Conflictual behaviour in legislatures: Exploring and explaining adversarial remarks in oral questions to prime ministers
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
Questioning mechanisms such as Prime Minister’s Questions in the United Kingdom and Question Time in Australia are notoriously adversarial. Much less is known about whether and how questioning facilitates conflict in other legislatures. This question is particularly important given the criticism that excessive adversarialism may hinder the performance of accountability, and hence may be detrimental to the work of legislatures. Building on legislative studies literature, this article presents the first comparative study of conflict in oral parliamentary questions; in so doing, it explores patterns of conflictual remarks in questions addressed to prime ministers in Canada, Australia, the United Kingdom and Ireland. It posits that institutional culture, party discipline, government and opposition status and the authority of the Speaker are key factors in explaining the performance of conflict, and that rules of procedure alone are not enough to curb the manifestation of conflict in legislatures where questioning is a known opportunity for criticism.
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 | 0.001 | 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