An auto-curriculum ratchet capped out at iter 248 and never engaged - stage difficulty manually or verify engagement
auto-curriculum-engagement-check.Prefer manually staged difficulty with gated transitions; if you use an automatic curriculum, instrument its internal state and alarm when it stops engaging - a saturated curriculum is constant DR wearing a curriculum's name.
Symptom
A curriculum mechanism intended to grow difficulty adaptively (s1f's ratchet) hit its cap at iteration 248 and never bit again - for 96% of the run its effect was equivalent to constant DR, i.e. the curriculum existed in name only.
Context
When external advice suggested graded wz bands (start ±0.15, then ±0.30), the team agreed with grading but explicitly rejected automatic curriculum, citing the s1f episode. The same logic had already been paid for with push grading: ±0.6 failed twice, ±0.3 was feasible - grading matters, but the grade transitions were made by hand at verified checkpoints.
Change
Ladder policy: difficulty staged manually, one band per rung, each transition gated by the acceptance battery; automatic ratchets not used unless their engagement is monitored and demonstrated.
Outcome
Every C-ladder band change (wz ±0.12-0.25 first, wider later) was an explicit, attributable rung; no silent constant-DR-in-disguise runs recurred.
Mechanism
Adaptive curricula couple their own state machine to noisy training metrics; a ratchet that saturates early stops adapting but keeps its name, so the operator believes difficulty is progressing when it is frozen. Manual staging costs more decisions but each decision is observable and reversible.
Applies when
- choosing between auto-curriculum and staged bands for a new skill
- a curriculum's difficulty parameter plateaus early in training
- post-hoc attribution of what difficulty a lineage actually saw
“C2 的 wz 分级（±0.15 → ±0.30，不要一上来 ±0.6）—— 与我们付过学费的 push 分级同形（±0.6 两轮 FAIL，±0.3 才可行）。但必须手动分级，不做自动课程 —— s1f 的课程化棘轮 iter 248 封顶未咬合，96% 时长等价常量 DR”