Hongjin Kim

Hongjin Kim, Jeonghyun Kang, Harksoo Kim

This study addresses critical gaps in Automated Essay Scoring (AES) systems and Large Language Models (LLMs) with regard to their ability to effectively identify and score harmful essays. Despite advancements in AES technology, current models often overlook ethically and morally problematic elements within essays, erroneously assigning high scores to essays that may propagate harmful opinions. In this study, we introduce the Harmful Essay Detection (HED) benchmark, which includes essays integrating sensitive topics such as racism and gender bias, to test the efficacy of various LLMs in recognizing and scoring harmful content. Our findings reveal that: (1) LLMs require further enhancement to accurately distinguish between harmful and argumentative essays, and (2) both current AES models and LLMs fail to consider the ethical dimensions of content during scoring. The study underscores the need for developing more robust AES systems that are sensitive to the ethical implications of the content they are scoring.

Jeonghyun Kang, Hongjin Kim, Harksoo Kim

In this work, we introduce the Keep Emotional and Essential Memory (KEEM) dataset, a novel generation-based dataset designed to enhance memory updates in long-term conversational systems. Unlike existing approaches that rely on simple accumulation or operation-based methods, which often result in information conflicts and difficulties in accurately tracking a user's current state, KEEM dynamically generates integrative memories. This process not only preserves essential factual information but also incorporates emotional context and causal relationships, enabling a more nuanced understanding of user interactions. By seamlessly updating a system's memory with both emotional and essential data, our approach promotes deeper empathy and enhances the system's ability to respond meaningfully in open-domain conversations.

Hongjin Kim, Jaewook Lee, Kiyoung Lee et al.

Large Language Models (LLMs) demonstrate strong reasoning and self-correction abilities in high-resource languages like English, but their performance remains limited in low-resource languages such as Korean. In this study, we investigate whether reinforcement learning (RL) can enhance Korean reasoning abilities to a degree comparable to English. Our findings reveal that RL alone yields limited improvements when applied to models lacking inherent Korean reasoning capabilities. To address this, we explore several fine-tuning strategies and show that aligning the model's internal reasoning processes with Korean inputs-particularly by tuning Korean-specific neurons in early layers-is key to unlocking RL's effectiveness. We introduce a self-correction code-switching dataset to facilitate this alignment and observe significant performance gains in both mathematical reasoning and self-correction tasks. Ultimately, we conclude that the crucial factor in multilingual reasoning enhancement is not injecting new linguistic knowledge, but effectively eliciting and aligning existing reasoning capabilities. Our study provides a new perspective on how internal translation and neuron-level tuning contribute to multilingual reasoning alignment in LLMs.

Kyubeen Han, Junseo Jang, Hongjin Kim et al.

Instruction-tuning enhances the ability of large language models (LLMs) to follow user instructions more accurately, improving usability while reducing harmful outputs. However, this process may increase the model's dependence on user input, potentially leading to the unfiltered acceptance of misinformation and the generation of hallucinations. Existing studies primarily highlight that LLMs are receptive to external information that contradict their parametric knowledge, but little research has been conducted on the direct impact of instruction-tuning on this phenomenon. In our study, we investigate the impact of instruction-tuning on LLM's susceptibility to misinformation. Our analysis reveals that instruction-tuned LLMs are significantly more likely to accept misinformation when it is presented by the user. A comparison with base models shows that instruction-tuning increases reliance on user-provided information, shifting susceptibility from the assistant role to the user role. Furthermore, we explore additional factors influencing misinformation susceptibility, such as the role of the user in prompt structure, misinformation length, and the presence of warnings in the system prompt. Our findings underscore the need for systematic approaches to mitigate unintended consequences of instruction-tuning and enhance the reliability of LLMs in real-world applications.