What Does Loss Optimization Actually Teach, If Anything? Knowledge Dynamics in Continual Pre-training of LLMs
Seyed Mahed Mousavi, Simone Alghisi, Giuseppe Riccardi
TL;DR
The paper investigates whether loss minimization during continual pre-training (CPT) truly reflects knowledge uptake in large language systems. It introduces a distribution-matched benchmark, epoch-level probing, and a cross-model comparison to trace acquisition, retention, forgetting, and interference with unrelated skills. The findings reveal a persistent misalignment: loss monotonically improves while factual learning is unstable and non-monotonic, with high-frequency facts temporarily acquired and then forgotten and out-of-domain abilities deteriorating under continued CPT. Mechanistic circuit analyses show rapid, wholesale rewiring of knowledge pathways, explaining narrow acquisition windows and the failure to consolidate new information; a retrieval-based upper bound (RAG) demonstrates that the information is accessible at inference but not reliably internalized by optimization. The work advocates task-based stopping criteria and trajectory-level evaluation to more accurately gauge learning progress during model adaptation and to inform future CPT objectives and diagnostics.
Abstract
Continual Pre-Training (CPT) is widely used for acquiring and updating factual knowledge in LLMs. This practice treats loss as a proxy for knowledge learning, while offering no grounding into how it changes during training. We study CPT as a knowledge learning process rather than a solely optimization problem. We construct a controlled, distribution-matched benchmark of factual documents and interleave diagnostic probes directly into the CPT loop, enabling epoch-level measurement of knowledge acquisition dynamics and changes in Out-Of-Domain (OOD) general skills (e.g., math). We further analyze how CPT reshapes knowledge circuits during training. Across three instruction-tuned LLMs and multiple CPT strategies, optimization and learning systematically diverge as loss decreases monotonically while factual learning is unstable and non-monotonic. Acquired facts are rarely consolidated, learning is strongly conditioned on prior exposure, and OOD performance degrades from early epochs. Circuit analysis reveals rapid reconfiguration of knowledge pathways across epochs, providing an explanation for narrow acquisition windows and systematic forgetting. These results show that loss optimization is misaligned with learning progress in CPT and motivate evaluation of stopping criteria based on task-level learning dynamics.
