Bibliographic record
Abstract
As discussed in chapter 1, UG is motivated on learnability grounds: the subtle and abstract knowledge attained by native speakers goes far beyond the input that they receive as young children. In L2 acquisition, learners are faced with a similar task to that of L1 acquirers, namely the need to arrive at a system accounting for L2 input. In addition, L2 learners are also faced, at least potentially, with a logical problem of language acquisition, in that there are abstract, complex and subtle properties of grammar that are underdetermined by the L2 input (Schwartz and Sprouse 2000a, b; White 1985a, 1989). If it turns out that the L2 learner acquires abstract properties that could not have been induced from the input, this is strongly indicative that principles of UG constrain interlanguage grammars, parallel to the situation in L1 acquisition. This is true even if the linguistic competence of L2 learners differs from the linguistic competence of native speakers. In other words, it is not necessary for L2 learners to acquire the same knowledge as native speakers in order to demonstrate a poverty-of-the-stimulus situation in L2 acquisition; it is sufficient to show that L2 learners acquire complex and subtle properties of language that could not have been induced from the L2 input.
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How this classification was reachedexpand
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 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".