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Fangwei Lin

Publications and source records attributed to Fangwei Lin.

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Simulated Adoption: Decoupling Magnitude and Direction in LLM In-Context Conflict Resolution

Large Language Models (LLMs) frequently prioritize conflicting in-context information over pre-existing parametric memory, a phenomenon often termed sycophancy or compliance. However, the mechanistic realization of this behavior remains obscure, specifically how the model resolves these knowledge conflicts through compliance, and whether this suppression arises from signal magnitude dilution or directional geometric alteration within the residual stream. To resolve this, we conducted a layer-wise geometric analysis across Qwen-3-4B, Llama-3.1-8B, and GLM-4-9B, decomposing the residual stream updates induced by counter-factual contexts into radial (norm-based) and angular (cosine-based) components. Our empirical results reject the universality of the "Manifold Dilution" hypothesis, as two of the three architectures maintained stable residual norms despite exhibiting significant performance degradation on factual queries. Instead, we observed that compliance is consistently characterized by "Orthogonal Interference," where the conflicting context injects a steering vector that is quasi-orthogonal to the ground-truth direction, effectively rotating the hidden state representation. This suggests that models do not "unlearn" or suppress the magnitude of internal truths but rather employ a mechanism of geometric displacement to bypass the correct unembedding vector, effectively simulating adoption while preserving the original structural magnitude. These findings challenge scalar confidence metrics for detecting hallucinations and underscore the necessity of vectorial monitoring to distinguish between genuine knowledge integration and superficial in-context mimicry.

cs.LG

What Can Student-AI Dialogues Tell Us About Students' Self-Regulated Learning? An exploratory framework

The rise of Human-AI Collaborative Learning (HAICL) is shifting education toward dialogue-centric paradigms, creating an urgent need for new assessment methods. Evaluating Self-Regulated Learning (SRL) in this context presents new challenges, as the limitations of conventional approaches become more apparent. Questionnaires remain interrupted, while the utility of non-interrupted metrics like clickstream data is diminishing as more learning activity occurs within the dialogue. This study therefore investigates whether the student-AI dialogue can serve as a valid, non-interrupted data source for SRL assessment. We analyzed 421 dialogue logs from 98 university students interacting with a generative AI (GenAI) learning partner. Using large language model embeddings and clustering, we identified 22 dialogue patterns and quantified each student's interaction as a profile of alignment scores, which were analyzed against their Online Self-Regulated Learning Questionnaire (OSLQ) scores. Findings revealed a significant positive association between proactive dialogue patterns (e.g., post-class knowledge integration) and overall SRL. Conversely, reactive patterns (e.g., foundational pre-class questions) were significantly and negatively associated with overall SRL and its sub-processes. A group comparison substantiated these results, with low-SRL students showing significantly higher alignment with reactive patterns than their high-SRL counterparts. This study proposed the Dialogue-Based Human-AI Self-Regulated Learning (DHASRL) framework, a practical methodology for embedding SRL assessment directly within the HAICL dialogue to enable real-time monitoring and scaffolding of student regulation.

cs.CY