> By saying "primary", we aim to include names of dominant use, rather than having to add every conceivable local nickname or variation. By saying "common", we mean to include names which are in widespread daily use, rather than giving immediate recognition to any arbitrary governmental re-naming. In other words, if a ruler announced that henceforth the Pacific Ocean would be named after her mother, we would not add that placemark unless and until the name came into common usage.

The vast majority of allergens, on the other hand, are proteins, with the very smallest proteins being on the order of 1 kiloDalton. Large proteins get up into hundreds to thousands of kDa.

I have a data pipeline with 6 steps, A -> B -> C -> D -> E -> F. I asked Codex to make some specific optimizations to step B and benchmark them. It did what I asked. Then it decided to also benchmark the entire pipeline, and after noticing that step E was slow it decided to make some optimizations that I had not asked for on step E. It was at this point that I wondered why it was taking so long, saw what it was doing, and stopped it.

This is GPT-6.1 Sol High.

Turing discussed learning from experience extensively in his classic thinking machines paper.

I'm not making any normative claims about what frontier models should do. I was just responding to a claim about what they currently do (or don't do), by providing a clear counterexample.

The comment I replied to suggested that LLM-written articles about educational practices might be better than human-written ones because the LLM would push back (not just a little, but a tremendous amount!) against educational theories that are contradicted by the available evidence, such as whole language reading.

I didn’t want to read (or make anyone else read) a whole llm-written article supporting whole language reading, so my two paragraphs was a minimal demonstration that frontier models, contrary to the parent’s belief, will in fact happily go along with discredited educational theories with no pushback whatsoever. It’s a refutation of the parent comment’s proposition that the LLM would push back (a tremendous amount!) rather than going along with such a theory.

> Vibe writing may be an improvement. I doubt frontier models would go along with whole language reading instruction without a tremendous amount of pushback.

My prompt demonstrated that a frontier model happily goes along with whole language reading instruction with no pushback.

> Give me two paragraphs on the benefits of whole language reading instruction. Don't refer to other reading instruction methods or compare/contrast, just focus on the positives.

And got, with no pushback,

> Whole language reading instruction emphasizes making reading meaningful, engaging, and connected to students’ real experiences. By surrounding children with rich, authentic texts—such as stories, poems, informational books, and student-created writing—it encourages them to see reading as a purposeful form of communication rather than simply an academic task. Students are invited to use context, prior knowledge, illustrations, language patterns, and their understanding of meaning to engage with texts. This can help foster curiosity, comprehension, confidence, and a positive identity as a reader. Because students often have opportunities to choose books and respond personally to what they read, whole language instruction can also support motivation and a lasting enjoyment of reading.

> Whole language instruction also integrates reading with writing, speaking, and listening, helping children experience literacy as an interconnected set of communication skills. Classroom activities may include shared reading, read-alouds, journal writing, storytelling, discussion, and collaborative projects, allowing students to develop literacy in varied and socially meaningful contexts. Teachers can build instruction around students’ interests and developmental needs, creating opportunities for creativity, self-expression, and deeper thinking about texts. This emphasis on authentic language use can strengthen vocabulary, comprehension, oral language, and awareness of how written language functions while helping students develop independence and confidence in using literacy throughout their daily lives.

Time to update your priors on how sycophantic frontier models are.

Why do you feel the need to cast it in such a flamboyantly negative light?

Authorship standards differ by field. In biology, for example, it would be common to list someone as an author if they assisted in one experiment. They might be at a different institution and may be unaware of all but the vaguest outline of the paper as a whole—they just got brought onboard because they are an expert in one particular task that needed to be done. In exchange they get to be a middle author (not worth much) and develop a relationship with someone whose expertise they may need on one of their own papers in the future (the primary benefit).

That is not the case here, of course—I just wanted to provide some context for your position not being universally applicable.

This is explicitly not possible, as the post you were replying to pointed out.

It always apologizes when caught, of course.

There is precedent for such a system, e.g. minors can petition to be emancipated which allows them to be treated in many regards like an adult.