Language models are increasingly trained on the outputs of other models, forming chains that we call lineages, in which a trait present in one generation can pass to the next. Prior work on subliminal learning has shown that a teacher's trait can transmit to a student through filtered data carrying none of the trait's content. However, the evidence covers only a single training step. We study whether such a trait holds or fades across lineages. We instill the trait into three copies of Qwen2.5-7B-Instruct and iterate the training step to depth ten from each, reading every generation two ways on the same held-out prompts: a keyword screen that looks for expressions of the trait in the model's output, and an activation probe that projects each model's displacement from the base onto a direction built from the other lineages' teachers. We report two findings. First, the trait persists through ten generations across three lineages. The instilled models express it on every completion; the keyword-screen rate falls to 55.6% after the first step and to 21.1% by generation ten. The base itself matches the screen on none of its 300 completions. Second, the trait can be present internally while absent behaviorally. When the model's default system prompt is removed at evaluation, the generation-ten students' keyword-screen rate is zero on every prompt while the probe score stays positive on every prompt. Steering the untreated base with the displacement of a generation-ten student, which is trained and measured under the default system prompt, induces screened expression of the trait even with the system prompt removed, while that same student shows no expression of the trait with the system prompt removed.
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.
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=0.25,0.32beyondα=−0.15), whereas Qwen2.5 displays continuous and higher levels of transfer (τ up to 0.61).
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.