David Alvarez-Melis

Machine learning progress is often attributed to scaling model size and dataset volume, yet the composition of data can be just as consequential. Empirical findings repeatedly show that combining datasets from different domains yields nontrivial interactions. For instance, adding code improves mathematical reasoning, while certain mixtures introduce interference that reduces model performance. We refer to these effects collectively as data synergy, where the contribution of multiple domains exceeds or falls short of the sum of their isolated contributions. In this work, we formalize and quantify data synergy in language model pretraining. Leveraging observational variation across open-weight LLMs with diverse pretraining mixtures, we estimate both direct domain-to-benchmark synergy (how one domain contributes to performance on another) and a second-order domain-domain synergy (capabilities that require co-occurrence of multiple domains). Our framework improves predictive accuracy over domain-agnostic scaling laws and recovers stable synergy estimates. We validate these estimates by training models on predicted optimal and predicted anti-optimal mixtures and confirm that our synergy estimates correctly predict performance rankings.

Curriculum learning is governed by several coupled design choices---how difficulty is defined, how examples are ordered, how much exposure each level receives, and how quickly training moves across levels---making it hard to isolate what actually helps. We present Wasserstein curriculum paths, a simple transport-based framework that decouples these factors by representing curricula as trajectories of training distributions over discrete difficulty levels. Across a calibrated synthetic suite with 12 tasks and 33 difficulty axes, we use this framework to compare easy-to-hard and hard-to-easy orderings, matched-exposure static baselines, endpoint smoothness, and traversal speed under fixed training budgets. We find that curriculum effects are strongly context-dependent: no single strategy dominates across tasks, difficulty axes, and budgets. Instead, curricula mainly shift where a fixed training budget is used most efficiently across difficulty levels. Within this framework, easy-to-hard ordering improves hard-level performance relative to exposure-matched static sampling, showing that the benefit is not explained by cumulative exposure alone. We further show that endpoint smoothness and pacing substantially affect where along the difficulty spectrum a curriculum is effective. Finally, we show that the same transport view naturally supports extensions to learned pacing through geometry and to structured difficulty spaces beyond one-dimensional orderings.