Literal and Metaphorical Sense Identification through Concrete and Abstract Context
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
Metaphor is ubiquitous in text, even in highly technical text. Correct inference about textual entailment requires computers to distinguish the literal and metaphorical senses of a word. Past work has treated this problem as a classical word sense disambiguation task. In this paper, we take a new approach, based on research in cognitive linguistics that views metaphor as a method for transferring knowledge from a familiar, well-understood, or concrete domain to an unfamiliar, less understood, or more abstract domain. This view leads to the hypothesis that metaphorical word usage is correlated with the degree of abstractness of the word’s context. We introduce an algorithm that uses this hypothesis to classify a word sense in a given context as either literal (denotative) or metaphorical (connotative). We evaluate this algorithm with a set of adjectivenoun phrases (e.g., in dark comedy, the adjective dark is used metaphorically; in dark hair, it is used literally) and with the TroFi (Trope Finder) Example Base of literal and nonliteral usage for fifty verbs. We achieve state-of-theart performance on both datasets. 1
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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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