Question: What does Murdock' s team connect Darwin' s development  to in their research methods?
Evidence: We typically start by identifying the questions we wish to explore. Can text analysis provide a new perspective on a “big question” that has been attracting interest for years? Or can we raise new questions that have only recently emerged, for example about social media? For social scientists working in computational analysis, the questions are often grounded in theory, asking: How can we explain what we observe? These questions are also influenced by the availability and accessibility of data sources. For example, the choice to work with data from a particular social media platform may be partly determined by the fact that it is freely available, and this will in turn shape the kinds of questions that can be asked. A key output of this phase are the concepts to measure, for example: influence; copying and reproduction; the creation of patterns of language use; hate speech. Computational analysis of text motivated by these questions is insight driven: we aim to describe a phenomenon or explain how it came about. For example, what can we learn about how and why hate speech is used or how this changes over time? Is hate speech one thing, or does it comprise multiple forms of expression? Is there a clear boundary between hate speech and other types of speech, and what features make it more or less ambiguous? In these cases, it is critical to communicate high-level patterns in terms that are recognizable.
This contrasts with much of the work in computational text analysis, which tends to focus on automating tasks that humans perform inefficiently. These tasks range from core linguistically motivated tasks that constitute the backbone of natural language processing, such as part-of-speech tagging and parsing, to filtering spam and detecting sentiment. Many tasks are motivated by applications, for example to automatically block online trolls. Success, then, is often measured by performance, and communicating why a certain prediction was made—for example, why a document was labeled as positive sentiment, or why a word was classified as a noun—is less important than the accuracy of the prediction itself. The approaches we use and what we mean by `success' are thus guided by our research questions.
Domain experts and fellow researchers can provide feedback on questions and help with dynamically revising them. For example, they may say “we already think we know that”, “that's too naïve”, “that doesn't reflect social reality” (negative); “two major camps in the field would give different answers to that question” (neutral); “we tried to look at that back in the 1960s, but we didn't have the technology” (positive); and “that sounds like something that people who made that archive would love”, “that's a really fundamental question” (very positive).
Sometimes we also hope to connect to multiple disciplines. For example, while focusing on the humanistic concerns of an archive, we could also ask social questions such as “is this archive more about collaborative processes, culture-building or norm creation?” or “how well does this archive reflect the society in which it is embedded?" BIBREF3 used quantitative methods to tell a story about Darwin's intellectual development—an essential biographical question for a key figure in the history of science. At the same time, their methods connected Darwin's development to the changing landscape of Victorian scientific culture, allowing them to contrast Darwin's “foraging” in the scientific literature of his time to the ways in which that literature was itself produced. Finally, their methods provided a case study, and validation of technical approaches, for cognitive scientists who are interested in how people explore and exploit sources of knowledge.
Questions about potential “dual use” may also arise. Returning to our introductory example, BIBREF0 started with a deceptively simple question: if an internet platform eliminates forums for hate speech, does this impact hate speech in other forums? The research was motivated by the belief that a rising tide of online hate speech was (and is) making the internet increasingly unfriendly for disempowered groups, including minorities, women, and LBGTQ individuals. Yet the possibility of dual use troubled the researchers from the onset. Could the methodology be adopted to target the speech of groups like Black Lives Matter? Could it be adopted by repressive governments to minimize online dissent? While these concerns remained, they concluded that hypothetical dual use scenarios did not outweigh the tangible contribution this research could offer towards making the online environment more equal and just.
Murdock et al. [2017] used quantitative methods to tell a story about Darwin’s intellectual development—an essential biographical question for a key figure in the history of science. At the same time, their methods connected Darwin’s development to the changing landscape of Victorian scientific culture,
Answer: The changing landscape of Victorian scientific culture.