{"meta":{"query_hash":"98d65536b7ec","filters":{"topic":"Learning Styles and Cognitive Differences"},"cohort_total":271,"direct_labels_cover":0,"predictions_cover":271,"exported":271,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/98d65536b7ec","api":"https://metacan.xera.ac/api/v1/cohort?topic=Learning+Styles+and+Cognitive+Differences"},"results":[{"id":"W100414826","doi":"10.3233/978-1-60750-028-5-773","title":"The Effect of Mood on Medical Students' Diagnostic Performance","year":2009,"lang":"en","type":"book-chapter","venue":"Frontiers in artificial intelligence and applications","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Mood; Feeling; Affect (linguistics); Cognition; Context (archaeology); Psychology; Field (mathematics); Isolation (microbiology); Cognitive psychology; Applied psychology; Social psychology; Psychiatry","score_opus":0.01739103693572191,"score_gpt":0.3199115861196077,"score_spread":0.30252054918388577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W100414826","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99805945,0.00012401163,0.00004859247,0.00012244465,0.00002903388,0.000014661673,0.00007092198,0.000010733576,0.0015200404],"genre_scores_gemma":[0.99909544,0.00007586543,0.00008993594,0.00003820663,0.000016344458,0.0000144970645,0.00007191281,0.0000024901947,0.0005953369],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991879,0.00022548974,0.00009031489,0.00009390923,0.00026793484,0.00013448976],"domain_scores_gemma":[0.98876613,0.004087125,0.0026589923,0.0003491455,0.000997976,0.0031405885],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008641972,0.00025775982,0.00036948657,0.0005949351,0.00042396213,0.0011280747,0.00024174234,0.0005268584,0.0040730494],"category_scores_gemma":[0.01001827,0.00013362334,0.0003719135,0.00038761355,0.00029527055,0.00024637728,0.0007112466,0.0010670109,0.0008542276],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0073299827,0.009080067,0.89861566,0.00012291102,0.00033959968,0.00018799798,0.002010317,0.00031768545,0.01076582,0.000097028125,0.0018210027,0.069311984],"study_design_scores_gemma":[0.00004571856,0.0026550149,0.99528056,0.000014231093,0.000053664724,0.000045286615,0.00043177238,0.00023332336,0.0009008208,0.00003897949,0.00028432126,0.000016316666],"about_ca_topic_score_codex":0.0013818482,"about_ca_topic_score_gemma":0.0017905537,"teacher_disagreement_score":0.0040730494,"about_ca_system_score_codex":0.00039715876,"about_ca_system_score_gemma":0.00025315493,"threshold_uncertainty_score":0.013625741},"labels":[],"label_agreement":null},{"id":"W1438911368","doi":"10.4018/ijvple.2014100103","title":"Incidental Learning in 3D Virtual Environments","year":2014,"lang":"en","type":"article","venue":"International Journal of Virtual and Personal Learning Environments","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Salience (neuroscience); Salient; Educational technology; Style (visual arts); Computer science; Virtual learning environment; Auditory learning; Visual learning; Instructional simulation; Virtual machine; Psychology; Learning styles; Process (computing); Multimedia; Human–computer interaction; Mathematics education; Cognitive psychology; Artificial intelligence","score_opus":0.010331170816918882,"score_gpt":0.27012273988701274,"score_spread":0.2597915690700939,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1438911368","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99682164,0.000064454645,0.002073387,0.000014254881,0.0000026355603,0.000018143774,0.000008944466,0.000016625514,0.0009798965],"genre_scores_gemma":[0.99764496,0.0001091103,0.0018445855,0.000012896644,0.0000035941405,0.000012317453,0.000025208057,0.0000037014045,0.0003435699],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99908066,0.00032091813,0.00009560287,0.00011312495,0.0002995274,0.00009017284],"domain_scores_gemma":[0.98887175,0.006861194,0.0022313325,0.0010182058,0.0004121941,0.0006052797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008683802,0.00025057397,0.00029627667,0.0006820389,0.00025830104,0.0016492695,0.000381317,0.00023788803,0.0013212671],"category_scores_gemma":[0.013559898,0.00019413483,0.00038034003,0.0002252769,0.0006491183,0.0014369758,0.001304116,0.00041748406,0.00015312579],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010757003,0.0018576545,0.6451261,0.0007328757,0.00017349451,0.0018225409,0.016928714,0.0040514064,0.028965114,0.0032237296,0.00051611726,0.29552653],"study_design_scores_gemma":[0.000097251475,0.004342415,0.9264849,0.00027443506,0.00015235388,0.004877857,0.011428046,0.009491832,0.020077717,0.01592929,0.0067100925,0.00013385998],"about_ca_topic_score_codex":0.00057226646,"about_ca_topic_score_gemma":0.0010668081,"teacher_disagreement_score":0.0016492695,"about_ca_system_score_codex":0.00016055454,"about_ca_system_score_gemma":0.00023264268,"threshold_uncertainty_score":0.0045924783},"labels":[],"label_agreement":null},{"id":"W1461626048","doi":"","title":"Linking