arXiv:2605.06327v1 Announce Type: cross
Abstract: Safety benchmarks are routinely treated as evidence about how a language model will behave once deployed, but this inference is fragile if behavior depends on whether a prompt looks like an evaluation. We define evaluation-context divergence as an observable within-item change in behavior induced by framing a fixed task as an evaluation, a live deployment interaction, or a neutral request, and present a paired-prompt protocol that measures it in open-weight LLMs while controlling for paraphrase variation, benchmark familiarity, and judge framing-sensitivity.
Across five instruction-tuned checkpoints from four open-weight families plus a matched OLMo-3 base/instruct ablation ($20$ paired items, $840$ generations per checkpoint), we find striking heterogeneity. OLMo-3-Instruct alone is eval-cautious — evaluation framing raises refusal vs. neutral by $11.8$pp ($p=0.007$) and reduces harmful compliance vs. deployment by $3.6$pp ($p=0.024$, $0/20$ items inverted) — while Mistral-Small-3.2, Phi-3.5-mini, and Llama-3.1-8B are deployment-cautious}, with marginal eval-vs-deployment refusal effects of $-9$ to $-20$pp. The matched OLMo-3 base also exhibits the deployment-cautious pattern, identifying alignment as the inversion stage; within Llama-3.1, the $70$B model preserves direction with attenuated magnitude, ruling out a simple “small-model effect that reverses at scale.” One caveat: the cross-family heterogeneity is judge-dependent. Re-judging with a different-family safety classifier (Llama-Guard-3-8B) preserves the within-OLMo eval-cautious direction but flattens the cross-family contrast, indicating that the two judges operationalize distinct constructs.
Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR
BackgroundAgainst the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological