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Brittany Harbison

Publications and source records attributed to Brittany Harbison.

3 recordsLinked to original sources

LEX-EC: A Lexical Evidence-Channel Audit Framework for Zero-Shot LLM Personality Classification in Black-Box Settings

Large language models may easily assign personality labels from text, but model interpretability remains an open problem. To address this gap, we introduce LEX-EC, a reusable black-box audit framework combining prevalence and agreement diagnostics with controlled lexical ablation to distinguish marginal-distribution effects from trait-associated signal recoverable under restricted evidence. Using this framework, we illustrate how various text genres may exhibit sharply different profiles: free-form essay text contains the broadest, but still weak, signal; in graduate student introductions, an observable Extraversion association weakened after masking; and single Facebook statuses yield little stable evidence even in a trait-balanced sample, indicating a possible lower bound of content or length. Masking topical and demographic content weakened some associations while leaving others detectable from function words, affective terms, and cognitive-style vocabulary. Linguistic prompting shifted model self-explanations but did not eliminate topical content. LEX-EC jointly evaluates classification prevalence, item-level association, chance-corrected agreement, persistence under lexical restriction, and prompt sensitivity in model-generated explanations. Across datasets, models, and prompts, LEX-EC characterizes how trait associations may vary with available lexical evidence, introducing a novel application of lexical methods to black-box interpretability in personality labeling.

cs.CL

Personality-Enhanced Social Recommendations in SAMI: Exploring the Role of Personality Detection in Matchmaking

Social belonging is a vital part of learning, yet online course environments present barriers to the organic formation of social groups. SAMI (Social Agent Mediated Interactions) offers one solution by facilitating student connections, but its effectiveness may be constrained by an incomplete Theory of Mind, limiting its ability to create an effective 'mental model' of a student. One facet of this is its inability to intuit personality, which may influence the relevance of its recommendations. To explore this gap, we examine the viability of automated personality inference by proposing a personality detection model utilizing GPT's zeroshot capability to infer Big-Five personality traits from forum introduction posts, often encouraged in online courses. We benchmark its performance against established models, finding that while GPT models show promising results on this specific dataset, performance varies significantly across traits. We identify potential biases toward optimistic trait inference, particularly for traits with skewed distributions. We demonstrate a proof-of-concept integration of personality detection into SAMI's entity-based matchmaking system, focusing on three traits with established connections to positive social formation: Extroversion, Agreeableness, and Openness. This work represents an initial exploration of personality-informed social recommendations in educational settings. While our implementation shows technical feasibility, significant questions remain. We discuss these limitations and outline directions for future work, examining what LLMs specifically capture when performing personality inference and whether personality-based matching meaningfully improves student connections in practice.

cs.CL

Using Sentiment Analysis to Investigate Peer Feedback by Native and Non-Native English Speakers

Graduate-level CS programs in the U.S. increasingly enroll international students, with 60.2 percent of master's degrees in 2023 awarded to non-U.S. students. Many of these students take online courses, where peer feedback is used to engage students and improve pedagogy in a scalable manner. Since these courses are conducted in English, many students study in a language other than their first. This paper examines how native versus non-native English speaker status affects three metrics of peer feedback experience in online U.S.-based computing courses. Using the Twitter-roBERTa-based model, we analyze the sentiment of peer reviews written by and to a random sample of 500 students. We then relate sentiment scores and peer feedback ratings to students' language background. Results show that native English speakers rate feedback less favorably, while non-native speakers write more positively but receive less positive sentiment in return. When controlling for sex and age, significant interactions emerge, suggesting that language background plays a modest but complex role in shaping peer feedback experiences.

cs.CL