teaching styles & cognitive styles: evidence from Canadian school teachers","year":2008,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognitive style; Cognition; Psychology; Mathematics education; Pedagogy","score_opus":0.04999896983950519,"score_gpt":0.3249348148786124,"score_spread":0.27493584503910723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1461626048","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98520005,0.0020735692,0.00014160965,0.0006582057,0.000024902294,0.000056575696,0.00068080745,0.000003821565,0.011160441],"genre_scores_gemma":[0.9925972,0.0028150093,0.00029964373,0.00040605254,0.000010393755,0.000042177202,0.00047658154,0.000012179257,0.003340752],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9965379,0.00037286952,0.00015705693,0.00044874317,0.0016823505,0.0008010239],"domain_scores_gemma":[0.97100025,0.01022533,0.0030940992,0.00084338296,0.012064117,0.0027728027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005085236,0.0006190337,0.00083346973,0.0032714086,0.009344698,0.0045512007,0.0015091994,0.0009552053,0.00707106],"category_scores_gemma":[0.020309879,0.00066524185,0.00072340044,0.0096956715,0.0036840409,0.0012104351,0.0018861019,0.0015608297,0.00041114417],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032133068,0.00026990072,0.9175794,0.00032414444,0.00018485563,0.0002479629,0.053056452,0.00015020618,0.00043981054,0.0010406105,0.0019476312,0.02443773],"study_design_scores_gemma":[0.000025448271,0.00004415565,0.96885663,0.00023556901,0.000092220245,0.000048992235,0.027280292,0.000042560117,0.00014484735,0.00016244892,0.0030329782,0.000033870907],"about_ca_topic_score_codex":0.9915127,"about_ca_topic_score_gemma":0.9963237,"teacher_disagreement_score":0.9915127,"about_ca_system_score_codex":0.027276175,"about_ca_system_score_gemma":0.048791055,"threshold_uncertainty_score":0.1979034},"labels":[],"label_agreement":null},{"id":"W1486667436","doi":"","title":"Competenze \"causali\" e stili di apprendimento: un framework per l'istruzione adattiva","year":2011,"lang":"it","type":"article","venue":"Journal of e-Learning and Knowledge Society - Italian Version","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Humanities; Art","score_opus":0.02548837019823705,"score_gpt":0.29725269396099696,"score_spread":0.2717643237627599,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1486667436","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.046312973,0.004002459,0.72238284,0.009279355,0.00041293172,0.00028095627,0.0006228543,0.0006007371,0.2161049],"genre_scores_gemma":[0.84631574,0.0024412086,0.1302339,0.000685163,0.00022860614,0.00054850086,0.00027620088,0.00025729046,0.0190134],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9943368,0.0029837894,0.00020549286,0.001267744,0.0008553014,0.00035078908],"domain_scores_gemma":[0.99366957,0.0034728227,0.0006768819,0.0010001714,0.0007905114,0.0003900485],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048116017,0.0011087027,0.0008033197,0.0024494834,0.0021655045,0.01051144,0.002155969,0.002152863,0.015279499],"category_scores_gemma":[0.009683047,0.0007434503,0.0014854423,0.0021216504,0.012951072,0.011742126,0.005722083,0.0028808878,0.0012540406],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023639454,0.000024080287,0.0012911628,0.00017689007,0.000025836669,0.00009852103,0.004598399,0.0014476316,0.00037669417,0.9780937,0.00066308706,0.013180302],"study_design_scores_gemma":[0.000026299176,0.000060663235,0.0026021108,0.00026309525,0.00007615262,0.0001841993,0.0030513327,0.007942584,0.0007216318,0.92525285,0.059771307,0.000047794638],"about_ca_topic_score_codex":0.00785467,"about_ca_topic_score_gemma":0.008446893,"teacher_disagreement_score":0.015279499,"about_ca_system_score_codex":0.0039271,"about_ca_system_score_gemma":0.0050448687,"threshold_uncertainty_score":0.051115036},"labels":[],"label_agreement":null},{"id":"W1498185105","doi":"10.19173/irrodl.v15i4.1840","title":"Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course","year":2014,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":86,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Mathematics