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
Hume had two principal arguments for denying that we can have an idea of a vacuum, an argument from the non-entity of unqualified points and an argument from the impossibility of forming abstract ideas of manners of disposition. He also made two serious concessions to the opposed view that we can indeed form ideas of vacua, namely, that bodies that have nothing sensible disposed between them may permit the interposition of other bodies without any apparent motion or occlusion and that it is possible to conceive the contents of a room to be evacuated without being compelled to conceive the walls moving into contact. To reconcile these concessions with his arguments and show why we only “falsely imagine” that we can form the idea of a vacuum (T 1.2.5.14; SBN 58), Hume developed a psychological theory of the perception of “invisible and intangible distance” that has something in common with Berkeley’s account of the perception of outward distance. This paper argues that this theory is both untenable and inconsistent with fundamental Humean principles. It explains why Hume should have rejected the two arguments against the idea of a vacuum and why accepting ideas of vacua would have been more in line with the rest of his thought than attempting to deny that we have any such ideas.
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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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