Different representation learning objectives recover distinct latent structures from the same psychometric data

Learned representations are often invariant to rotational transformations, leaving individual dimensions non-identifiable and interchangeable. We study how Matryoshka Representation Learning (MRL) induces a task-aligned privileged basis distinct from variance-based or regularizer-induced orderings. In the linear setting, we prove that full-prefix MRL recovers the ordered principal directions, and can be computed efficiently using shared statistics. Empirically, we demonstrate that MRL yields consistent per-dimension structure aligned with task signal, where coordinate magnitude reflects informativeness.

We investigate the Platonic Representation Hypothesis (PRH) through a tripartite statistical framework of representations: signal, bias, and noise. {1) Signal:} We propose that Platonic alignment arises from the universal relationship between objects and attributes, which is encoded linearly in representations according to the Linear Representation Hypothesis (LRH). We provide evidence that LRH helps explain PRH by extracting linear object-attribute features with sparse autoencoders and showing that these sparse representations often exhibit stronger cross-modal alignment than their dense counterparts. {2) Bias:} Models have different implicit biases due to the diverse architectures and training procedures used. We show that this difference can be partially mitigated. Centering and normalization consistently improve cross-model alignment. {3) Noise:} Finite-sample training leads to noise in representations. We provide evidence that representational noise is driven by data scarcity by revealing a strong and consistent positive correlation between word frequency and alignment in LLMs and text embedding models. Synthesizing signal, bias, and noise, we propose a statistical model that refines the Linear Representation Hypothesis and explains further phenomena related to the alignment of representations emerging from diverse modern AI architectures.

Item discrimination is a fundamental psychometric property of educational assessment, which measures whether an item meaningfully distinguishes students with higher proficiency from students with lower proficiency. While various existing works have explored whether large language models (LLMs) can estimate item difficulty, it remains unclear whether they can capture item discrimination. In this work, we evaluate 42 proprietary and open-weight LLMs in zero-shot settings using two complementary approaches: direct discrimination prediction, where models explicitly estimate an item's discrimination value from its content, and response-based Classical Test Theory (CTT) calibration, where LLM answers are treated as synthetic student responses to compute discrimination scores. Our results show that direct prediction yields weak alignment with human-calibrated discrimination: the best-performing model reaches only a Spearman correlation of 0.152. Response-based CTT calibration provides a stronger but still limited signal, with the all-persona synthetic respondent pool reaching a Spearman correlation of 0.241. These findings highlight item discrimination as an open challenge for LLM-based psychometric evaluation: current LLMs contain non-random discrimination-relevant signal, but they do not yet reliably capture how assessment items distinguish human students.