Scaling Model-Generated Distillation Data Can Make Latent Teacher Traits More Recoverable

Beyond intended capabilities, model distillation can transfer hidden traits from a teacher. A teacher biased by a system prompt can generate semantically clean training data, such as numeric sequences, that still causes a downstream student to inherit the hidden preference, a phenomenon known as subliminal learning. Prior work has identified several parts of this process. How the signal builds up during training and produces behavioral transfer remains unclear, making targeted mitigation difficult. We propose and validate trait-direction drift as a mechanism for subliminal learning: biased generation creates measurable preference gaps in teacher data, and student-recognizable gaps induce trait-aligned updates during supervised fine-tuning that accumulate into behavioral transfer. Guided by this mechanism, we propose probe-space corridor regularization, a targeted defense that constrains drift along a calibrated trait direction during distillation. The method substantially reduces hidden-trait transfer, preserving task performance: for example, it lowers malicious-response transfer from 29.55% to 6.45% with low main-task accuracy cost, and consistently suppresses animal-preference transfer across the main Qwen setting. The preference-gap, training-trajectory, and intervention evidence links subliminal learning to trait-direction drift and motivates corridor regularization as a targeted control during distillation.

Large language models trained on data generated by other models can sometimes inherit traits unrelated to that data, a phenomenon called subliminal learning. We study both hard label distillation, where students train on numbers generated by a biased teacher, and on-policy soft label distillation, where students generate the data and the teacher's logits provide the learning signal. Using Pythia, PolyPythia, and DataDecide OLMo models, we find that transfer persists in both settings across differences in weight initialization, pretraining data order, pretraining corpus, model size, and architecture. Across pretraining checkpoints, the ability to transmit a preference and the ability to acquire one develop separately: some checkpoints are more effective teachers but weaker students, and vice versa. Consistent with this distinction, cross-model transfer can be strongly asymmetric in magnitude when teacher and student roles are reversed. To investigate what carries the preference signal, we construct synthetic number sequences that match the teacher's generated number frequencies but have no dependence on the prompt or preceding numbers and find that these still induce substantial transfer in the hard-label setting. In top-$K$ soft-label distillation, removing animal tokens from the loss reduces transfer, although not completely in the same-model setting. In our experiments, soft label distillation produces more consistent transfer with less extensive training than hard label distillation. The growing use of on-policy distillation in model post-training makes this a particularly relevant setting for assessing unintended preference transfer.

Distillation of a language model intended to transfer benign behavior to a student model may also transfer undesirable characteristics, if they are present in the teacher model, a phenomenon known as subliminal learning. While qualitative evidence supports the existence of this effect, its magnitude has not been systematically characterized. This study quantifies subliminal behavioral transfer ratios by steering two teacher models (Llama-2-7B-Chat and Qwen2.5-7B-Instruct) at varying steering strengths and distilling student models using only benign data. Evaluation on 100 JailbreakBench prompts with GPT-4.1, serving as the evaluator, indicates that transfer is robust but exhibits distinct scaling behaviors. Llama-2 demonstrates a sharp threshold ($τ= {0.25,0.32} \ \text{beyond} \ α= -0.15$), whereas Qwen2.5 displays continuous and higher levels of transfer ($τ$ up to $0.61$).