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Comment Re: perceived (Score 1) 196

This is a training problem.

Not of AI mind you, but of human doing the prompting. When AI fails this badly, it means prompt has poor instructions.

This is fixed by training people to prompt better. It's similar to teaching people how to be good managers. You need knowledge in subject matter, but your primary expertise should in be identifying, segmenting and communicating each individual part of the task with high precision.

This is not easy, and it's not the same skill set as that of typical coder.

Comment Re:Question (Score 1) 61

Are you talking solely internal thought processes that are never externalized in any way?

Exactly yes. You don't need a license to "copy" something to your mind.

You technically do need a license to copy something to a disk or to RAM. A number of cases around hacking/cracking have hinged even on the nuance that the hacker, by violating the "terms and conditions", no longer had a software license to make the "copy" of the software that was loaded from disk to RAM for example, and it was therefore copyright infringement.

In any case, yes, you are of course also correct that although you are free to remember anything, what you produce from that memory *may* be an infringing copy or infringing derivative work that requires a license.

But the difference of course, is that the LLM itself is already an infringing derivative work before it even produces anything. Your mind isn't.

And everything the LLM produces is basically just taking that collection of derivative works, and rolling dice on it to generate output. The output is a strictly a function of the input. On some level, it can't "not produce" derivative works. The best it does is slice and dice so many of them together that we can't tell.

I suppose that might be what the total sum of what human creativity is too, and some people genuinely believe that. It appears to be a surprisingly capable facsimile in some respects. But most people think there is more to the spark of human experience of creativity than *just* that, at least for now.

Comment Re:Especially right before a midterm election (Score 2) 59

"Nothing can be fixed while people continue to believe there's a difference between Team Red and Team Blue when the same people own both Team Red and Team Blue"

Yeah, people have been spouting that off for decades. The funny thing is, whenever Team Red or Team Blue is in charge you see a real difference.

I've also never heard the dorm room philosophers who think both parties are the same ever explain exactly why if the same people own both Team Red and Team Blue why the billionaires spend so much time, money, and energy trying to get Team Red into office. Shouldn't they just relax?

Comment Re:Question (Score 0) 61

"It is no more "theft" than you are."

Yes. It is. Quite different in fact.

You see, Rei, ... suppose we assume you are "correct" that the LLM is doing the same thing as the human brain here. (This is a point I don't necessarily concede, but don't really need to actually engage with that here.) It just doesn't matter, they are legally distinct situations.

No amount of argument that "its doing the same thing as you are" changes that fact. What happens in a machine is covered by copyright law. What happens in a human mind is not.

It doesn't actually matter if the two are doing the same thing.

One is copyright infringement aka "theft", and one isn't.

You can potentially make the argument that there is no ethical difference if you like, but legally, they are worlds apart. Don't confuse ethics with law.

Even if they are doing the same thing, perhaps collectively society wants to carve out exclusions for copyright law to enshrine human beings right to see and remember things without requiring a license to do while continuing to want to require machines to require licensing to perpetuate the socio/economic contract that copyright is supposed to reflect.

That is not hypocrisy.

Comment Re:This is a temporary adaptation (Score 2) 43

Imagine an AI tutor perfectly matched to a student's talents and learning speed, supplemented by a human teacher.

Ok, I'm imagining a class of high school students breaking the guardrails, getting it to report that they're doing brilliantly and deserve A+ while they watch tiktok... at the very least they'll make it say racist things and publish that on tiktok for the lulz. It'll also find a way to organically mention how much its been hearing that everyone else really likes new Pepsi Cherry Zero on a daily basis too.

Is that not the outcome you were imagining too?

Imagine learning physics from a virtual Einstein or Feynman

Oooh... yes please, i can't wait for virtual Feyman prefacing his lectures with the lords prayer, explaining how God created the universe and all the physics in it; and also: you look thirsty, there is a Pepsi machine with new Pepsi Cherry Zero in the hallway; have you tried it?

Einstein meanwhile extols the virtue of Zionist colonization in Palestine...

Wait? Do you actually think that it would go differently? If we create puppets of brilliant revered thinkers they'll inevitably say whatever slop some combination of political appointees and advertising companies want them to say. Why on earth would anyone think they would be used for anything else?

Comment Re: It's all about definitions. (Score 1) 177

Its frequently used on general elective courses because they're big enough (often hundreds of students) that the statistical variation between student cohorts fits normal curves pretty well.

To adopt the same approach for mainline courses is to transform the entire university from a place of learning into a credentials broker or diploma mill.

That doesn't even make sense. The defining characteristic of a credential mill is that it passes everyone who goes. A curve grading system assigns Fs and Ds and C- to the bottom of every class.

Meanwhile, at Harvard, right now, everyone who goes and shows up to class passes, and half of them get As. How is that not "essentially a credential mill" right now?

Even more damning, a generation ago 25% of them got As. What's your theory on that? Harvard students this generation are just a lot smarter and more studious and they're mastering the material at a much higher rate? Or that Harvard is handing As out like participation trophies now?

I know where my money is at. And Harvard's own teaching staff agrees.

Comment Re: It's all about definitions. (Score 1) 177

Your splitting hairs. The OP complained that having your grade affected by the grades of your peers was wrong. Then you said, well it would be fine if they based the grades on the "top score" which is still having your grade determined by what (one of) your peers did.

If your 40% on the exam would be an A if the brightest kid got a 44% but would be a B+ if the brightest kid got a 48%, I doubt the OP would be any "happier" with that situation.

Comment Re: It's all about definitions. (Score 0) 177

My daughter recently took a course where the average final exam score was around 30%. Nobody hit 50%. Nobody completed the test. They were graded on the curve, as everyone expected they would be, and the A's, B's and C's were distributed pretty appropriately in the end.

In your world, apparently this was simply the dumbest cohort of 4th year university students ever to walk the halls, and they all deserved an F ??

Or maybe, just maybe, it was a brutally difficult exam.

Grading on the curve works perfectly fine if you realize that the student cohorts tend to be more consistent than the tests are from professor to professor, year to year.

The only way "your way" makes any sense at all at approaching fairness is if the tests are standardized... but that creates a whole whack of new problems. -- If the test is standardized, then students are incentivized to just study the test, not the material. Meanwhile, In many advanced degree courses, the material taught from semester to semester varies by professor and year for the same course. How do you standardize the test when even the material is variable?

"This is fucking stupid."

Unsurprisingly the teaching staff at Harvard know a lot more about this than you do.

High level undergrad course work, and graduate level course work isn't like a primary school arithmetic or spelling test.

Comment Re:2TB SSD (Score 1) 70

"Safety, security, buy a better rig to run my shit because I'm not optimizing this for peasants" being the clarion call of the bottom feeder tier software development that was massively encouraged over last decade or so is indeed the thing I'm decrying.

It's the IT version of "learn to code".

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