Specify a developmental process by an architecture, initial state, learning and action rules, an environment response law, and hard resource caps. The process generates an interaction history and a retained state \(Z\); from that state it induces a contributor \(v_Z\) of Definition [ftip-00MU]. States include learned parameters, habits, libraries and memories. Their existence must follow from the declared development, rather than from choosing an arbitrary helpful state after seeing the evaluation.

An initial library or teacher may already embody earlier learning. Treat that preparation as a disclosed inherited endowment, or include a bounded process producing it. The controlled comparison must not credit the current environment with structure already present before development begins.

Development may include other learners, teachers, language, tools and related tasks. Their response laws and relevant preparation are part of the specification. The source's developmental randomness, failed learning and failed contributions remain in the joint score distribution. An existence claim can supply one explicit developmental process with a proved quality guarantee. Selecting a lucky realized graduate is different: an affordable selection procedure must account for screening and failures, as in Definition [ftip-00MV].

A task-family parameter may be shared between development and fresh evaluation, allowing experience to be relevant. The development law and source-selection rule are fixed before final instance seeds are sampled. Conditional on the declared family parameter, those seeds are independent of development. The contributor receives neither the unrevealed instances nor their answers. Broadly useful structure acquired on earlier tasks is allowed; a secret determining the final answers is a different mechanism from the conceptual discovery sought here.

To isolate the environmental contribution, one controlled comparison starts copies with the same architecture, initial state, learning rules and development caps, then varies only their environmental access. This can establish an environmental effect for those processes. The lower-bound claim is stronger: it must still cover every closed campaign admitted by Definition [ftip-00MJ], rather than only the one control learner used in that comparison. Architecture, initial artifacts and permitted learning changes must remain explicit when moving from this control to a human–model study.

The starting asymmetry concerns available experience: the lineage's initial corpora, memories and recorded traces do not contain some relevant part of the contributor's development. Literal absence is only a weak condition. Another description, a simulation, a derivation or a different experience may make an equally useful capability affordable. The claim in § [ftip-00N8] is to derive a bound covering these substitutes.

Three kinds of access should be distinguished. A stored trace gives particular observations and actions. Interactive access lets a learner choose actions based on its current state and receive the corresponding responses. Access to an executable environment model permits simulations, subject to the cost and fidelity of that model. None is automatically identical to either other kind: a finite trace need not determine responses to untried actions, while an accurate model can sometimes replace direct experience. Declare what the baseline actually has.

If environmental responses reveal a hidden bit that fixes the target answer, an information bound may be possible, but it proves a different mechanism. For conceptual discovery, retain a common mathematical truth contract and ask how development reveals reusable ways to search, represent or reason. The baseline may already contain enough information to compute the answer in principle. The proposed gap concerns the resources required to find and acquire an effective method.

A compact description of the acquired structure need not imply a cheap route to it. Description length, execution cost after identification, and discovery cost are different quantities. Conversely, declaring the structure absent from all affordable computations would assume the desired conclusion. Its inaccessibility must follow from the concrete task family, the supplied endowment and the admitted operations. Tools and simulations are charged operations within that argument, not an additional process outside the comparison.

A realistic comparison needs more than the contrast between a person who grows and a model that reads text. Human experience is selective and changes with the learner's actions and abilities. Models also inherit large bodies of human-produced data and can learn from video, interaction, feedback, generated tasks and earlier model generations. The relevant asymmetry is the particular developmental access and retained structure available in the specified comparison.

Smith and colleagues' 2018 review, The developing infant creates a curriculum for statistical learning, describes head-camera and eye-tracking evidence that infants' visual inputs change with posture, mobility and object manipulation. It proposes that these changing inputs can support a developmental curriculum. The authors leave the causal benefit of particular ordering and its relation to learning mechanisms as research questions. This motivates modelling learner-dependent experience; it does not establish an adult mathematical advantage or a lower bound for artificial learners.

Artificial learning already combines different forms of experience. In V-JEPA 2, Assran and colleagues pretrain visual representations on large-scale video, then train an action-conditioned predictor with robot interaction trajectories. The result supports planning for evaluated manipulation tasks. The relevant lesson is that recorded observations, action information and learned simulation can play different roles within one model's development. These results do not by themselves concern mathematical concept discovery.

The SIMA 2 report of November 2025 describes learning in new game environments using self-generated experience, with Gemini supplying tasks and estimated rewards, after initial learning from demonstrations. This is an example of a model lineage gaining skills through further interaction. Its teacher, environment access and retained experience belong in the baseline when available. The reported remaining difficulties with long tasks and memory are properties of that system, not universal limits of model growth.

