Creative Collision: Directorial Persona Steering and Competition in Large Language Models

Activation steering promises modular control of language model behavior: a behavior such as politeness corresponds to a direction in a model's activations, and adding that direction while it generates should switch the behavior on and leave everything else alone. It does not. We ask what decides which other behaviors move, and by how much, and find that it is the model rather than the behavior being steered. A steer relaxes the model toward a small set of behaviors it already favors, chiefly refusal, sycophancy, and poeticism, and that set is much the same whatever is steered. Three results across 24 behaviors and ten instruction-tuned models support this, every effect read off the generated text by a language-model judge rather than off a probe. That readout matters: all 24 behaviors are linearly decodable, but only 20 change what the model writes. First, a direction carrying no behavioral content, matched to a real steer only in the size of the vector it adds, moves the same behaviors in the same order as real steers do, while producing none of the behaviors that need a specific direction. Second, most interference runs one way, so it cannot be an overlap between two directions: steering profanity makes the model toxic, while steering toxicity leaves profanity untouched. Third, with a behavior held out entirely, geometry measured on the others explains almost none of the interference it takes part in. The account holds on all ten models, the pull toward defaults strongest below 10B parameters and weakening in each family's largest. Reading a steer as a perturbation whose endpoint the model fixes implies that disentangling behavior directions cannot by itself make steering modular.

Large language models can be steered at inference time through prompting or activation interventions, but activation steering methods often underperform compared to prompt-based approaches. We propose a framework that formulates prompt steering as a form of activation steering and investigates whether distilling successful prompt steering behavior into simpler, interpretable models can close this gap. Our analysis reveals that popular activation steering methods are not faithful to the mechanics of prompt steering, which applies strong interventions on some tokens while barely affecting others. Based on these insights, we introduce Prompt Steering Replacement (PSR) models that estimate token-specific steering coefficients from the activations themselves and are trained to imitate prompt-based interventions. Experiments on three steering benchmarks across multiple language models show that PSR models outperform existing activation steering methods, especially when controlling for high-coherence completions, and also compare favorably to prompting on AxBench and persona steering.

Activation-based steering enables inference-time personalization of large language models, but its effects in educational applications are not well understood. We study activation-based persona vectors representing seven character traits in short-answer generation and automated scoring on the ASAP-SAS benchmark, across three language models spanning dense and mixture-of-experts architectures. Persona steering lowers answer quality overall, with much larger effects on open-ended English Language Arts (ELA) prompts than on factual science prompts. Interpretive and argumentative tasks are particularly sensitive, showing up to 11$\times$ larger degradation. On the scoring side, we observe predictable valence-aligned calibration shifts: evil'' and impolite'' scorers grade more harshly, while good'' and optimistic'' scorers grade more leniently. ELA tasks are 2.5-3$\times$ more susceptible to scorer personalization than science tasks, and the mixture-of-experts model shows roughly 6$\times$ larger calibration shifts than the dense models. To our knowledge, this is the first study to systematically examine the effects of activation-steered persona traits in educational generation and scoring. Our findings highlight the need for task- and architecture-aware calibration when deploying personalized models in educational settings.