A note on the dynamics of extended-context disordered kinetic spin models
Jacob A. Zavatone-Veth, Cengiz Pehlevan
TL;DR
This work introduces extended-context disordered kinetic spin models as analytically tractable toy autoregressive sequence models, analyzed via dynamical mean-field theory (DMFT) in the large-$N$ limit. By coupling multiple interaction matrices $\{\mathbf{J}_k\}$ with a cross-lag covariance matrix $\Gamma$, and considering Ising, Gaussian, and spherical variants, the authors derive self-consistent equations for the temporal correlations $C_{t,t'}$ and show how stationary correlations arise only when cross-lag weights are engaged. They provide explicit DMFT forms for each variant, discuss stability criteria, and develop a reverse-engineering approach to design weight correlations to realize a desired stationary correlation $c_\tau$, thereby linking model design to target temporal statistics. The framework offers a rigorous, configurable sandbox for studying learning dynamics in autoregressive sequence models and connects to broader themes in nonequilibrium disordered systems and teacher–student learning. These results advance understanding of how structure in weights across context lengths shapes long-time correlations and provide practical tools for constructing controllable synthetic data with prescribed temporal dependencies.
Abstract
Inspired by striking advances in language modeling, there has recently been much interest in developing autogressive sequence models that are amenable to analytical study. In this short note, we consider extensions of simple disordered kinetic glass models from statistical physics. These models have tunable correlations, are easy to sample, and can be solved exactly when the state space dimension is large. In particular, we give an expository derivation of the dynamical mean field theories that describe their asymptotic statistics. We therefore propose that they constitute an interesting set of toy models for autoregressive sequence generation, in which one might study learning dynamics.
