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
Editors' Introduction. Notes on Contributors. Part I: Approaches and issues. 1. Change for the Better? Optimality Theory versus History: April McMahon (University of Sheffield). 2. Cueing a New Grammar: David Lightfoot (Georgetown University). 3. Variation and the Interpretation of Change in periphrastic DO: Anthony Warner (University of York). 4. Evolutionary Models and Functional-Typological Theories of Language Change: William Croft (University of New Mexico). Part II: Words: derivation and prosody. 5. Old and Middle English Prosody: Donka Minkova (UCLA). 6. Prosodic Preferences: From Old English to Early Modern English: Paula Fikkert (Radboud University Nijmegen, The Netherlands), Elan Dresher (University of Toronto, Canada) and Aditi Lahiri (University of Konstanz, Germany). 7. Typological Changes in Derivational Morphology: Dieter Kastovsky (University of Vienna). 8. Competition in English Word Formation: Laurie Bauer (Victoria University of Wellington). Part III: Inflectional morphology and syntax. 9. Case Syncretism and Word Order Change: Cynthia Allen (Australian National University). 10. Discourse Adverbs and Clausal Syntax in Old and Middle English: Ans van Kemenade (Radboud University Nijmegen) and Bettelou Los (Vrije Universiteit Amsterdam). 11. The loss of OV Order in the History of English: Susan Pintzuk and Ann Taylor (both University of York). 12. Category Change and Gradience in the Determiner System: David Denison (University of Manchester). Part IV: Pragmatics. 13. Pathways in the development of pragmatic markers in English: Laurel Brinton (University of British Columbia). 14. The Semantic Development of Scalar Focus Modifiers: Elizabeth Traugott (Stanford University). 15. Information Structure and Word Order Change: The Passive as an Information Rearranging Strategy in the History of English: Elena Seoane (University of Santiago de Compostela). Part V: Pre- and postcolonial varieties. 16. Old English Dialectology: Richard Hogg (University of Manchester). 17. Early Middle English Dialectology: Problems and Prospects: Margaret Laing (University of Edinburgh) and Roger Lass (University of Cape Town). 18. How English became African American English: Shana Poplack (University of Ottawa). 19. Historical Change in Synchronic Perspective: The Legacy of British Dialects: Sali Tagliamonte (University of Toronto). 20. The making of Hiberno-English and other 'Celtic Englishes': Markku Filppula (University of Joensuu). Part VI: Standardisation and globalization. 21. Eighteenth-century Prescriptivism and the Norm of Correctness: Ingrid Tieken - Boon van Ostade (University of Leiden). 22. Historical Sociolinguistics and Language Change: Terttu Nevalainen (University of Helsinki). 23. Global English: From Island Tongue to World Language: Suzanne Romaine (University of Oxford). Appendix: Useful Corpora for Research in English Historical Linguistics. Index.
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 | 0.003 | 0.009 |
| 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 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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