11.3CVJul 4, 2024
Model Collapse in the Self-Consuming Chain of Diffusion Finetuning: A Novel Perspective from Quantitative Trait ModelingYoungseok Yoon, Dainong Hu, Iain Weissburg et al.
Model collapse, the severe degradation of generative models when iteratively trained on their own outputs, has gained significant attention in recent years. This paper examines Chain of Diffusion, where a pretrained text-to-image diffusion model is finetuned on its own generated images. We demonstrate that severe image quality degradation was universal and identify CFG scale as the key factor impacting this model collapse. Drawing on an analogy between the Chain of Diffusion and biological evolution, we then introduce a novel theoretical analysis based on quantitative trait modeling from statistical genetics. Our theoretical analysis aligns with empirical observations of the generated images in the Chain of Diffusion. Finally, we propose Reusable Diffusion Finetuning (ReDiFine), a simple yet effective strategy inspired by genetic mutations. It operates robustly across various scenarios without requiring any hyperparameter tuning, making it a plug-and-play solution for reusable image generation.
16.8CLOct 17, 2024
LLMs are Biased Teachers: Evaluating LLM Bias in Personalized EducationIain Weissburg, Sathvika Anand, Sharon Levy et al.
With the increasing adoption of large language models (LLMs) in education, concerns about inherent biases in these models have gained prominence. We evaluate LLMs for bias in the personalized educational setting, specifically focusing on the models' roles as "teachers." We reveal significant biases in how models generate and select educational content tailored to different demographic groups, including race, ethnicity, sex, gender, disability status, income, and national origin. We introduce and apply two bias score metrics--Mean Absolute Bias (MAB) and Maximum Difference Bias (MDB)--to analyze 9 open and closed state-of-the-art LLMs. Our experiments, which utilize over 17,000 educational explanations across multiple difficulty levels and topics, uncover that models potentially harm student learning by both perpetuating harmful stereotypes and reversing them. We find that bias is similar for all frontier models, with the highest MAB along income levels while MDB is highest relative to both income and disability status. For both metrics, we find the lowest bias exists for sex/gender and race/ethnicity.