On Resolving Problems with Conditionality and Its Implications for Characterizing Statistical Evidence
Why this work is in the frame
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Bibliographic record
Abstract
Abstract The conditionality principle C plays a key role in attempts to characterize the concept of statistical evidence. The standard version of C considers a model and a derived conditional model, formed by conditioning on an ancillary statistic for the model, together with the data, to be equivalent with respect to their statistical evidence content. This equivalence is considered to hold for any ancillary statistic for the model but creates two problems. First, there can be more than one maximal ancillary in a given context and this leads to C not being an equivalence relation and, as such, calls into question whether C is a proper characterization of statistical evidence. Second, a statistic A can change from ancillary to informative (in its marginal distribution) when another ancillary B changes, from having one known distribution P B , to having another known distribution Q B . This means that the stability of ancillarity differs across ancillary statistics and raises the issue of when a statistic can be said to be truly ancillary. It is therefore natural, and practically important, to limit conditioning to the set of ancillaries whose distribution is irrelevant to the ancillary status of any other ancillary statistic. This results in a family of ancillaries for which there is a unique maximal member. This also gives a new principle for inference, the stable conditionality principle, that satisfies the criteria required for any principle whose aim is to characterize statistical evidence.
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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 | 0.000 |
| 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 | 0.000 |
| 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