education; Psychology; Distance education; Educational technology; Test (biology); Cognitive style; E learning; Online learning; Computer science; Multimedia; Cognition","score_opus":0.04039449708645403,"score_gpt":0.44400404882594124,"score_spread":0.4036095517394872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1498185105","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993424,0.000033940098,0.0001112923,0.000052470834,0.0000014974357,0.000005739404,0.0000049833525,0.0000013699098,0.00044626184],"genre_scores_gemma":[0.99905115,0.000101168574,0.0003792391,0.00002540499,0.0000039926454,0.0000058209944,0.000013620973,0.000002131715,0.00041728877],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993611,0.00024707496,0.000044043834,0.00007197028,0.00017268873,0.00010301523],"domain_scores_gemma":[0.99403125,0.004019312,0.0006573977,0.00020057241,0.00046148704,0.00063004816],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015029967,0.00021240763,0.00019801535,0.001029822,0.001070048,0.000963412,0.00040377048,0.000521787,0.0010550653],"category_scores_gemma":[0.004907827,0.00017582702,0.00036624479,0.00071009423,0.00068551325,0.00062584603,0.0005902149,0.0005293596,0.00016450671],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021671476,0.0017995788,0.8411375,0.00013003884,0.00006104407,0.022663262,0.06469351,0.000347041,0.0084255915,0.00036262223,0.0003949201,0.059768096],"study_design_scores_gemma":[0.000017767617,0.0005142739,0.9404559,0.000049763417,0.0000688207,0.0051273694,0.0469678,0.0016774352,0.0031241663,0.00029181663,0.0016668721,0.000038021844],"about_ca_topic_score_codex":0.0071379347,"about_ca_topic_score_gemma":0.013414144,"teacher_disagreement_score":0.0071379347,"about_ca_system_score_codex":0.00064206903,"about_ca_system_score_gemma":0.0006606599,"threshold_uncertainty_score":0.01419276},"labels":[],"label_agreement":null},{"id":"W1500507241","doi":"10.18926/46980","title":"Motivation towards learning a second language (A Case Study-Part2. Denmark)","year":2003,"lang":"en","type":"article","venue":"Institutional Repositories DataBase (IRDB)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Danish; Second language; Section (typography); Psychology; Language acquisition; Linguistics; Neuroscience of multilingualism; Mathematics education; Pedagogy; Advertising; Business","score_opus":0.03051921044596937,"score_gpt":0.3212217954212803,"score_spread":0.29070258497531093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1500507241","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9943948,0.00025032714,0.00022617503,0.00024005087,0.000012331161,0.000095795294,0.0001041894,0.0000038487133,0.0046725143],"genre_scores_gemma":[0.99308276,0.0004347417,0.0009744134,0.000118468495,0.0000056181743,0.00010865548,0.00012711609,0.0000054827983,0.005142796],"study_design_codex":"qualitative","study_design_gemma":"case_report","domain_scores_codex":[0.99673575,0.0013545968,0.00023402822,0.0003913569,0.00048734152,0.00079682475],"domain_scores_gemma":[0.9972367,0.0013961449,0.0003764479,0.00012804038,0.00020698308,0.0006556495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028188655,0.0004175207,0.0005467148,0.0013669599,0.005198479,0.0028901484,0.0009557287,0.0027070811,0.0018878434],"category_scores_gemma":[0.0035116018,0.00045883984,0.00065572164,0.0015333615,0.0015243341,0.0012615139,0.0018786186,0.0012818249,0.0004363781],"study_design_candidate":"case_report","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007155102,0.004394655,0.26776475,0.00096986553,0.00008033892,0.050381806,0.60907185,0.0013910745,0.005128659,0.009287165,0.004292001,0.0465223],"study_design_scores_gemma":[0.00012271592,0.001217753,0.28993827,0.0004648716,0.00009054159,0.024653584,0.6140589,0.000990795,0.0068895626,0.000906228,0.0604924,0.0001743937],"about_ca_topic_score_codex":0.035342786,"about_ca_topic_score_gemma":0.06986894,"teacher_disagreement_score":0.035342786,"about_ca_system_score_codex":0.00440391,"about_ca_system_score_gemma":0.0020885793,"threshold_uncertainty_score":0.070274115},"labels":[],"label_agreement":null},{"id":"W1504318870","doi":"","title":"Mind