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159 | 159 | <meta name="twitter:title" content="Knowledge-Creating LLMs | Tom Cunningham"> |
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@@ -266,13 +266,14 @@ <h1 class="title">Knowledge-Creating LLMs</h1> |
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269 | | -<p>Thanks to Zoë Hitzig & Parker Whitfill for helpful comments.</p> |
| 269 | +<p>Thanks to Zoë Hitzig & Parker Whitfill, among others, for helpful comments.</p> |
270 | 270 | </div></div><dl> |
271 | 271 | <dt>It’s useful to make a distinction between two types of LLMs:</dt> |
272 | 272 | <dd> |
273 | 273 | <p><strong>Knowledge-sharing LLMs.</strong> Traditionally LLMs have been trained with human judgment as the ground truth, as a consequence they rarely exhibit superhuman performance. Their economic value mainly comes from sharing existing knowledge, and the natural business model is to sell access broadly.</p> |
274 | 274 | <p><strong>Knowledge-creating LLMs.</strong> Recently LLMs have been trained against the real world, as a consequence they can extend the limits of human knowledge. The demand for new knowledge is different from the demand for old knowledge, and there’s reason to expect LLM-creators to sell access <em>exclusively</em>.</p> |
275 | | -<p>Obviously it’s a continuum but we’re clearly setting out on the trajectory from the first to the second, and I haven’t seen much discussion of the implications. Below I give a longer discussion of this distinction, implications for IP, and a galaxy-brain theory that there are only a few dozen deep problems in the world. I’m working on a more formal economic model.</p> |
| 275 | +<p>Obviously it’s a continuum but we’re clearly setting out on the trajectory from the first to the second, and I haven’t seen much discussion of the implications. I expect that the 2026 impacts of AI will be dominated by these considerations.</p> |
| 276 | +<p>Below I give a longer discussion of this distinction, implications for IP, and a galaxy-brain theory that there are only a few dozen deep problems in the world. I sketch some considerations for a more formal economic model.</p> |
276 | 277 | </dd> |
277 | 278 | </dl> |
278 | 279 | <section id="knowledge-sharing-vs-knowledge-creating-llms" class="level1"> |
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