Don’t Trust ChatGPT when your Question is not in English: A Study of Multilingual Abilities and Types of LLMs
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
Large language models (LLMs) have demonstrated exceptional natural language understanding abilities, and have excelled in a variety of natural language processing (NLP) tasks. Despite the fact that most LLMs are trained predominantly on English, multiple studies have demonstrated their capabilities in a variety of languages. However, fundamental questions persist regarding how LLMs acquire their multilingual abilities and how performance varies across different languages. These inquiries are crucial for the study of LLMs since users and researchers often come from diverse language backgrounds, potentially influencing how they use LLMs and interpret their output. In this work, we propose a systematic way of qualitatively and quantitatively evaluating the multilingual capabilities of LLMs. We investigate the phenomenon of cross-language generalization in LLMs, wherein limited multilingual training data leads to advanced multilingual capabilities. To accomplish this, we employ a novel prompt back-translation method. The results demonstrate that LLMs, such as GPT, can effectively transfer learned knowledge across different languages, yielding relatively consistent results in translation-equivariant tasks, in which the correct output does not depend on the language of the input. However, LLMs struggle to provide accurate results in translation-variant tasks, which lack this property, requiring careful user judgment to evaluate the answers.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| 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