These observations suggest comparing concrete interventions: preserve or shuffle a developmental sequence; provide selected traces or interactive access; add a bounded teacher; allow the lineage to design its own curriculum. Fix total resources and evaluate fresh-task acquisition after removing help. Such comparisons can identify which experience matters and guide a mathematical family. Even a large measured gap applies only to the tested procedures; proving the closed inequality still requires the broader argument in § [ftip-00N8].

A marginal comparison begins with a specified pretrained lineage and an already-developed contributor. It charges the closed campaign's new search and learning, and the assisted campaign's contribution production, failed help, communication, interpretation, checking and learning. Both face the same final evaluation and resource accounting. Their prior histories are disclosed endowments. A gap here means that assistance makes new acquisition affordable from those starting states; it does not mean that producing the contributor was cheaper than producing the model.

For an additive scalar work measure, let \(D_M\) be the model lineage's prior development, \(D_C\) the contributor's prior development not already included in \(D_M\), and \(W_0(m)\), \(W_1(m)\) the closed and assisted marginal work for a specified portfolio of \(m\) tasks. With any shared preparation charged once, the corresponding lifetime totals are

Thus \(W_1(m)<W_0(m)\) need not imply \(T_1(m)<T_0(m)\). Shared expertise may be amortized across a declared portfolio; one cannot divide its cost by an arbitrary number of hypothetical future beneficiaries. Human-created training data, cultural resources, teachers and infrastructure follow the same inclusion convention on both sides. Unmeasured historical costs remain unmeasured.

The full resource comparison is a vector as in Definition [ftip-00MK]. Human time and accelerator work need an explicit conversion before a scalar inequality compares them. Wall time, peak hardware and memory follow the actual schedule, including causal dependencies. A model may copy states and run many experiments in parallel; an environment may impose an interaction rate. Whether simulation or accumulated experience can remove that delay is part of the setting, not an assumed advantage for either side.

A first proof target is marginal assistance, with bounded prior development specified separately. A lifetime comparison is a stronger additional question. Even with identical architectures, environmental access and prior duration can differ; equalizing architecture alone does not equalize all costs. State whether a claimed prohibitive expense is work, money, memory or elapsed time, and give the corresponding operational cap.

A promising mathematical setting couples related developmental tasks to a fresh target family through reusable structure. The contributor must acquire that structure by a bounded process. The recipient must then learn to use it under the common checker. The central choice is a family whose structure can both explain the developmental benefit and support a lower bound over the admitted closed alternatives. The following possibilities are research directions, not established separations.

One direction is a family of transformation puzzles with public local move rules. Development offers related tasks on which a learner can experiment, notice conserved quantities or discover a compositional decomposition. Fresh tasks ask for a checked move sequence or a certificate of impossibility. The acquired method must apply to new instances, and its certificates must fit the shared checker and deployment cap. This makes the intended assistance concrete without giving the contributor unrevealed answers. The missing argument is why the closed lineage cannot affordably discover any comparably useful invariant, decomposition or direct search method from the same public rules and its admitted tools.

A second direction studies the order and interaction of developmental experience. A learner's partial understanding can determine which question or intervention makes the next relation visible. Compare that process with the available passive traces and with any interactive or simulated substitutes admitted to the closed lineage. A proof must derive the cost of obtaining enough useful experience or processing the available data; simply withholding the interaction and declaring its outputs necessary would not explain conceptual discovery. Giving the lineage the same interaction channel is a stronger comparison when the intended mechanism is the cost of choosing how to use it.

A third direction studies a contributor drawing on cumulative cultural search. Several bounded learners develop, test and teach reusable concepts across earlier tasks. A current contributor's short suggestion may transmit structure produced by that longer process. This naturally motivates a marginal advantage and an amortization calculation. A lifetime advantage additionally requires accounting for that earlier population's work and for analogous shared data, teachers and parallel search available to model lineages. Culture must be generated by the declared process; a collection of perfect hints would assume its success.

For each direction, the proof needs a quantity that can be bounded through every admitted operation and connected to fresh-task performance. Information arguments apply when there is residual uncertainty; query arguments apply to explicitly limited response interfaces; computational arguments must address the available program class and its costs. If a separation is conditional on an independent computational hardness assumption, state that assumption and exhibit the reduction. Merely renaming the desired discovery difficulty as a hardness assumption adds no explanation. Restricted models can yield useful first results, provided their restrictions are not silently transferred to contemporary agents.

The most immediate constructive target is a development process that learns a reusable invariant on one task distribution and transfers it to fresh certified tasks. Alongside that construction, seek a family-specific lower bound covering every equally useful acquired method as in § [ftip-00N7]. Keep the model's own discovery, simulations and learning inside this argument. Neither the construction alone nor a failed search for substitutes proves the prohibitive closed cost.

§ [ftip-00NF] develops the first direction as a representation learner whose developmental experience also teaches it to construct a useful curriculum for another recipient. The concrete objects are the grounded representation, the learned teaching policy and their fresh-task effects.