Probing as Quantifying Inductive Bias
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Pre-trained contextual representations have led to dramatic performance improvements on a range of downstream tasks. Such performance improvements have motivated researchers to quantify and understand the linguistic information encoded in these representations. In general, researchers quantify the amount of linguistic information through probing, an endeavor which consists of training a supervised model to predict a linguistic property directly from the contextual representations. Unfortunately, this definition of probing has been subject to extensive criticism in the literature, and has been observed to lead to paradoxical and counterintuitive results. In the theoretical portion of this paper, we take the position that the goal of probing ought to be measuring the amount of inductive bias that the representations encode on a specific task. We further describe a Bayesian framework that operationalizes this goal and allows us to quantify the representations' inductive bias. In the empirical portion of the paper, we apply our framework to a variety of NLP tasks. Our results suggest that our proposed framework alleviates many previous problems found in probing. Moreover, we are able to offer concrete evidence that-for some tasks-fastText can offer a better inductive bias than BERT.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it