From f(x) and g(x) to f(g(x)): LLMs Learn New Skills in RL by Composing Old Ones

Does reinforcement learning (RL) teach large language models (LLMs) genuinely new skills, or does it merely activate existing ones? This question lies at the core of ongoing debates about the role of RL in LLM post-training. On one side, strong empirical results can be achieved with RL alone even without preceding supervised finetuning; on the other, critics argue that RL contributes little beyond reweighting existing reasoning strategies. This work provides concrete evidence that LLMs can acquire genuinely new skills during RL by composing existing ones, mirroring one of the central mechanisms by which humans acquire new cognitive skills . To mitigate data contamination and other confounding factors and to allow precise control over task complexity, we develop a synthetic framework for our investigation. Specifically, we define a skill as the ability to infer the output of a string transformation function $f(x)$ given $x$. Once an LLM has already learned $f$ and $g$ prior to RL, our experiments reveal that RL enables it to learn unseen compositions of them $h(x)=g(f(x))$. Further, this compositional ability generalizes to more difficult problems such as compositions of $>2$ functions unseen during training. Our experiments provide surprising evidence that this compositional ability, acquired on the source task, transfers to a different target task. This transfer occurs even though the model has never trained with RL on any compositional problems in the target task, as long as it has acquired the target task's atomic skills prior to RL on the source task. Our qualitative analysis shows that RL fundamentally changes the reasoning behaviors of the models. In contrast, neither of the findings is observed in next-token prediction training with the same data. Our systematic experiments provide fresh insights into the learning behaviors of widely-used post-training approaches for LLMs. They suggest the value of building base models with the necessary basic skills, followed by RL with appropriate incentivization to acquire more advanced skills that generalize better to complex and out-of-domain problems.