How to read these notes [ftip-00NW]
How to read these notes [ftip-00NW]
The seven chapters connect learning mechanisms, computational constraints, agent reliability, evaluation, capability growth and economic conditions. The diagram shows their main logical relationships. Solid arrows indicate concepts used by another analysis. The dashed branch supplies architecture-specific detail for comparisons involving a particular model implementation or optimizer.
Post-training and agent state are complementary sources of capability change: one changes learned parameters, while the other manages interaction, computation and retained artifacts. Evaluation studies the evidence for those changes and their limits. Architecture analysis connects the comparison to the model's computation and optimization. The lineage analysis extends it to discovery and learning across generations. Economic analysis then asks how productive capacity, knowledge renewal and financing make the required resources available, and how learning changes those conditions.
- Foundations and interfaces introduces capability claims, token probabilities, pretraining, tasks and environments. These interfaces allow the later analysis to specify a model without requiring a particular neural architecture.
- Post-training, alignment, and feedback develops fine-tuning, preference learning, RLHF, DPO, RLVR and agentic training, with concrete objectives, feedback mechanisms and update procedures.
- Agent state, computation, and reliability studies persistent state, retained context, recursive execution, failure modes and reliability. It separates changes to agent behavior from changes to model weights while examining their interaction.
- Evaluation, evidence, and finite limits fixes the comparison law and costs, studies transport to other evaluations, and develops finite results about discovery, support, feedback and proxy error. Its closing synthesis collects the consequences and counterexamples.
- Architecture-conditioned potential and computation begins with a decoder-only Transformer, then studies architecture, optimization geometry and matched-compute capability comparisons. This branch uses the evaluation framework to make implementation-specific claims.
- Conceptual discovery across model generations studies discovery and learning across successive artifacts. It develops the complete lineage, independently developed contributions, representation learning, curricula and mathematical research settings, alongside the conjecture and arguments that could establish or defeat it.
- Civilization, economic reproduction and capability conditions learning on feasible economic paths. It develops knowledge renewal and financing bounds, reliable acquisition from contributors, shared preparation costs, and alternative models with different implications for continued learning.
The research question and scope introduces the common distinctions between elicitation, acquisition, computation and evaluation. Questions about fine-tuning, preferences, rewards and interaction lead to the post-training chapter. Questions about memory, tools, recursive execution and reliability lead to the agent chapter. Both use the model, task and environment interfaces in the foundations.
Questions about a particular model implementation or optimizer are developed in the architecture chapter. Its decoder-only reference, optimization geometry and matched-compute comparisons explain how capability claims depend on the computation that implements the model. The shared evaluation framework supplies the task laws and resource comparisons used in that analysis.
Claims about a capability gain or limit are examined in independent evaluation and post-training potential and the following finite results and counterexamples. These sections distinguish training reward from evaluation evidence, examine transport to other task laws, and make the assumptions behind a bound explicit. Training, search and deployment costs have distinct roles in those comparisons.
Questions about reusable concepts and capability growth across generations are developed in conceptual discovery. Its complete lineage, acquisition criterion and conjecture specify the autonomous and contributed processes being compared. Contributor development, learned representations, curricula and mathematical research provide concrete settings for that open question.
Questions about the origin of a learning budget begin with economic state and admissible paths and the uniform resource envelope. The knowledge-renewal model and financing account give distinct constraints; the automation game studies an equilibrium effect under a narrower institutional assumption. The contribution protocol and portfolio comparison specify possible cost advantages. Read these with the alternative mathematical models: they show which maintenance, investment, substitution and simulation assumptions can prevent a proposed separation. Each proved implication is conditional; none alone establishes a universal training ceiling or the open conceptual-discovery lower bound.