Maps and Learning Styles","year":2007,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Computer science; Artificial intelligence","score_opus":0.028871617651902246,"score_gpt":0.3105109593257709,"score_spread":0.2816393416738686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1504318870","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.964646,0.00018007163,0.00094863086,0.00015431587,0.00002027124,0.000016561038,0.0000776248,0.000029106497,0.03392745],"genre_scores_gemma":[0.99622226,0.000067126195,0.00039880647,0.000017141414,0.000007414744,0.000010092468,0.00003731489,0.000008483689,0.0032314602],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995284,0.000117783085,0.00002225617,0.00006674524,0.00020804163,0.000056719575],"domain_scores_gemma":[0.9924501,0.0038396362,0.0009876926,0.0005184945,0.0010064414,0.0011977004],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005954102,0.00026214257,0.00016235528,0.0018673214,0.00034269114,0.0036762655,0.00028812914,0.0003386553,0.008153013],"category_scores_gemma":[0.010979991,0.00015422891,0.00021866988,0.00083807524,0.0006238076,0.0011621995,0.0009085139,0.0006245965,0.0006219845],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007598887,0.0010050456,0.6947383,0.00015418688,0.00028053435,0.00054376206,0.021226741,0.0015557244,0.009115912,0.023836507,0.0023232775,0.24446018],"study_design_scores_gemma":[0.000048612586,0.00029294725,0.9462007,0.000046808305,0.00007638575,0.0004721596,0.009895673,0.001894027,0.0014347389,0.034733832,0.004851755,0.000052264222],"about_ca_topic_score_codex":0.0010072289,"about_ca_topic_score_gemma":0.0011015518,"teacher_disagreement_score":0.008153013,"about_ca_system_score_codex":0.0003064291,"about_ca_system_score_gemma":0.00020006705,"threshold_uncertainty_score":0.027274549},"labels":[],"label_agreement":null},{"id":"W1513762315","doi":"","title":"The Design, Assessment, And Implementation of a Web-Based Course","year":2004,"lang":"en","type":"article","venue":"AACE journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Course (navigation); Instructional design; Course evaluation; Computer science; Presentation (obstetrics); Learning design; Learning styles; Educational technology; Web design; Multimedia; Mathematics education; World Wide Web; The Internet; Higher education; Engineering; Psychology","score_opus":0.02940530098673554,"score_gpt":0.4148240637044739,"score_spread":0.38541876271773834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1513762315","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.53729224,0.0001799433,0.35604313,0.0025354943,0.0002819839,0.05156182,0.000262046,0.0018460138,0.049997337],"genre_scores_gemma":[0.31788102,0.00016629045,0.6586655,0.00039690037,0.000046492427,0.009980616,0.0001633521,0.00009581551,0.012604044],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99496907,0.0024240417,0.00036720565,0.00040036204,0.0014803229,0.0003589803],"domain_scores_gemma":[0.9918024,0.0022798097,0.00052287587,0.0006414402,0.0029965362,0.0017569757],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011147351,0.00040377243,0.00030271988,0.0008543664,0.0010189139,0.0030859003,0.0014664626,0.0011025786,0.0036826006],"category_scores_gemma":[0.014023011,0.0005174818,0.0002527459,0.0004862086,0.00071265857,0.0012586064,0.0012800046,0.0013613177,0.0015181184],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005601268,0.012340343,0.017882487,0.0008429217,0.000027150045,0.00044569152,0.006399958,0.01091239,0.04165117,0.010103954,0.004471198,0.8943626],"study_design_scores_gemma":[0.0027773478,0.042268276,0.19985647,0.002413448,0.0002811582,0.0013382444,0.018569438,0.16831338,0.16143726,0.028620206,0.37351,0.0006147361],"about_ca_topic_score_codex":0.0013525041,"about_ca_topic_score_gemma":0.0031154482,"teacher_disagreement_score":0.011147351,"about_ca_system_score_codex":0.0024881198,"about_ca_system_score_gemma":0.0069620716,"threshold_uncertainty_score":0.058953524},"labels":[],"label_agreement":null},{"id":"W1514114310","doi":"10.5539/ijps.v7n3p141","title":"Learning Styles and Academic Achievement in College Students from Buenos