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
Previous studies have shown that array regrouping and structure splitting significantly improve data locality. The most effective technique relies on profiling every access to every data element. The high overhead impedes its adoption in a general compiler, In this paper, we show that for array regrouping in scientific programs, the overhead is not needed since the same benefit can be obtained by pure program analysis.We present an interprocedural analysis technique for array regrouping. For each global array, the analysis summarizes the access pattern by access-frequency vectors and then groups arrays with similar vectors. The analysis is context sensitive, so it tracks the exact array access. For each loop or function call, it uses two methods to estimate the frequency of the execution. The first is symbolic analysis in the compiler. The second is lightweight profiling of the code. The same interprocedural analysis is used to cumulate the overall execution frequency by considering the calling context. We implemented a prototype of both the compiler and the profiling analysis in the IBM® compiler, evaluated array regrouping on the entire set of SPEC CPU2000 FORTRAN benchmarks, and compared different analysis methods. The pure compiler-based array regrouping improves the performance for the majority of programs, leaving little room for improvement by code or data profiling.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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