In-context learning (ICL) is often motivated by the intuition that demonstrations help because they provide correct input-output examples. However, we reveal a counterintuitive phenomenon: correctness does not guarantee exemplar utility, and some correct demonstrations can even reduce ICL accuracy. To study this correctness-utility gap, we introduce task-preserving perturbations, where only the exemplar input is changed, while the example remains a correct instance of the same task. Concretely, each perturbed exemplar is assigned the target induced by the task mapping. This framework covers both label-updating perturbations, where task-relevant semantics change and targets are recomputed, and stricter target-preserving perturbations, where the original target remains valid. We formalize the resulting failure mode as contextual evidence shift: task-preserving perturbations can change the effective mixture of evidence used by the model for contextual inference, thereby separating exemplar correctness from exemplar utility. Across sentiment classification, logical reasoning, and math word problems, we find that task-preserving perturbed demonstrations can substantially degrade ICL performance, especially for smaller models, harder tasks, and higher perturbation ratios. Our results show that robust ICL requires evaluating not only whether demonstrations are correct, but also how they influence contextual inference. Code is available at https://github.com/Chenghao-Qiu/Task-Preserving-ICL.
In-context learning (ICL) is an emerging paradigm that employs the semantic information inherent in large language models (LLMs) for generating answers to user queries. While the remarkable performance of ICL has been widely known, a general modeling and a rigorous theoretical analysis of this paradigm are still lacking. This work presents a probabilistic model for ICL and derives the performance of ICL for both general parametric distributions and exponential families. Based on the derived results, the work explains the impact of multiple factors such as the number of demonstrations, the sensitivity of the probabilistic model to the variation of its parameters, as well as the similarity between the demonstrations and the query on the performance of ICL.
This paper investigates context stickiness in in-context learning (ICL), a phenomenon where earlier examples in a prompt interfere with a transformer's ability to adapt to later tasks. Using synthetic regression tasks over linear and quadratic functions, we examine how models trained under sequential, mixed, and random curricula handle abrupt task switches during inference. By sweeping over structured combinations of misleading linear examples followed by recovery quadratic examples, we quantify how prior context biases prediction error and how quickly models realign. Our results show strong evidence of persistent interference: more preceding linear examples reliably degrade quadratic predictions, while additional quadratic examples reduce error but with diminishing returns. We further find that training curricula significantly modulate resilience, with sequential training on the target function class yielding the fastest recovery, and surprisingly, random training producing the least robust behavior.
While many-shot ICL achieves remarkable performance, prior studies of its scaling behavior have mainly focused on non-reasoning tasks. In this work, we study many-shot ICL on reasoning tasks, with a particular focus on many-shot chain-of-thought in-context learning (CoT-ICL). Analyzing across non-reasoning and reasoning tasks and across non-reasoning and reasoning-oriented LLMs, we identify several distinctive properties of many-shot CoT-ICL. We further interpret these findings by viewing many-shot CoT-ICL as in-context test-time learning rather than scaled pattern matching, and suggest two principles: (i) demonstrations should be easy for the target model to understand, and (ii) they should be ordered to support a smooth conceptual progression. Guided by the principle, we propose Curvilinear Demonstration Selection (CDS), a simple ordering method that yields up to a 5.42 percentage-point gain on a math task with 64 demonstrations. Overall, our results reframe the long context window from a retrieval buffer into a structured curriculum for in-context test-time learning.