Evans on intellectual attention and memory demonstratives
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 Intellectual attention, such as perceptual attention, is a special mode of mental engagement with the world. When we attend intellectually, rather than making use of sensory information we make use of the kind of information that shows up in occurrent thought, memory, and the imagination. In this paper, I argue that reflecting on what it is like to comprehend memory demonstratives speaks in favor of the view that intellectual attention is required to understand memory demonstratives. Moreover, I argue that this is a line of thought endorsed by Gareth Evans in his Varieties of Reference. In so doing, I improve on interpretations of Evans that have been offered by Christopher Peacocke and Christoph Hoerl & Theresa McCormack. In so doing, I also improve on McDowell's criticism of Peacocke's interpretation of Evans. Like McDowell, I believe that Peacocke might overemphasize the role that “memory images” play in Evans’ account of comprehending memory demonstratives. But unlike McDowell, I provide a positive characterization of how Evans described the phenomenology of comprehending memory demonstratives.
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