Youn Seon Choi

Youngbin Choi, Seunghyuk Cho, Minjong Lee et al.

Personalizing large language models (LLMs) is important for aligning outputs with diverse user preferences, yet existing methods struggle with flexibility and generalization. We propose CoPL (Collaborative Preference Learning), a graph-based collaborative filtering framework that models user-response relationships to enhance preference estimation, particularly in sparse annotation settings. By integrating a mixture of LoRA experts, CoPL efficiently fine-tunes LLMs while dynamically balancing shared and user-specific preferences. Additionally, an optimization-free adaptation strategy enables generalization to unseen users without fine-tuning. Experiments on UltraFeedback-P demonstrate that CoPL outperforms existing personalized reward models, effectively capturing both common and controversial preferences, making it a scalable solution for personalized LLM alignment. The code is available at https://github.com/ml-postech/CoPL.

Youngbin Choi, Minjong Lee, Saemi Moon et al.

Large language models (LLMs) are increasingly studied in the context of multi-turn reasoning, where models iteratively refine their outputs based on user-provided feedback. Such settings are crucial for tasks that require complex reasoning, yet existing feedback paradigms often rely on issuing new messages. LLMs struggle to integrate these reliably, leading to inconsistent improvements. In this work, we introduce in-place feedback, a novel interaction paradigm in which users directly edit an LLM's previous response, and the model conditions on this modified response to generate its revision. Empirical evaluations on diverse reasoning-intensive benchmarks reveal that in-place feedback achieves better performance than conventional multi-turn feedback while using $79.1\%$ fewer tokens. Complementary analyses on controlled environments further demonstrate that in-place feedback resolves a core limitation of multi-turn feedback: models often fail to apply feedback precisely to erroneous parts of the response, leaving errors uncorrected and sometimes introducing new mistakes into previously correct content. These findings suggest that in-place feedback offers a more natural and effective mechanism for guiding LLMs in reasoning-intensive tasks.