What you're describing is very close to what education theory calls "assimilation" and "accommodation". When we assimilate knowledge, it just fits into our schema of understanding. When we accommodate knowledge, we need to change our schema, and that is where the feeling of being challenged (and often the feeling of profundity) comes from.
For example, a child learns that "foreigner" means someone from outside their country. Then, when they're 11, they go on their first holiday abroad and realise "Wait! _I_ am a foreigner here!"
So, maybe one way to frame what you're saying, is that LLM output tends towards being easily assimilable.
For example, a child learns that "foreigner" means someone from outside their country. Then, when they're 11, they go on their first holiday abroad and realise "Wait! _I_ am a foreigner here!"
So, maybe one way to frame what you're saying, is that LLM output tends towards being easily assimilable.