Evolution of the discontinuity concept in modeling and simulation: from original idea to model switching, switchable understanding, and beyond
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
The GEneral System Theory implementer (GEST) was the first system-theory-based simulation model specification language. Even though a commercial implementation of GEST was not realized, over the years interesting ideas emerged based on it. At the beginning of this sequence of developments was the realization of two types of discontinuity in the integration of piecewise continuous systems. Afterwards, concepts generalized from the discontinuity processing were applied: (a) to modeling as a model update, multimodels, model switching, DNA-based modeling, dynamic model coupling, and dynamic model composability; (b) to simulations as multisimulation; (c) to psychology as a personality update and dynamic personality in human behavior simulation; (d) to understanding as multiunderstanding, switchable understanding, and misunderstanding avoidance; and (e) to emotion understanding as multiunderstanding and switchable understanding for better emotional intelligence as they are applied to the emotions of self and others. Each one of these areas may be the basis for some advanced modeling and simulation methodologies. Even though references are given for them, the emphasis in this article is the applicability of the same two discontinuity concepts to many different areas.
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 | 0.000 |
| 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 | 0.001 |
| Open science | 0.000 | 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