Researcher profile

Samuel J. Bell

Samuel J. Bell contributes to research discovery and scholarly infrastructure.

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Published work

2 published item(s)

preprint2026arXiv

LPDS: Evaluating LLM Robustness Through Logic-Preserving Difficulty Scaling

As large language models (LLMs) are increasingly deployed to perform tasks with minimal human oversight, it is crucial that these models operate robustly. In particular, a model that can solve a given problem should not fail simply because certain entities$\unicode{x2013}$such as names, numbers, or other contextual details$\unicode{x2013}$have changed while the underlying problem logic remains the same. Prior work suggests that current LLMs still struggle with this form of robustness: they often succeed on some variations of a problem but fail on others. However, existing evaluations often lack a systematic way to identify which logic-preserving variations are most likely to induce failure. Instead, they typically test a random subset of allowable variations, which can overstate robustness. To address this gap, we introduce logic-preserving difficulty scaling (LPDS), a framework that (i) quantifies the difficulty of a problem variation and (ii) systematically searches the space of allowable variations to find those that maximize difficulty and expose failures. We show that as difficulty increases, performance declines and errors in the models' reasoning chains become more pronounced. We further demonstrate that LPDS efficiently finds difficult problem variations for a model, resulting in performance drops up to 5 times larger compared to random sampling. Finally, we show that fine-tuning on more difficult variations leads to more consistent robustness gains than training on easier ones.

preprint2022arXiv

The Effect of Task Ordering in Continual Learning

We investigate the effect of task ordering on continual learning performance. We conduct an extensive series of empirical experiments on synthetic and naturalistic datasets and show that reordering tasks significantly affects the amount of catastrophic forgetting. Connecting to the field of curriculum learning, we show that the effect of task ordering can be exploited to modify continual learning performance, and present a simple approach for doing so. Our method computes the distance between all pairs of tasks, where distance is defined as the source task curvature of a gradient step toward the target task. Using statistically rigorous methods and sound experimental design, we show that task ordering is an important aspect of continual learning that can be modified for improved performance.