Figuring the Topos: Finding Common Ground in Cognitive Environments
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 Effective communication relies on the use of rhetorical devices and strategies to make ideas present in the minds of an audience. By employing the concept of cognitive environments, we can use the visual analogy of making an idea “present” to its fullest effect, empowering our rhetorical skills and helping influence audience reception. In this article, the author argues that while cognitive environments do indeed provide a significant and important conceptual tool for understanding and anticipating an audience’s experiences, beliefs, and knowledge, a more robust sense of agreement is necessary. The article proposes the concept of a topos that serves as a shared meeting place within cognitive environments within which both author and audience contribute their background assumptions to find common ground and commonalities in interpretations. It is in figuring the topos effectively that cognitive environments can be more accurately and effectively mapped onto each other, and breaches between such environments can be productively bridged.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.001 | 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