Writing is fundamentally the transfer of information from your brain to my brain. If you have 1000 bits of semantic information you want to transfer, you can't give 300 bits of semantic information to an LLM and have it fill in the remaining 700, because it doesn't know what those 700 bits are. If it's able to guess those 700 bits correctly, then they aren't true semantic information, and you really only have 300 bits you want to transfer. You might as well transfer those bits to me directly, rather than having the LLM add on an extra superfluous 700 bits that I then have to filter out.
I notice this in the attitudes of students towards reading. They will take a 10-page journal article and ask the AI for a summary and then read a summary that's the equivalent of maybe half a page. But if the article could have been half a page, why is it actually 10 pages? It's true that there is some boilerplate, but it's strange to me that people could think that 90% of what they're reading is (to use your phrase) "not true semantic information". It's like if you went to a restaurant and ordered a 10-oz steak and they brought you a little teeny bite of steak and said "Oh, other places will give you a bigger one, but most of that is just filler, we just took out all the superfluous parts." It's a worrying sign for our future if things like this are not tripping people's skeptic sensors and making them wonder if they might possibly be missing something.
I mean I think that points to a related issue of people only focusing on a short-term notion of utility. The point of being a student is largely to learn things that may potentially be of utility to you in some way later, not just to do what meet your immediate needs (in the sense of passing the class).
I get what you're saying and I myself am guilty of surface level learning. But the idea that students should consume all the information is impractical. Learning what is acceptable to discard is part of being a student. I imagine very few students read every college text book cover to cover.
Beyond that people have different motivations and goals and only a limited time to achieve them. Basically I wouldn't be so quick to judge. Plenty of students have dropped out and gone on to do impressive things and that's a bit beyond reading only the abstract for a few assignments.
hatthew · · focus · HN ↗
Writing is fundamentally the transfer of information from your brain to my brain. If you have 1000 bits of semantic information you want to transfer, you can't give 300 bits of semantic information to an LLM and have it fill in the remaining 700, because it doesn't know what those 700 bits are. If it's able to guess those 700 bits correctly, then they aren't true semantic information, and you really only have 300 bits you want to transfer. You might as well transfer those bits to me directly, rather than having the LLM add on an extra superfluous 700 bits that I then have to filter out.
BrenBarn · · focus · HN ↗
goosejuice · · focus · HN ↗
BrenBarn · · focus · HN ↗
goosejuice · · focus · HN ↗
Beyond that people have different motivations and goals and only a limited time to achieve them. Basically I wouldn't be so quick to judge. Plenty of students have dropped out and gone on to do impressive things and that's a bit beyond reading only the abstract for a few assignments.
BrenBarn · · focus · HN ↗
You don't learn what to discard if you just have an AI do it for you.
goosejuice · · focus · HN ↗