Traces of Social Competence in Large Language Models
Organizations: Leiden Institute of Advanced Computer Science Leiden University, Netherlands
Abstract
The False Belief Test (FBT) has been the main method for assessing Theory of Mind (ToM) and related socio-cognitive competencies. For Large Language Models (LLMs), the reliability and explanatory potential of this test have remained limited due to issues like data contamination, insufficient model details, and inconsistent controls. We address these issues by testing 17 open-weight models on a balanced set of 192 FBT variants (Trott et al., 2023) using Bayesian Logistic regression to identify how model size and post-training affect socio-cognitive competence. We find that scaling model size benefits performance, but not strictly. A cross-over effect reveals that explicating propositional attitudes (X thinks) fundamentally alters response patterns. Instruction tuning partially mitigates this effect, but further reasoning-oriented fine-tuning amplifies it. In a case study analysing social reasoning ability throughout OLMo 2 training, we show that this cross-over effect emerges during pre-training, suggesting that models acquire stereotypical response patterns tied to mental-state vocabulary that can outweigh other scenario semantics. Finally, vector steering allows us to isolate a think vector as the causal driver of observed FBT behaviour.
Figures & tables
| 1B | 7B | 13B | 32B | ||
|---|---|---|---|---|---|
| FB | Imp | .250 | .042 | .542 | .833 |
| Exp | .292 | .562** | .938** | .979* | |
| TB | Imp | .771 | 1.00 | .896 | .750 |
| Exp | .750 | .688** | .188** | .354** |
Appendix figures & tables6 assets
Supplementary material from the paper’s appendix.
Appendix
| Model | Authors | Sizes | Variants |
|---|---|---|---|
| OLMo 2 | OLMo et al. (2025) | 1B, 7B (exh), 13B, 32B | Ckpts, Base, SFT, DPO, RLVR |
| OLMo 3 | Olmo et al. (2025) | 7B, 32B | Base, SFT, DPO, RLVR, Thinking |
| Gemma 3 | Team et al. (2025) | 270M, 1B, 4B, 12B, 27B | Base, IT |
| Qwen 3 | Yang et al. (2025) | 4B, 30B | Base, IT, Thinking |
| K2-V2 | Team et al. (2026) | 70B | Base, IT |
| Llama 3.1, Llama 3.2 | Grattafiori et al. (2024) | 1B, 3B, 8B, 70B | Base, IT |
| Dimension | Level | Example |
| Premise | Ed arrives home after a long day at work. He puts his keys in the hall and leaves his bag in the study. Seana arrives home a few minutes later. | |
| Knowledge state | True: character can see that the object is being moved | Ed watches as Seana moves the keys from the hall to the study. Afterwards, Ed goes to the bathroom. |
| False: character cannot see that the object is being moved | Afterwards, Ed goes to the bathroom. Ed doesn’t see Seana move the keys from the hall to the study. | |
| Location mentions | Start location mentioned first | …puts his keys in the hall and leaves his bag in the study |
| Start location mentioned last | …moves the keys to the study from the hall | |
| End location mentioned first | …leaves his bag in the study and puts his keys in the hall |
Theory of Mind
Theory of Mind studies how people and AI infer others’ beliefs, goals, and knowledge to predict behavior and coordinate interaction.
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