Aires","year":2015,"lang":"en","type":"article","venue":"International Journal of Psychological Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universidad de Buenos Aires","keywords":"Cognitive style; Style (visual arts); Learning styles; Psychology; Preference; Academic achievement; Mathematics education; Cognition; Developmental psychology; Social psychology; Mathematics","score_opus":0.15702935486133193,"score_gpt":0.48473281488920644,"score_spread":0.32770346002787454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1514114310","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99930596,0.000037855538,0.000010197283,0.000020338095,0.000004512442,0.0000041425324,0.0000739651,9.2050607e-7,0.0005421356],"genre_scores_gemma":[0.99857974,0.000095046074,0.000041929554,0.000011948988,0.0000054982406,0.000008100625,0.00017678761,0.000001486241,0.0010796267],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99987936,0.000016130893,0.000010566455,0.000026925552,0.000026763551,0.00004016459],"domain_scores_gemma":[0.99958175,0.000051106632,0.00009800441,0.00001790598,0.00006709017,0.00018414545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00024770477,0.00027243188,0.00026347383,0.001006077,0.00077408354,0.0007541127,0.00020430968,0.0002409257,0.0025977548],"category_scores_gemma":[0.00057733984,0.00014674019,0.00015552019,0.00066263904,0.00023930392,0.00016775764,0.0003292823,0.00031488013,0.00039792582],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001170703,0.0002831528,0.98848766,0.000013267731,0.000015636146,0.00011821679,0.0019387406,0.000030420404,0.00051105296,0.0000627525,0.0002207252,0.00820133],"study_design_scores_gemma":[0.0000029200457,0.00006270029,0.9981464,0.000004710893,0.0000037404343,0.000028192184,0.0013066647,0.000049852628,0.000038172446,0.00001430592,0.00034076342,0.0000016295835],"about_ca_topic_score_codex":0.06808122,"about_ca_topic_score_gemma":0.10082577,"teacher_disagreement_score":0.06808122,"about_ca_system_score_codex":0.0005863022,"about_ca_system_score_gemma":0.00030628426,"threshold_uncertainty_score":0.1353699},"labels":[],"label_agreement":null},{"id":"W1536788956","doi":"10.3968/4465","title":"Learning Styles as a Predictor of Meta-Cognition Among Undergraduate Students at Albalaq’a Applied University","year":2014,"lang":"en","type":"article","venue":"Canadian social science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Concreteness; Cognition; Psychology; Metacognition; Cognitive style; Need for cognition; Learning styles; Sample (material); Cognitive psychology; Developmental psychology","score_opus":0.01702508356424492,"score_gpt":0.2698792338865171,"score_spread":0.25285415032227215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1536788956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99968123,0.000046964473,0.000013424119,0.000026216709,0.0000018642493,0.000003291184,0.000012739831,8.366319e-7,0.0002132913],"genre_scores_gemma":[0.99959177,0.000056593006,0.000052313026,0.00000927965,0.0000026702817,0.0000037279924,0.000031245694,5.2659203e-7,0.0002518808],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99963903,0.00006296837,0.000031320957,0.000032713266,0.00015839218,0.00007560335],"domain_scores_gemma":[0.9970585,0.0005694976,0.00070466386,0.00010919445,0.00045504156,0.0011030869],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080716395,0.00029502687,0.00027714967,0.0012234179,0.0006925549,0.0012275617,0.00025057135,0.0003658883,0.0018590195],"category_scores_gemma":[0.0031110619,0.00016353454,0.0002994624,0.0006689994,0.00033463156,0.00026861829,0.0004828534,0.00063452293,0.00024008208],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040283434,0.00023763932,0.9930829,0.000009385122,0.000022896076,0.00003770302,0.00095838634,0.00004284773,0.00036009256,0.000033164324,0.000076533965,0.005098266],"study_design_scores_gemma":[0.0000021671642,0.00008730577,0.9985098,0.000005360755,0.000004714693,0.000026336884,0.0010209635,0.00013203816,0.000059296257,0.000048737922,0.000099846,0.0000034517952],"about_ca_topic_score_codex":0.0133798765,"about_ca_topic_score_gemma":0.02727394,"teacher_disagreement_score":0.0133798765,"about_ca_system_score_codex":0.0006880256,"about_ca_system_score_gemma":0.0007777728,"threshold_uncertainty_score":0.026603997},"labels":[],"label_agreement":null},{"id":"W1566377997","doi":"","title":"The