Abstract
Subliminal Learning (SL) is a surprising type of generalization displayed by modern language models. It allows the transfer of a bias or behavior from a teacher model to a student by distilling from seemingly unrelated or random synthetic data from the teacher. This presents challenges in ensuring AI systems remain predictable and are trained safely, as standard auditing of the input data would not catch the hidden subliminal signal. Here, we investigate several open questions as to the enabling mechanisms and drivers of SL. First is the nature of the process by which biases are encoded in the data. We find that by adding Gaussian noise to the weights of the teacher and student models, the magnitude of subliminal transfer is increased by a factor of 1.9 in Gemma and 1.3 in Llama, suggesting that non-semantic weight structures play a crucial role. We show that steering vectors can be applied to the teacher to produce subliminal data, in addition to prompting and finetuning as used in previous studies. Analysis of the activations of the student models that have been trained on steered and prompted data demonstrates that students inherit not just the semantic meaning of the teacher's bias, but also the type of intervention that was used to apply it: steered students imitate steering vectors, prompted students do not. Additionally, the gradients of steered subliminal data show a linear correlation with the teacher's steering vectors, showing promise for data auditing. More broadly, as synthetic data becomes central to frontier training pipelines, being able to see the latent signals hidden in training data becomes paramount.
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May 31, 2026cs.AI
Subliminal learning refers to a student language model acquiring a teacher's traits (e.g. a system-prompted preference for owls) when fine-tuned on the teacher's outputs, despite the outputs being semantically unrelated to those traits. It remains poorly understood how data without semantic meaning can transfer specific semantic traits. In this work, we show that subliminal learning is mediated by a single steering vector, i.e. a vector added to the model's activations. Across two open-source models, we find that the teacher's system prompt is well approximated by a steering vector, and that the student's behavior is driven by learning an aligned vector over fine-tuning. System prompts that are not well approximated by steering vectors are not subliminally learned. This is a special case of steering vector distillation, in which a student trained on the outputs of a steered teacher learns to imitate that steering. We demonstrate steering vector distillation on a range of semantic and random vectors. Adding a semantic vector to a model's activations can have both model-independent and model-specific (i.e. non-semantic) effects on its behavior, so generated data that is non-semantic can transmit a vector with semantic effects, enabling subliminal learning. This also explains why subliminal learning does not transfer between models. We find that adaptive optimizers are necessary for subliminal learning in language models: activation gradients on steered data carry a small but consistent component along the steering direction, and non-adaptive optimizers impede this by allowing outlier gradients to dominate.
Camila Blank, Agam Bhatia, Senthooran Rajamanoharan +2
Apr 28, 2026cs.CL
Subliminal learning describes a student language model inheriting a behavioral bias by fine-tuning on seemingly innocuous data generated by a biased teacher model. Prior work has begun to characterize this phenomenon but leaves open questions about the scope of signals it can transfer, the mechanisms that explain it, and the precision with which a bias can be encoded by seemingly unrelated data. We tackle all three problems by introducing subliminal steering, a variant of subliminal learning in which the teacher's bias is implemented not via a system prompt, as in prior work, but through a steering vector trained to maximize the likelihood of a set of target samples. First, we show that subliminal steering transfers complex multi-word biases, whereas prior work focused on single-word preferences, demonstrating a large scope of subliminally transferrable signals. Second, we provide mechanistic evidence that subliminal learning transfers not only the target behavioral bias, but also the steering vector itself, localized to the layers at which the teacher was steered. Finally, we show that the bias is encoded with surprising precision. We train a new steering vector directly on the subliminally-laden dataset and find that it attains high cosine similarity with the original vector.
George Morgulis, John Hewitt
May 30, 2026cs.AI
Subliminal learning is a phenomenon where language models can transmit behavioral traits to other models through seemingly innocuous data (Cloud et al., 2025). In subliminal learning, a teacher model with a behavioral trait (e.g. obsession with cats) can transmit this cat obsession to a student model finetuned only on numerical sequences generated by the teacher. In this paper, we ask: how does this unexpected behavioral transmission occur? We show that subliminal learning is a LoRA artifact. When subliminal learning occurs, transmission has an inverted U-shaped relationship with LoRA rank; it also disappears with full finetuning. We show that subliminal learning is highly dependent on the context seen during finetuning and evaluation. For example, a Qwen model with the default system prompt during finetuning ("You are Qwen, created by Alibaba Cloud. You are a helpful assistant.") does not show subliminal learning during generation when no system prompt is included. We further demonstrate that subliminal behavior is localized to computation at tokens seen during both finetuning and evaluation (e.g. the model's default system prompt, the standard chat template tokens, etc.). Overall, subliminal learning seems to be a fragile artifact of LoRA hyperparameters and finetuning context, making it an unstable channel for behavioral transmission.
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