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 book details the development of eleven modal auxiliaries in late 18 th - and 19 th -century Canadian English in a framework of new-dialect formation. The study assesses features of the modal auxiliaries, tracing influences to British and American input varieties, parallel developments, or Canadian innovations. The findings are based on the Corpus of Early Ontario English , pre-Confederation Section, the first electronic corpus of early Canadian English. The data, which are drawn from newspapers, diaries and letters, include original transcriptions from manuscript sources and texts from semi-literate writers. While the overall results are generally coherent with new-dialect formation theory, the Ontarian context suggests a number of adaptations to the current model. In addition to its general Late Modern English focus, New-Dialect Formation in Canada traces changes in epistemic modal functions up to the present day, offering answers to the loss of root uses in the central modals. By comparing Canadian with British and American data, important theoretical insights on the origins of the variety are gained. The study offers a sociohistorical perspective on a still understudied variety of North American English by combining language-internal features with settlement history in this first monograph-length, diachronic treatment of Canadian English in real time.
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