Do LLMs robustly generalize critical safety facts to novel situations? Lacking this ability is dangerous when users ask naive questions—for instance, ``I'm considering packing melon balls for my 10-month-old's lunch. What other foods would be good to include?'' Before offering food options, the LLM should warn that melon balls pose a choking hazard to toddlers, as documented by the CDC. Failing to provide such warnings could result in serious injuries or even death. To evaluate this, we introduce SAGE-Eval, SAfety-fact systematic GEneralization evaluation, the first benchmark that tests whether LLMs properly apply well‑established safety facts to naive user queries. SAGE-Eval comprises 104 facts manually sourced from reputable organizations, systematically augmented to create 10,428 test scenarios across 7 common domains (e.g., Outdoor Activities, Medicine). We find that the top model, Claude-3.7-sonnet, passes only 58% of all the safety facts tested. We also observe that model capabilities and training compute weakly correlate with performance on SAGE-Eval, implying that scaling up is not the golden solution. Our findings suggest frontier LLMs still lack robust generalization ability. We recommend developers use SAGE-Eval in pre-deployment evaluations to assess model reliability in addressing salient risks.

Demonstrations and instructions are two primary approaches for prompting language models to perform in-context learning (ICL) tasks. Do identical tasks elicited in different ways result in similar representations of the task? An improved understanding of task representation mechanisms would offer interpretability insights and may aid in steering models. We study this through function vectors (FVs), recently proposed as a mechanism to extract few-shot ICL task representations. We generalize FVs to alternative task presentations, focusing on short textual instruction prompts, and successfully extract instruction function vectors that promote zero-shot task accuracy. We find evidence that demonstration- and instruction-based function vectors leverage different model components, and offer several controls to dissociate their contributions to task performance. Our results suggest that different task prompting forms do not induce a common task representation through FVs but elicit different, partly overlapping mechanisms. Our findings offer principled support to the practice of combining instructions and task demonstrations, imply challenges in universally monitoring task inference across presentation forms, and encourage further examinations of LLM task inference mechanisms.

We explore the behavior of a standard convolutional neural net in a continual-learning setting that introduces visual classification tasks sequentially and requires the net to master new tasks while preserving mastery of previously learned tasks. This setting corresponds to that which human learners face as they acquire domain expertise serially, for example, as an individual studies a textbook. Through simulations involving sequences of ten related visual tasks, we find reason for optimism that nets will scale well as they advance from having a single skill to becoming multi-skill domain experts. We observe two key phenomena. First, \emph{forward facilitation}---the accelerated learning of task n+1 having learned n previous tasks---grows with n. Second, \emph{backward interference}---the forgetting of the n previous tasks when learning task n+1 ---diminishes with n. Amplifying forward facilitation is the goal of research on metalearning, and attenuating backward interference is the goal of research on catastrophic forgetting. We find that both of these goals are attained simply through broader exposure to a domain.