THE MNEMONIC TURN IN THE CULTURAL HISTORIOGRAPHY OF BRITAIN'S GREAT WAR
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
How the First World War has come to be remembered has, over the past two decades, become a major concern for British historians, eclipsing earlier scholarly preoccupations with war guilt and its political consequences, the impact of the war on social structure and the status of women, and the conflict's role in the rise of the modernist aesthetic. This article surveys both scholarship on the cultural legacy of the First World War in Britain and the debates about how the memory of this war – the ‘Great War’ – has either retarded its consideration ‘as history’ or spurred new, if not always entirely successful, modes of inquiry into the relationships among war, society, and culture. The article argues that memory of the Great War must itself be treated as history; that the meaning of that memory should be placed within the context of the changing events, ideas, and identities of the entire twentieth century; and that more scholarly attention needs to be directed at the popular reception of representations of the Great War by the population at large, and at the power of the various forms of media by which those representations have been conveyed to their audience and have thereby shaped memory of the conflict.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 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