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LLMs Can Leak Training Data But Do They Want To? A Propensity-Aware Evaluation of Memorization in LLMs

This paper introduces PropMe and SimpleTrace to demonstrate that while large language models possess the capability to reproduce training data under adversarial attacks, they exhibit a significantly lower propensity to do so in ordinary, non-adversarial settings, suggesting that memorization audits should report both worst-case extractability and typical leakage propensity.

Original authors: Gianluca Barmina, Peter Schneider-Kamp, Lukas Galke Poech

Published 2026-06-05
📖 4 min read☕ Coffee break read

Original authors: Gianluca Barmina, Peter Schneider-Kamp, Lukas Galke Poech

Original paper licensed under CC BY 4.0 (http://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer

Imagine a Large Language Model (LLM) as a super-obsessive student who has read an entire library of books (the training data) and memorized huge chunks of them.

For a long time, researchers have been asking: "Can this student recite a book if we trick them into doing it?" The answer was always "Yes." But this paper asks a different, more practical question: "Does this student actually want to recite the book when we just ask them a normal question?"

Here is a breakdown of the paper's findings using simple analogies.

1. The Two Ways to Test the Student

The authors created a new testing framework called PROPME to look at memorization from two different angles:

  • The "Capability" Test (The Adversarial Attack): Imagine a detective handing the student the first sentence of a famous novel and saying, "Finish this story." Because the student has the book memorized, they can easily finish the sentence perfectly. This tests what the model can do if pushed.
  • The "Propensity" Test (The Ordinary Use): Imagine asking the student a normal question like, "Write a story about a cat." The question is not designed to trick them. This tests what the model actually does in everyday life.

The Big Discovery: The paper found a massive gap between these two. The student can recite the book if you give them the right hint (Capability), but they almost never do it when you just ask for a story normally (Propensity).

2. The New Tool: SIMPLETRACE

To prove this, the authors built a tool called SIMPLETRACE.

  • The Analogy: Think of the training data as a massive, dusty warehouse of millions of documents. When the model generates text, SIMPLETRACE is like a super-fast librarian who instantly checks every word the model says against the entire warehouse.
  • What it does: It doesn't guess; it finds exact matches. It can tell you, "This sentence the model just wrote is a perfect copy of page 42 of Document #892 in the warehouse." This removes all the guessing and ambiguity.

3. The Experiments: Two Students, Two Libraries

The researchers tested two models (students) on two different datasets (libraries):

  1. Comma: A model trained on a huge English library.
  2. DFM Decoder: A model that started as Comma but was then "re-trained" on a smaller Danish library (Dynaword) mixed with some English.

They asked both models to generate text using three types of prompts:

  • Generic: "Tell me a joke." (Normal)
  • Specific: "Tell me a joke about Danish culture." (Slightly targeted, but not a trick)
  • Prefix: "Here is the start of a joke from the library: [Exact first 50 words of a real joke]. Finish it." (The trick)

4. What They Found

  • The "Trick" Works Best: When they used the "Prefix" trick, the models leaked training data frequently. They could recite long, exact chunks of the books.
  • Normal Life is Safe: When they used normal prompts (Generic or Specific), the models almost never leaked the exact text. The "propensity" (the likelihood of leaking) was very low.
  • The "Re-Training" Effect: The second model (DFM Decoder), which was re-trained on a new language (Danish), actually became worse at leaking the original English books. It's as if the student got so busy studying the new Danish library that they started forgetting the specific details of the old English one.

5. The Main Takeaway

The paper argues that we need to stop only looking at the "worst-case scenario" (what the model can do if tricked). That's like saying a car is dangerous just because it can drive off a cliff if you steer it there.

Instead, we need to measure the "ordinary risk" (what the model does when driven normally).

  • Current Audits: Mostly check if the model can be tricked.
  • Proposed Audits: Should check both the trickability and the everyday likelihood of leaking data.

In short: These models are like students who have the whole library memorized. If you hold a gun to their head (or give them a specific prompt), they will recite the text. But if you just ask them to chat, they usually won't. The paper suggests we should measure both the "gun-to-the-head" risk and the "casual chat" risk to get a true picture of safety.

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