Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT: Newfoundland English has long been considered autonomous within the North American context. Sociolinguistic studies conducted over the past three decades, however, typically suggest cross‐generational change in phonetic feature use, motivated by greater alignment with mainland Canadian English norms. The present study uses data spanning the past thirty years to investigate some half‐dozen apparent‐time changes in Newfoundland English. It analyses the social and stylistic stratificational patterns associated with declining regional phonetic feature use in this minority dialect context (particularly the speech of the capital, St. John's), along with those displayed by recent vowel innovations which appear to have been imported from mainland Canadian English. Results indicate many similarities in the general trajectory of change: cross‐generational differences are frequently mediated by gender, social status and speech style. While outcomes may suggest increased adoption of standard Canadian English features on the part of socially and geographically mobile groups, particularly in formal styles, this review finds little evidence of a general trend towards mainland Canadian heteronomy. Rather, regional feature decline, as well as feature adoption, must be contextualized within a broader temporal and demographic framework.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it