduces hallucination, enabling recovery of the correct final answer despite intermediate errors. It also improves adherence to specified output formats, simplifying evaluation significantly.

cs.CL

A Course Intelligence Platform for Higher Education: Lessons from AI-Assisted Course Evaluation

The rapid adoption of generative AI has created new opportunities for teaching, learning, and quality assurance. Existing applications, however, remain largely student-facing, with comparatively limited attention to institution-level needs. This paper presents a course intelligence platform deployed across more than 100 universities and serving over 10,000 instructors in China. By linking competency requirements, knowledge structures, teaching activities, and assessment evidence, it establishes a shared foundation for knowledge organization, instructional design, learning assessment, and quality evaluation. The course evaluation module is examined as a representative institution-facing application of the platform, which integrates national evaluation standards, structured educational evidence, customized prompting strategies, and domain-adapted LLMs to generate quantitative scores and qualitative feedback. A case study involving 100 authentic university courses is conducted to evaluate its alignment with expert judgments and the interpretability of its outputs. Statistical analyses show substantial agreement between AI-generated assessments and expert ratings, while qualitative results highlight the credibility of the feedback. The findings further suggest that AI-assisted evaluation requires not only capable models but also structured domain knowledge and transparent criteria. In this context, human ratings should be treated as an informative reference rather than an error-free gold standard, and the objective is to achieve consistent, interpretable, and defensible judgments instead of merely replicating expert scores.

cs.CL