Gated MLPs as Symmetry-Broken Rank-1 Bilinear Attention

We show that the conventional gated MLP can be viewed as a rank-1 approximation to a bilinear attention mechanism with two distinct factors corresponding to the query and the key. We further show that moving the nonlinearity onto one factor breaks the exchange symmetry between the two factors and, for non-homogeneous activations, the inverse-scaling symmetry as well. This perspective may help explain why gated MLPs are effective in practice and inform the design of future architectures.

Genomic Next-Token Predictors are In-Context Learners

In-context learning (ICL) -- the capacity of a model to infer and apply abstract patterns from examples provided within its input -- has been extensively studied in large language models trained for next-token prediction on human text. In fact, prior work often attributes this emergent behavior to distinctive statistical properties in human language. This raises a fundamental question: can ICL arise organically in other sequence domains purely through large-scale predictive training? To explore this, we turn to genomic sequences, an alternative symbolic domain rich in statistical structure. Specifically, we study the Evo2 genomic model, trained predominantly on next-nucleotide (A/T/C/G) prediction, at a scale comparable to mid-sized LLMs. We develop a controlled experimental framework comprising symbolic reasoning tasks instantiated in both linguistic and genomic forms, enabling direct comparison of ICL across genomic and linguistic models. Our results show that genomic models, like their linguistic counterparts, exhibit log-linear gains in pattern induction as the number of in-context demonstrations increases. To the best of our knowledge, this is the first evidence of organically emergent ICL in genomic sequences, supporting the hypothesis that ICL arises as a consequence of large-scale predictive modeling over rich data. These findings extend emergent meta-learning beyond language, pointing toward a unified, modality-agnostic view of in-context learning.