发表机构
Ewha Womans University; California Institute of Technology（梨花女子大学; 加州理工学院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究提出自下而上的多智能体论坛框架，发现无特权引导者时，模型生成的探究仍受文本明确框架约束，表现为教学约束。
AI 中文摘要
在没有提供讨论问题的情况下，是什么塑造了模型生成的探究？我们引入了一个受“儿童哲学”启发的自下而上的论坛框架，其中语言模型智能体阅读一篇哲学叙事，提出并选择问题，并在没有特权模型引导者或聚合器的情况下形成共享结论。在576个论坛中，对比的亚里士多德价值人格与一个未接受特定价值指令的空白石板参与者互动。空白石板保持中立，并且在结论中被选中的次数多于在问题中被选中的次数。然而，探究在形式和来源上都收窄了：多样化的初始问题日益变成二选一的替代方案，而讨论集中在文本中已经明确的方向上。我们的ECO框架通过区分明确的哲学框架、角色的建模探究和开放式的叙事材料来追踪这种来源聚焦。在分析的各章节中，参与者最常利用明确的框架。我们将此描述为一种教学约束：自由地提出问题并不必然产生摆脱来源框架的自由。
英文摘要
What shapes a model-generated inquiry when no discussion question is supplied? We introduce a bottom-up forum framework inspired by Philosophy for Children, in which language-model agents read a philosophical narrative, propose and select questions, and develop a shared conclusion without a privileged model facilitator or aggregator. Across 576 forums, contrasting Aristotelian value personas interacted with a blank-slate participant receiving no value-specific instruction. The blank slate remained neutral and was selected more often for conclusions than questions. Yet inquiry narrowed in both form and source: varied initial questions increasingly became either/or alternatives, while discussion concentrated on directions already explicit in the text. Our ECO framework traces this source focus by distinguishing explicit philosophical framing, characters' modeled inquiry, and open-ended narrative material. Across analyzed chapters, participants drew most often on explicit framing. We describe this as a pedagogical constraint: freedom to formulate questions did not necessarily produce freedom from source framing.
