cs.LGSep 19, 2026

Token Utility Is Selection-Conditioned: Coupled Selection of Prompt Context and Response Supervision for Instruction Tuning

Authors: Can Wu, Xinrui Chen, Ou Wu, Yi Du

Organizations: Hangzhou Institute for Advanced Study, University of Chinese Academy of Sciences, Hangzhou, China

Abstract

Token selection for instruction tuning is coupled: supervision utility depends on retained context, and vice versa. Existing methods largely optimize prompt compression or response supervision separately. Combining selectors can value supervision using removed context, or context using excluded supervision, creating selection-state mismatch. BRIDGE (Budgeted Response-Prompt Interaction via Directional Gradient-guided Efficient Token Selection) models selection-conditioned token utility through a shared validation-directed surrogate objective. BRIDGE routes response utility to supporting prompt tokens through attention, then alternates budgeted selection to revalue each side under the other's retained subset. Updates reuse precomputed interactions without repeated model scoring, while structure-aware projection promotes coherent supervision spans. Across three model families and three task domains, BRIDGE performs best overall among evaluated selection methods. Its MATH advantage over independent selection grows with compression, reaching 1.66 percentage points on Llama-3.2-3B.

Figures & tables

Appendix figures & tables20 assets

Supplementary material from the paper’s appendix.

Appendix

Explore similar work

Apr 15, 2026

Synthesizing Instruction-Tuning Datasets with Contrastive Decoding

Using responses generated by high-performing large language models (LLMs) for instruction tuning has become a widely adopted approach. However, the existing literature overlooks a property of LLM-generated responses: they conflate world knowledge acquired during pre-training with instruction-following capabilities acquired during post-training. We hypothesize that disentangling the instruction-following capabilities from pre-trained knowledge improves the effectiveness of instruction tuning. To this end, we propose CoDIT, a method that applies contrastive decoding between a post-trained model and its pre-trained counterpart during response generation. The method suppresses pre-trained knowledge shared between the two models while amplifying the instruction-following behavior acquired via post-training, resulting in responses that more purely reflect instruction-following capabilities. Experiment results demonstrate that models trained on datasets constructed via CoDIT consistently outperform those trained on directly generated responses. Training on our datasets also yields better performance than on existing publicly available instruction-tuning datasets across multiple benchmarks. Furthermore, we theoretically and empirically show that CoDIT can be interpreted as distilling the chat vector from parameter space to text space, enabling the transfer of instruction-tuning capabilities across models of different architectures.
Apr 12, 2026

Instruction Data Selection via Answer Divergence

Instruction tuning relies on large instruction-response corpora whose quality and composition strongly affect downstream performance. We propose Answer Divergence-Guided Selection (ADG), which selects instruction data based on the geometric structure of multi-sample outputs. ADG draws several high-temperature generations per instruction, maps responses into an embedding space, and computes an output divergence score that jointly encodes dispersion magnitude and shape anisotropy. High scores correspond to instructions whose answers are both far apart and multi-modal, rather than clustered paraphrases along a single direction. Across two backbones and three public instruction pools, fine-tuning on only 10K ADG-selected examples consistently outperforms strong selectors on six benchmarks spanning reasoning, knowledge, and coding. Analyses further show that both dispersion magnitude and shape anisotropy are necessary, supporting answer divergence as a practical signal for instruction data selection. Code and appendix are included in the supplementary materials.
Apr 14, 2026

One Token Away from Collapse: The Fragility of Instruction-Tuned Helpfulness

Instruction-tuned large language models produce helpful, structured responses, but how robust is this helpfulness under trivial constraints? We show that simple lexical constraints (banning a single punctuation character or common word) cause instruction-tuned LLMs to collapse their responses, losing 14--48% of comprehensiveness across seven models spanning five families (7B--70B, open- and closed-weight). A blinded human evaluation with 10 STEM-trained evaluators confirms genuine content loss, with information criteria degrading 1.51.5--2.3×2.3\times more than surface criteria, a finding corroborated by over 4,100 automated pairwise comparisons (77--100% baseline preference) across three LLM judges from two model families. Diagnostic analysis identifies this as a planning failure: two-pass generation recovers 59--96% of response length, and linear probes on prompt representations predict response length with R2=0.51R^2 = 0.51--0.940.94 before generation begins. The same probes yield negative R2R^2 on base models, confirming that instruction tuning introduces the representational structure underlying the collapse. Base models show no systematic degradation under identical constraints, demonstrating that instruction tuning couples task competence to narrow surface-form templates. The effect extends to realistic deployment constraints (preamble suppression, corporate tone guidelines, legal compliance hedging, accessibility requirements) causing comparable degradation (−-22% to −-34%), with suppressing the conversational opener alone (``Certainly!'') causing 40% collapse on our most fragile model despite restricting only the opening tokens. We further show that standard independent LLM-as-judge evaluation detects only a 3.5% quality drop where pairwise evaluation reveals 23%, exposing a methodological blind spot in current evaluation practice.