Response to Reviewer syso
We thank the reviewer for their constructive comments/feedback. We respond to the reviewer’s comments and questions below.
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> It is not fine to fill out the remaining pages with experiments which are either judgmental (the first case study) or repetitious (the second case study).
We strongly disagree that our first case study is judgemental and the second case study is repetitious.
Regarding the first case study, it is designed to demonstrate the effectiveness of our methods in detecting pretraining data from real-world black-box language models, such as OpenAI's GPT-3.5. This directly aligns with our primary research objective. To ensure objectivity, we carefully constructed a validation dataset comprising copyrighted books proved to be included in GPT's pretraining data as member data and new books data as non-member. This approach allows us to rigorously validate our method's effectiveness. We have also released this dataset for public use, enabling the evaluation of detection methods for pretraining data.
As for the second case study, it offers novel insights into factors influencing pretraining data detection. It shows how detection difficulty increases with increased training data sizes and reduced occurrence frequencies of detecting examples, along with the impact of varying learning rates. These insights are crucial for understanding model memorization behaviors.
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> Page 8, second paragraph. Authors report that their accuracy is proportional to the pretraining corpus size. They also cite a paper on memorization of NNs, and argue that outliers are memorized better. My question is: with the same theory, can Authors justify why the outliers of a small dataset are not memorized better than the outliers of a large dataset? Because that is what they are reporting. This cannot be supported by the cited theory.
Thanks for the insightful question! To clarify, Feldman et al., 2021 [1] state that the learning algorithms tend to memorize the outliers for a better generalization. Zhang et al. 2021 [2] use counterfactual memorization to capture the source of memorization at test time and empirically identify a long tail of examples (i.e., outliers) with high memorization scores.
To connect them to our experiment, our hypothetical explanation is as follows. In a larger dataset, downstream data, comprising a smaller fraction (0.01%), more resembles an outlier distribution and, hence, might be memorized more effectively compared to its proportion in a smaller dataset (10% downstream data). Although Feldman et al., 2021[1] did not explicitly mention this observation, our additional experiments with in-distribution data support our hypothesis, showing a reversal of dataset effect. **We have updated the paper (Section 6.2)** to state more clearly about the connection to Feldman et al., 2021[1] (we've highlighted the changes in red)
[1] Vitaly Feldman. Does learning require memorization? a short tale about a long tail. In Proceedings of the 52nd Annual ACM SIGACT Symposium on Theory of Computing, pp. 954–959, 2020.
[2] Chiyuan Zhang, Daphne Ippolito, Katherine Lee, Matthew Jagielski, Florian Tramèr, and Nicholas Carlini. Counterfactual memorization in neural language models. arXiv preprint arXiv:2112.12938, 2021
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> I suggest the authors look into the paper below---published about 10 days ago---the paper claims that LLMs memorize training sets, although not verbatim. So the proposed method by the authors will fail to detect such cases---I know that the authors have said they would only look into the exact match case.
We would like to clarify that our study **is not limited to detecting exact match cases**. As explicitly stated in Section 2.2 under 'benchmark setting', our research addresses the detection of pretraining data in both exact match and **paraphrased scenarios**. As shown in Table 1, our method is effective for detecting paraphrases of training examples. This demonstrates our approach's capability to identify variations of training data, not just verbatim instances. Thanks for pointing us to the related works. **We have included discussion of this paper in our updated version** (Section 2.2, highlighted in yellow).