Print PDF Version Reading New Worlds
Bibliographic record
Abstract
My earliest understandings of the agency of story exist within my memories of the third grade. While, in later years, much has helped refine those childhood insights, nothing has served to nullify them. Both my parents were readers; interestingly, they seldom read to us. My mother, raised in various log cabins in the north of Alberta, was a human tome of macabre stories involving young girls falling off horses and dying of concussion, of schoolhouses catching fire, of bodies stored in granaries waiting until spring to be buried, of the roving uncle who dropped in annually for his bath, of long-haired hermits and keening widows, of stillborn babies swathed in cotton batting and buried in roughhewn boxes. The stories of my father's family were constructed from the shadowed allusions, made by aging aunts and uncles, to the atrocities of Stalinist Russia. These fragments, told with unfocused eyes and flushed faces, were more fearful for their imagined horror than for details truly known. Like my mother's tales, the theories they inspired threaded through my days, organizing my interpretations of the world as an unpredictable, adventurous place, with exotic events and hidden dangers waiting to be experienced and conquered, or avoided. Such was my association with story until I went to school. Grades one and two were spent in plaid phonics workbooks, exploring the "wonders " of /a / and /b/, and in
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How this classification was reachedexpand
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) | 0.133 | 0.007 |
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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".