Saved in:
| Main Authors: | , |
|---|---|
| Format: | Preprint |
| Published: |
2026
|
| Subjects: | |
| Online Access: | https://arxiv.org/abs/2604.25132 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866913067308154880 |
|---|---|
| author | Han, Guangzeng Huang, Xiaolei |
| author_facet | Han, Guangzeng Huang, Xiaolei |
| contents | Instruction-tuning datasets often contain substantial redundancy and low-quality samples, necessitating effective data selection methods. We propose an instruction data selection framework based on weighted in-context influence (wICI), which measures how effectively each candidate example reduces instruction-following difficulty for semantically related peers. Through systematic experiments, we address three key questions: what constitutes effective instruction tuning data from an in-context perspective, whether sample difficulty correlates with in-context influence, and how in-context influence translates to instruction tuning effectiveness. Experiments across multiple models and benchmarks demonstrate that our method consistently outperforms existing baselines under constrained data budgets, while empirically showing that sample difficulty negatively correlates with in-context influence. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2604_25132 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | What Makes Good Instruction-Tuning Data? An In-Context Learning Perspective Han, Guangzeng Huang, Xiaolei Computation and Language Instruction-tuning datasets often contain substantial redundancy and low-quality samples, necessitating effective data selection methods. We propose an instruction data selection framework based on weighted in-context influence (wICI), which measures how effectively each candidate example reduces instruction-following difficulty for semantically related peers. Through systematic experiments, we address three key questions: what constitutes effective instruction tuning data from an in-context perspective, whether sample difficulty correlates with in-context influence, and how in-context influence translates to instruction tuning effectiveness. Experiments across multiple models and benchmarks demonstrate that our method consistently outperforms existing baselines under constrained data budgets, while empirically showing that sample difficulty negatively correlates with in-context influence. |
| title | What Makes Good Instruction-Tuning Data? An In-Context Learning Perspective |
| topic | Computation and Language |
| url | https://arxiv.org/abs/2604.25132 |