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Maura Kelleher

Publications and source records attributed to Maura Kelleher.

3 recordsLinked to original sources

Exploring LLM Reasoning Through Controlled Prompt Variations

This study investigates the reasoning robustness of large language models (LLMs) on mathematical problem-solving tasks under systematically introduced input perturbations. Using the GSM8K dataset as a controlled testbed, we evaluate how well state-of-the-art models maintain logical consistency and correctness when confronted with four categories of prompt perturbations: irrelevant context, pathological instructions, factually relevant but non-essential context, and a combination of the latter two. Our experiments, conducted on thirteen open-source and closed-source LLMs, reveal that introducing irrelevant context within the model's context window significantly degrades performance, suggesting that distinguishing essential from extraneous details remains a pressing challenge. Surprisingly, performance regressions are relatively insensitive to the complexity of the reasoning task, as measured by the number of steps required, and are not strictly correlated with model size. Moreover, we observe that certain perturbations inadvertently trigger chain-of-thought-like reasoning behaviors, even without explicit prompting. Our findings highlight critical vulnerabilities in current LLMs and underscore the need for improved robustness against noisy, misleading, and contextually dense inputs, paving the way for more resilient and reliable reasoning in real-world applications.

cs.AI

What Do Children and Parents Want and Perceive in Conversational Agents? Towards Transparent, Trustworthy, Democratized Agents

Historically, researchers have focused on analyzing WEIRD, adult perspectives on technology. This means we may not have technology developed appropriately for children and those from non-WEIRD countries. In this paper, we analyze children and parents from various countries' perspectives on an emerging technology: conversational agents. We aim to better understand participants' trust of agents, partner models, and their ideas of "ideal future agents" such that researchers can better design for these users. Additionally, we empower children and parents to program their own agents through educational workshops, and present changes in perceptions as participants create and learn about agents. Results from the study (n=49) included how children felt agents were significantly more human-like, warm, and dependable than parents did, how participants trusted agents more than parents or friends for correct information, how children described their ideal agents as being more artificial than human-like than parents did, and how children tended to focus more on fun features, approachable/friendly features and addressing concerns through agent design than parents did, among other results. We also discuss potential agent design implications of the results, including how designers may be able to best foster appropriate levels of trust towards agents by focusing on designing agents' competence and predictability indicators, as well as increasing transparency in terms of agents' information sources.

cs.HC

Learning Affects Trust: Design Recommendations and Concepts for Teaching Children -- and Nearly Anyone -- about Conversational Agents

Research has shown that human-agent relationships form in similar ways to human-human relationships. Since children do not have the same critical analysis skills as adults (and may over-trust technology, for example), this relationship-formation is concerning. Nonetheless, little research investigates children's perceptions of conversational agents in-depth, and even less investigates how education might change these perceptions. We present K-12 workshops with associated conversational AI concepts to encourage healthier understanding and relationships with agents. Through studies with the curriculum, and children and parents from various countries, we found participants' perceptions of agents -- specifically their partner models and trust -- changed. When participants discussed changes in trust of agents, we found they most often mentioned learning something. For example, they frequently mentioned learning where agents obtained information, what agents do with this information and how agents are programmed. Based on the results, we developed recommendations for teaching conversational agent concepts, including emphasizing the concepts students found most challenging, like training, turn-taking and terminology; supplementing agent development activities with related learning activities; fostering appropriate levels of trust towards agents; and fostering accurate partner models of agents. Through such pedagogy, students can learn to better understand conversational AI and what it means to have it in the world.

cs.HC