impact of student style differences and motivation on learning outcomes in management education: an international inquiry","year":2014,"lang":"en","type":"article","venue":"Reflecting education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Learning styles; Cognitive style; Constructive; Style (visual arts); Psychology; Management styles; Cognition; Higher education; Mathematics education; Mechanism (biology); Pedagogy; Political science; Computer science; Process (computing); Public relations","score_opus":0.06778461170698388,"score_gpt":0.47029724812812157,"score_spread":0.40251263642113766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1566377997","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99908876,0.000044587337,0.000063679625,0.000031467804,0.0000025685756,0.0000034237567,0.00000601482,6.4850127e-7,0.0007587784],"genre_scores_gemma":[0.9997812,0.000021805537,0.000037188427,0.000010299942,0.0000022074476,0.000002083524,0.0000058487444,7.958977e-7,0.0001385469],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982602,0.0008123513,0.00008565631,0.00016479666,0.0004395422,0.0002373968],"domain_scores_gemma":[0.9882178,0.006240164,0.0019391428,0.0006355695,0.00089226395,0.0020750458],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004084809,0.00024218619,0.0002995021,0.00086982857,0.0005852138,0.0025201857,0.00028365123,0.00032210743,0.0018478076],"category_scores_gemma":[0.010881533,0.00011133254,0.00038315298,0.0007704206,0.00097050023,0.00065356883,0.0010740688,0.00068728667,0.00022340231],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001503637,0.0005909043,0.9658401,0.000020844132,0.00009909143,0.00006853083,0.0052486374,0.00009796043,0.00052468025,0.0003076563,0.000071720046,0.02697952],"study_design_scores_gemma":[0.000005729074,0.00019067242,0.9956144,0.000011969729,0.00001467786,0.000042908312,0.0033682673,0.00015726553,0.00018944318,0.00020227987,0.000195613,0.000006739268],"about_ca_topic_score_codex":0.002187068,"about_ca_topic_score_gemma":0.0045216484,"teacher_disagreement_score":0.004084809,"about_ca_system_score_codex":0.0005414315,"about_ca_system_score_gemma":0.0006419894,"threshold_uncertainty_score":0.02160281},"labels":[],"label_agreement":null},{"id":"W1570806582","doi":"10.22329/celt.v2i0.3206","title":"12. Interactive Groups: Examining and Interrogating Issues of Heterogeneity and Accountability","year":2009,"lang":"en","type":"article","venue":"Collected Essays on Learning and Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Accountability; Competence (human resources); Equity (law); Anticipation (artificial intelligence); Psychology; Group work; Pedagogy; Framing (construction); Mathematics education; Public relations; Sociology; Social psychology; Political science; Computer science","score_opus":0.027600815524907788,"score_gpt":0.3466563214319919,"score_spread":0.3190555059070841,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1570806582","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9016957,0.0002574951,0.018381499,0.0041662124,0.00009315045,0.00028537793,0.000051163144,0.00004900587,0.07502033],"genre_scores_gemma":[0.9917806,0.00007722328,0.0029726496,0.00021643146,0.00002349376,0.00020842573,0.000013876794,0.000012697899,0.0046947123],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98931295,0.007943721,0.00033178699,0.0005856916,0.0011116201,0.0007142922],"domain_scores_gemma":[0.93840355,0.047989283,0.004855751,0.003399904,0.0033667635,0.001984745],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013400369,0.00035019295,0.0003051106,0.0016842682,0.0046904897,0.0045709754,0.0015671037,0.0018047154,0.003080252],"category_scores_gemma":[0.040979635,0.00021133455,0.00031685806,0.0010398523,0.011014231,0.0051009483,0.006380175,0.0021258157,0.00034229885],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017941163,0.00041845578,0.057976108,0.0002950309,0.000034207296,0.0009247548,0.78119457,0.00047740113,0.0021842099,0.08780964,0.0023288364,0.06617745],"study_design_scores_gemma":[0.00013611006,0.00042934384,0.09963554,0.00039561608,0.00006626785,0.0007635341,0.7344816,0.0020077003,0.0045423512,0.09001491,0.06747032,0.00005677267],"about_ca_topic_score_codex":0.003887059,"about_ca_topic_score_gemma":0.006248521,"teacher_disagreement_score":0.013400369,"about_ca_system_score_codex":0.0027455352,"about_ca_system_score_gemma":0.0024464058,"threshold_uncertainty_score":0.07086879},"labels":[],"label_agreement":null},{"id":"W1570967269","doi":"10.82308/16983","title":"Doctoral