Why this work is in the frame
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Bibliographic record
Abstract
The constraint satisfaction problem is an NP-complete problem that provides a convenient framework for expressing many computationally hard problems. In addition, domain knowledge can be efficiently integrated into CSPs, providing a potentially exponential speedup in some cases. The CSP is closely related to the satisfiability problem and many of the techniques developed for one have been transferred to the other. However, the recent dramatic improvements in SAT solvers that result from learning clauses during search have not been transferred successfully to CSP solvers. In this thesis we propose that this failure is due to a fundamental restriction of \newtext{nogood learning, which is intended to be the analogous to clause learning in CSPs}. This restriction means that nogood learning can exhibit a superpolynomial slowdown compared to clause learning in some cases. We show that the restriction can be lifted, delivering promising results. Integration of nogood learning in a CSP solver, however, presents an additional challenge, as a large body of domain knowledge is typically encoded in the form of domain specific propagation algorithms called global constraints. Global constraints often completely eliminate the advantages of nogood learning. We demonstrate generic methods that partially alleviate the problem irrespective of the type of global constraint. We also show that more efficient methods can be integrated into specific global constraints and demonstrate the feasibility of this approach on several widely used global constraints.
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) | 0.000 | 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