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Leandra Fichtel

Publications and source records attributed to Leandra Fichtel.

2 recordsLinked to original sources

Attribute-Based Activation Steering of LLMs for Group-Specific Explanation Generation

To effectively enable people to understand new topics, explanations should be tailored to their backgrounds and abilities. Prompting alone has been shown to be insufficient for creating such explanations, and other computational methods are missing so far. Therefore, this paper investigates whether LLMs can be steered to generate explanations that are tailored to a specific group of people. To this end, we propose an approach that first identifies group-specific attributes in terms of explanatory style and knowledge of a specific target group. Building on activation engineering, it then computes attribute-based steering vectors and adds them to the internal activations of an LLM during inference to enable a fine-grained steering. In our experiments, we assess the steering effectiveness in terms of specificity and factuality of the generated explanations. Additionally, we evaluate the explanations in a study with human experts from different target groups. Compared to prompting and state-of-the-art steering baselines, our approach tailors the explanations significantly better to the target group while maintaining the best specificity-factuality balance.

cs.CL

Investigating Co-Constructive Behavior of Large Language Models in Explanation Dialogues

The ability to generate explanations that are understood by explainees is the quintessence of explainable artificial intelligence. Since understanding depends on the explainee's background and needs, recent research focused on co-constructive explanation dialogues, where an explainer continuously monitors the explainee's understanding and adapts their explanations dynamically. We investigate the ability of large language models (LLMs) to engage as explainers in co-constructive explanation dialogues. In particular, we present a user study in which explainees interact with an LLM in two settings, one of which involves the LLM being instructed to explain a topic co-constructively. We evaluate the explainees' understanding before and after the dialogue, as well as their perception of the LLMs' co-constructive behavior. Our results suggest that LLMs show some co-constructive behaviors, such as asking verification questions, that foster the explainees' engagement and can improve understanding of a topic. However, their ability to effectively monitor the current understanding and scaffold the explanations accordingly remains limited.

cs.CL