Hazel H. Kim, Jakub Binkowski, Ekaterina Fadeeva, Juan David Guerra, Yijie Hao, Zheng Yi Ho, Baixiang Huang, Buyun Liang 等 25 位作者
Hallucination remains one of the most critical challenges in deploying large language models (LLMs) reliably and safely. Yet the term is used inconsistently across the research community. We argue for a strict definition of hallucinations in LLMs. First, hallucinations should be confident incorrectness, kept separate from expressed uncertainty (UNK)1. UNK reveals that the model may be wrong, whereas a hallucination does not reveal it and is therefore more dangerous in practice. Conflating the two obscures their distinct behaviors and makes them hard to study. Second, hallucinations should be split by a simple re-elicitation test: does any semantically equivalent prompt recover the correct response? This test probes whether the relevant knowledge2 is accessible. If none does, the knowledge is likely absent or inaccessible, and the error type is a confabulation (CF) that likely requires external knowledge or retraining; if some does, the knowledge is accessible from the model but applied inconsistently, and the error type is a semantic illusion (SI) that simple prompt or decoding changes can mitigate3. Re-evaluating 14 recent hallucination methods under this taxonomy yields three findings. (1) Detection methods flag UNK more often than hallucinated responses (i.e., SI and CF). (2) Mitigation methods are far more effective for SI than for CF. (3) Latent signals are more informative than output-level signals for CF. An audit of recent hallucination papers shows that most conflate these categories. We recommend reporting CF, SI, and UNK separately, and introduce a practical labeling protocol that needs only a modest number of semantically equivalent prompts.
Runsheng Chen, Yihong Liu, Raoyuan Zhao, Michael A. Hedderich, Hinrich Schütze, Matthias Grabmair
On-policy distillation can transfer the reasoning capabilities of a strong teacher to a smaller student. However, distillation from a stronger teacher model faces two mismatches: its solutions may be difficult for a smaller student to imitate, and its token-level probabilities may be incompatible with, or even unavailable to, the student. Existing methods handle these settings through different forms of supervision. To this end, we propose Bridged Self-Distillation (BSD), a unified framework for distilling from any teacher that provides reasoning traces. The model to be distilled from, termed the external teacher, first provides a reasoning trace as privileged context, which can be generated in an offline fashion. The student generates rollouts without this context, while a copy of the student conditioned on it, serving as the self-teacher, scores the same rollouts in the student's own token space. BSD uses the resulting token-level guidance to adjust updates on unsuccessful rollouts, with a verifier providing the outcome signal. As the external teacher is queried only to produce text, the same training procedure applies to all teacher scenarios: shared-tokenizer, cross-tokenizer, and closed API teachers. Across these scenarios, BSD improves over the base model and outperforms baselines tailored to each scenario, offering a novel and unified pathway for distillation. Code is available: https://github.com/TUMLegalTech/Bridged-Self-Distillation