cs.LGAug 25, 2026

Toward Machine Learning with the Unit as a Primitive: Learning from Unit-Linked Events

Authors: Heyang Gong

Abstract

Machine learning is usually formalized through samples, while the persistent individual to which multiple observed or possible events refer often remains implicit. We propose the unit as an explicit primitive at the level of task semantics. A learning task first declares a population of persistent referents and a sameness criterion; the realized value uu denotes the selected referent. Supervised learning is the main formal specialization. Its semantic object is a family of unit-conditioned response laws. Homogeneity is the special case in which those laws coincide; a sample-only conditional is silent as to whether the world is homogeneous or the observed law is only the marginal of a heterogeneous family. What is learned from data is a pair (Tφ,Rθ)(T_φ,R_θ): a tokenizer that produces a contextual unit token and one shared response-law form that reads it. The structured class takes that form to be a simple relation in the token; a linear predictor is the running instance. The token is the learner-side representation through which the task-side unit affects prediction, while a learner specification that omits unit information is unit-insensitive; homogeneity remains a property of the world-side response family. When identity is unresolved, the world-side law mixes unit-conditioned targets, while the learner composes its shared form with a token. A trusted resolver may fix the unit and supply a lookup token; otherwise unit abduction forms a token of the same type from factual evidence. Unlinked single-row observations can fail to distinguish a heterogeneous unit world from a homogeneous pooled world; trusted same-unit pairs separate a restricted witness. The formal results concern this supervised specialization.

Figures & tables

Appendix figures & tables3 assets

Supplementary material from the paper’s appendix.

Appendix

Explore similar work

Aug 30, 2026

Wide Learning: Learning to Reach Evidence

Machine learning is usually evaluated after an evidence interface has been fixed. A dataset, sensor suite, query language, action set, or experimental protocol determines which observations can be obtained, and learning is judged by what it extracts from them. We study a complementary capability. A learner's state can determine which evidence-generating experiments it can reliably realise under bounded resources, even when primitive affordances remain fixed. We call this learner-relative experiment family its effective epistemic reach, and use Wide Learning for task-relevant learning-induced changes in that family.We formalise effective reach relative to learner state, deployment budget, reliability threshold, and evaluation distribution. In a controlled construction, two hidden worlds have exactly the same public observation law. An informative diagnostic exists in a fixed five-primitive substrate. Before calibration, one address attempt realises it with probability at most 2−10=1/10242^{-10} = 1/1024, below a pre-specified 0.95 threshold; after calibration, held-out realisation is 1. Public-channel total variation is 0, whereas the realised diagnostic has total variation 1, and sealed binary risk moves from approximately 1/2 to 0. The construction establishes that learning can change effective epistemic reach even when primitive affordances and deployment resources are held fixed. It opens a complementary evaluation question for learning systems: not only what they infer from available evidence, but what informative evidence experience teaches them to bring within reach.
Apr 30, 2026

On the Proper Treatment of Units in Surprisal Theory

Surprisal theory links human processing effort to the predictability of an upcoming linguistic unit, but empirical work often leaves the notion of a unit underspecified. In practice, experimental stimuli are segmented into linguistically motivated units (e.g., words), while pretrained language models assign probability mass to a fixed token alphabet that typically does not align with those units. As a result, surprisal-based predictors depend implicitly on ad hoc procedures that conflate two distinct modeling choices: the definition of the unit of analysis and the choice of regions of interest over which predictions are evaluated. In this paper, we disentangle these choices and give a unified framework for reasoning about surprisal over arbitrary unit inventories. We argue that surprisal-based analyses should make these choices explicit and treat tokenization as an implementation detail rather than a scientific primitive.
Mar 24, 2026

General Machine Learning: Theory for Learning Under Variable Regimes

We study learning under regime variation, where the learner, its memory state, and the evaluative conditions may evolve over time. This paper is a foundational and structural contribution: its goal is to define the core learning-theoretic objects required for such settings and to establish their first theorem-supporting consequences. The paper develops a regime-varying framework centered on admissible transport, protected-core preservation, and evaluator-aware learning evolution. It records the immediate closure consequences of admissibility, develops a structural obstruction argument for faithful fixed-ontology reduction in genuinely multi-regime settings, and introduces a protected-stability template together with explicit numerical and symbolic witnesses on controlled subclasses, including convex and deductive settings. It also establishes theorem-layer results on evaluator factorization, morphisms, composition, and partial kernel-level alignment across semantically commensurable layers. A worked two-regime example makes the admissibility certificate, protected evaluative core, and regime-variation cost explicit on a controlled subclass. The symbolic component is deliberately restricted in scope: the paper establishes a first kernel-level compatibility result together with a controlled monotonic deductive witness. The manuscript should therefore be read as introducing a structured learning-theoretic framework for regime-varying learning together with its first theorem-supporting layer, not as a complete quantitative theory of all learning systems.