Restructuring of the Iranian tense/aspect/mood system
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
Abstract The purpose of this paper is to outline the fundamental grammaticalization and degrammat(icalizat)ion processes observable in the restructuring of the tense/aspect/mood systems of the West Iranian languages during their historical development. Their core aspectual systems will be presented as consisting of three categories: Imperfective, Perfective and Perfect. Special attention will be paid to the rise of the analytic Perfect in Middle Persian and its further development in Early New Persian and other West Iranian languages. It will be shown that the degrammation of the copula played a significant role in the formation of compound temporal (Perfect, Pluperfect) and modal categories (Evidential, Conjectural) in New Persian, Kurdish, Balochi and Tajik. The Evidential mode of New Persian is based on the analytic Perfect rafte ast ‘he is gone’ and it is found in all the three aspectual categories (Imperfective, Perfective and Perfect) and both voices. It is usually claimed that it developed in the Iranian languages probably under Turkic influence. We intend to address the contentious issue of syntactic borrowing in terms of language contact in another paper.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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