Class Imbalance and Batch Effects in LLM-Based Screening for Systematic Reviews

This study analyses LLMs in imbalanced binary classification, using study screening in systematic reviews as the application domain. An experiment was conducted in five reviews, comparing individual and batch processing, with and without prevalence metadata. The results indicate a limited influence of the prevalence metadata, with no evidence that it improves performance. In contrast, batch processing produced larger behavioral changes that varied according to the prevalence of the class. The aggregate and item-level analyses did not always coincide. Therefore, batch processing should be evaluated not only in terms of cost, but also in relation to its effects on decision-making behavior.

Findings of the Counter Turing Test: AI-Generated Text Detection

The rapid proliferation of AI-generated text has introduced significant challenges in maintaining the integrity of digital content. Advanced generative models such as GPT-4, Claude 3.5, and Llama can produce highly coherent and human-like text, making it increasingly difficult to differentiate between human-written and AI-generated content. While these models have transformative applications, their misuse has raised concerns about misinformation, biased narratives, and security threats. This paper provides a comprehensive analysis of state-of-the-art AI-generated text detection techniques and evaluates their effectiveness through the Counter Turing Test (CT2) shared tasks. Task A (Binary Classification) required participants to distinguish between human-written and AI-generated text, while Task B (Model Attribution) focused on identifying the specific language model responsible for generating a given text. The results demonstrated high performance in binary classification, with the top system achieving an F1 score of 1.0000, but significantly lower scores in model attribution, where the best system achieved 0.9531, highlighting the increased complexity of this task. The top-performing teams leveraged fine-tuned transformer models, ensemble learning, and hybrid detection approaches, with DeBERTa-based and BART-based methods demonstrating strong results. However, the lower scores in Task B underscore the challenges of distinguishing outputs from different LLMs, necessitating further research into adversarial robustness, feature extraction, and cross-domain generalization.

Investigation into In-Context Learning Capabilities of Transformers

Transformers have demonstrated a strong ability for in-context learning (ICL), enabling models to solve previously unseen tasks using only example input output pairs provided at inference time. While prior theoretical work has established conditions under which transformers can perform linear classification in-context, the empirical scaling behavior governing when this mechanism succeeds remains insufficiently characterized. In this paper, we conduct a systematic empirical study of in-context learning for Gaussian-mixture binary classification tasks. Building on the theoretical framework of Frei and Vardi (2024), we analyze how in-context test accuracy depends on three fundamental factors: the input dimension, the number of in-context examples, and the number of pre-training tasks. Using a controlled synthetic setup and a linear in-context classifier formulation, we isolate the geometric conditions under which models successfully infer task structure from context alone. We additionally investigate the emergence of benign overfitting, where models memorize noisy in-context labels while still achieving strong generalization performance on clean test data. Through extensive sweeps across dimensionality, sequence length, task diversity, and signal-to-noise regimes, we identify the parameter regions in which this phenomenon arises and characterize how it depends on data geometry and training exposure. Our results provide a comprehensive empirical map of scaling behavior in in-context classification, highlighting the critical role of dimensionality, signal strength, and contextual information in determining when in-context learning succeeds and when it fails.