Discourse coherence and the interpretation of accented pronouns
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
It has long been argued that accenting or stressing a pronoun (i.e., making it prosodically prominent) changes its interpretation as compared to its unaccented counterpart. However, recent experimental work demonstrated that this generalization does not apply when the alternative interpretation of the pronoun is not plausible (Taylor et al., 2013). In a series of three experiments that use an offline comprehension task, we show, first, that the lack of reversal is observed when plausibility is controlled for. We furthermore show that a new generalization cannot be formed by excluding cases where the bias towards the unmarked interpretation is strong or cases where the character in the alternative interpretation is low in salience. Instead, we conclude that what constrains the interpretation of accented pronouns is coherence relations, with parallel discourses exhibiting reversal and result discourses not exhibiting reversal. We propose that the difference between coherence relations should be viewed in what would be the minimal change in order to create a ‘surprising’ or expected’ event, which is the characteristic of accenting more generally.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| 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