Unmaking Sense

How we - and so AIs - decide what comes next; why it isn’t inevitable, necessary or inescapable, but chosen. And what is chosen can be changed.

A digression into general human matters as they affect the deployment of teams in complex projects.

We revisit fine tuning from series eight. With a hint of LoRA.

Objections to our central claim.

What comes next after a prompt, and what makes one completion more appropriate than another?

Teachers of all levels need to resolve a particular conundrum, which is how to prepare children well enough for whatever challenges they may face in the future including examinations, but not to make them think what they have been taught is everything that they could possibly need to know. And the other is not preparing them well enough for whatever challenges they may need to face The example, in the episode is of memorising the solutions to all the crossword puzzles that have ever been set without learning how to do crossword puzzles. That will not enable you to do the next crossword puzzle, which I presented with. The same is true of preparing for exams: there is merit in doing some past papers, so that you understand what is expected of you and the structure, but to do every past paper, as though that would somehow prepare you in the absence of a real understanding of what the contents of the paper was, is not going to help you Of course, the opposite is not to know enough to have insufficient skills and that is called underfitting, under-educating, under-learning, not having reached the required standard.

Neural nets as a central component in artificial intelligence, depend crucially upon such things as matrices, statistics and calculus. For matrices we should really read tensors, but that’s for a later episode. They also in training neural nets, require us to familiarise them with our culture, with its context, and with one or more of the languages in which we wish to interact with it.

Sequences, prompts, completions and inference.

Beginning a new series on AI.

Positive discrimination from the perspective of Brobdingnagian little-endian women and bigendian men.