Recent years have witnessed remarkable advances in Large Language Models (LLMs). However, in the task of social relation recognition, Large Language Models (LLMs) encounter significant challenges due to their reliance on sequential training data, which inherently restricts their capacity to effectively model complex graph-structured relationships. To address this limitation, we propose a novel low-coupling method synergizing multimodal temporal Knowledge Graphs and Large Language Models (mtKG-LLM) for social relation reasoning. Specifically, we extract multimodal information from the videos and model the social networks as spatial Knowledge Graphs (KGs) for each scene. Temporal KGs are constructed based on spatial KGs and updated along the timeline for long-term reasoning. Subsequently, we retrieve multi-scale information from the graph-structured knowledge for LLMs to recognize the underlying social relation. Extensive experiments demonstrate that our method has achieved state-of-the-art performance in social relation recognition. Furthermore, our framework exhibits effectiveness in bridging the gap between KGs and LLMs. Our code will be released after acceptance.

Large Language Models (LLMs) have exhibited impressive capabilities in various tasks, yet their vast parameter sizes restrict their applicability in resource-constrained settings. Knowledge distillation (KD) offers a viable solution by transferring expertise from large teacher models to compact student models. However, traditional KD techniques face specific challenges when applied to LLMs, including restricted access to LLM outputs, significant teacher-student capacity gaps, and the inherited mis-calibration issue. In this work, we present PLaD, a novel preference-based LLM distillation framework. PLaD exploits the teacher-student capacity discrepancy to generate pseudo-preference pairs where teacher outputs are preferred over student outputs. Then, PLaD leverages a ranking loss to re-calibrate the student’s estimation of sequence likelihood, which steers the student’s focus towards understanding the relative quality of outputs instead of simply imitating the teacher. PLaD bypasses the need for access to teacher LLM’s internal states, tackles the student’s expressivity limitations, and mitigates the student mis-calibration issue. Through extensive experiments on two sequence generation tasks and with various LLMs, we demonstrate the effectiveness of our proposed PLaD framework.

Large Language Models (LLMs) have shown remarkable proficiency in language understanding and have been successfully applied to a variety of real-world tasks through task-specific fine-tuning or prompt engineering. Despite these advancements, it remains an open question whether LLMs are fundamentally capable of reasoning and planning, or if they primarily rely on recalling and synthesizing information from their training data. In our research, we introduce a novel task—Minesweeper—specifically designed in a format unfamiliar to LLMs and absent from their training datasets. This task challenges LLMs to identify the locations of mines based on numerical clues provided by adjacent opened cells. Successfully completing this task requires an understanding of each cell’s state, discerning spatial relationships between the clues and mines, and strategizing actions based on logical deductions drawn from the arrangement of the cells. Our experiments, including trials with the advanced GPT-4 model, indicate that while LLMs possess the foundational abilities required for this task, they struggle to integrate these into a coherent, multi-step logical reasoning process needed to solve Minesweeper. These findings highlight the need for further research to understand the nature of reasoning capabilities in LLMs under similar circumstances, and to explore pathways towards more sophisticated AI reasoning and planning models.