> Social media banning aims to preserve anonymity when the reviews are blind.

Then ban preprints. That's the only reasonable resolution to solve the stated problem. But I think we recognize that in doing so, we'd be taking steps back that aren't worth it.

> avoiding the social media popularity contest.

The unfortunate truth is that this has always been the case. It's just gotten worse because __we__ the researchers fall for this trap more than the public does. Specifically, we discourage dissenting opinions. Specifically, we still rely heavily on authority (but we call it prestige).

> The policies for LLM usage differ between conferences.

This is known, and my comment was in a direct reference to CVPR policy being laughable.

The point I was making is not so literal as your interpretation. It is one step abstracted: the official policies are being carelessly made, and in such ways that are laughable and demonstrate that the smallest iota of reasoning was placed into these. Implying that there is a goal to signal rather than address the issues at hand. Because let's be real, resolving the issues is no easy task. So instead of addressing the difficulties of this and acknowledging them, we try to sweep them under the rug and signal that we are doing something. But that's no different than throwing your hands up and giving up.

> The high school track ... doesn’t only apply to rich kids.

You're right in theory but if you think this will be correct in practice I encourage you to reason a bit more deeply and talk to your peers who come from middle and lower class families. Ones where parents were not in academia. Ones where they may be the only STEM person in their family. The only person pursuing graduate education. Maybe even the only one with an undergraduate degree (or that it is uncommon in their family). Ask them if they had a robotics club. A chess club. IB classes? AP classes? Hell, I'll even tell you that my undergraduate didn't even have research opportunities, and this is essentially a requirement now for grad school. Be wary of the bubbles you live in. If you do not have these people around you, then consider the bias/bubble that led to this situation. And I'll ask you an important question: do you really think the difference between any two random STEM majors in undergrad are large? Sure, there's decent variance, but do you truthfully think that you can't pick a random STEM student from a school ranked 100 and place them in a top 10 school (assume financials are not an issue and forget family issues), that they would not have a similar success rate? Because there's plenty of data on this (there's a reason I mentioned the specific caveats, but let's recognize those aren't about the person's capabilities, which is what my question is after). If you are on my side, then I think you'd recognize that the way we are doing things is giving up a lot of potential talent, and if you want to accelerate the path to AGI then I'd argue that this is far more influential than any r̶i̶c̶h̶ ̶c̶h̶i̶l̶d̶,̶ ̶c̶h̶i̶l̶d̶ ̶o̶f̶ ̶p̶r̶o̶f̶e̶s̶s̶o̶r̶ High School track. But we both know that's not going to happen because we care more about e̶l̶i̶t̶i̶s̶m̶ "prestige" than efficiency. (And think about the consequences of this for when we teach a machine to mimic humans)

Edit: I want to make sure I ask a different question. You seem to recognize that there is a problem. I take it you think it's small. Then why defend it? Why not try to solve it? If you think there is no problem, why? And why do you think it isn't when so many do? (There seems to be a bias of where these attitudes come from. And I want to make clear that I truly believe everyone is working hard. I don't think anyone is trying to undermine hard work. I don't care if you're at a rank 1 or 100 school, if you're doing a PhD you're doing hard work)