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
This article contributes to our knowledge about the prosodic realisation of rhetorical questions (RQs) as compared to information-seeking questions (ISQs). It reports on a production experiment testing the prosody of English wh- and polar RQs and ISQs in a Canadian variety. In previous literature, the contribution of prosody to the distinction between the two illocution types has often been limited to the intonational realisation of the terminus of the utterance, i.e. whether it ends in a rise or a fall. Along with edge tones, we tested other phonological and phonetic parameters. Our results are as follows: (i) The intonational terminus was distinctive only for polar questions (rise vs plateau), not for wh -questions (low throughout). (ii) Moreover, the semantic difference between RQs and ISQs is signalled by pitch accents. It is reflected in nuclear pitch accent type for wh -questions, and accent type and position for polar questions. (iii) Phonetically, RQs are produced with longer constituent durations and – for wh -questions – a softer voice quality in the wh -word. Taken together, several intonational categories and phonetic parameters contribute to the distinction between RQs and ISQs. A simple distinction between rising and falling intonation is in any case insufficient.
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 | 0.004 |
| 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 it