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
Recent studies illustrate cases of turn continuations that are not necessarily criterially dependent on clausal syntax (Couper-Kuhlen & Ono, 2007 Couper-Kuhlen, E. and Ono, T. 2007. Incrementing in conversation: A comparison of methods in English, German and Japanese [Special issue]. Pragmatics, 17(4): 513–552. [Google Scholar]; Ford, Fox, & Thompson, 2002 Ford, C. E., Fox, B. A. and Thompson, S. A. 2002. “Constituency and the grammar of turn increments.”. In The language of turn and sequence Edited by: Ford, C. E., Fox, B. A. and Thompson, S. A. 14–38. Oxford, , UK: Oxford University Press.. [Google Scholar]), advancing a more multidimensional construal of turn expansions, in general, which, as Auer (2007) Auer, P. 2007. Why are increments such elusive objects? An afterthought [Special issue]. Pragmatics, 17(4): 647–658. [Google Scholar] put it, “is not a syntactic issue alone” (p. 651). This study further develops such a possibility and looks at a class of examples in Japanese conversation whereby a series of syntactically disjunct clausal units are both retrospectively oriented toward and pragmatically, semantically, and prosodically coherent with preceding material, often acting functionally as continuations. Some implications for the role of syntax in theory regarding turn-constructional unit continuations, specifically, and turn-taking, in general, are also discussed.
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 | 0.000 | 0.000 |
| 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 | 0.001 |
| 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