students’ mental models of a web search engine : an exploratory study","year":2007,"lang":"en","type":"article","venue":"Open MIND","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Completeness (order theory); Psychology; Exploratory research; Cognitive style; Perception; Search engine; Cognition; Scale (ratio); Applied psychology; Computer science; Information retrieval; Mathematics education; Mathematics","score_opus":0.1592239451836155,"score_gpt":0.4457041870996333,"score_spread":0.2864802419160178,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1570967269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99673694,0.000119062584,0.00036965922,0.00019304325,0.000007965704,0.000048413345,0.00003246731,0.0000047987714,0.0024876061],"genre_scores_gemma":[0.9969867,0.00026369674,0.00039193156,0.00011036203,0.0000066411303,0.000081762395,0.00006328462,0.0000056212775,0.0020899468],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997474,0.0010108168,0.00017791035,0.0002908915,0.00075447495,0.00029194873],"domain_scores_gemma":[0.98787093,0.0058098524,0.0018161712,0.0007822601,0.0019812754,0.0017394818],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059293406,0.00039526852,0.00064309174,0.0018452983,0.0019865155,0.007659395,0.0009732887,0.0010960689,0.004097712],"category_scores_gemma":[0.021757107,0.00053222524,0.0007468243,0.0014189531,0.0021102028,0.0028737478,0.0024958716,0.0019259097,0.00074999686],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032331335,0.0015011475,0.41202396,0.00037357555,0.00012884171,0.000490387,0.5397217,0.00059974956,0.0032007624,0.0050431015,0.0016870123,0.03490647],"study_design_scores_gemma":[0.0000697735,0.00087111857,0.25322863,0.00019735562,0.000113683614,0.00040812892,0.7253015,0.0031051538,0.0013478606,0.002628652,0.012584541,0.00014356161],"about_ca_topic_score_codex":0.005733024,"about_ca_topic_score_gemma":0.0054141027,"teacher_disagreement_score":0.007659395,"about_ca_system_score_codex":0.0016627358,"about_ca_system_score_gemma":0.001985767,"threshold_uncertainty_score":0.031357706},"labels":[],"label_agreement":null},{"id":"W1572934385","doi":"","title":"Role of Learning Styles & Affective States in Web-based Adaptive Learning Environments","year":2010,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Synchronous learning; Educational technology; Learning environment; Active learning (machine learning); Experiential learning; Robot learning; Task (project management); Cooperative learning; Computer science; Psychology; Artificial intelligence; Mathematics education; Teaching method; Engineering","score_opus":0.01194286758654171,"score_gpt":0.2657013965696202,"score_spread":0.2537585289830785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1572934385","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9942521,0.00007539297,0.0010122928,0.00008811668,0.000009044684,0.000021114647,0.000020086805,0.000013826686,0.004508221],"genre_scores_gemma":[0.9991653,0.000033548942,0.0003558548,0.000026518399,0.000004744183,0.000010442186,0.000012880625,0.0000042892543,0.00038641214],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993586,0.00029838347,0.000030686544,0.00008099443,0.00016375656,0.00006743745],"domain_scores_gemma":[0.99326974,0.0035303219,0.0009858035,0.0002802085,0.00053594675,0.0013979741],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011090634,0.000248316,0.00017374846,0.00055818004,0.00027826856,0.0015042352,0.00021741606,0.00026600598,0.0013532032],"category_scores_gemma":[0.0070015904,0.00017049327,0.00017791147,0.00020947946,0.00044572674,0.000513116,0.000604184,0.0005301984,0.00016455345],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00082306244,0.0016524969,0.83646584,0.00014270711,0.00015516895,0.00034692965,0.010456165,0.0015230827,0.021171844,0.0015605247,0.0004405009,0.12526162],"study_design_scores_gemma":[0.000021661122,0.00028820854,0.9916019,0.000018197543,0.000029287212,0.000111236426,0.002449371,0.0025443027,0.00092317944,0.0015712739,0.00041866722,0.000022653643],"about_ca_topic_score_codex":0.0006688336,"about_ca_topic_score_gemma":0.0007916024,"teacher_disagreement_score":0.0015042352,"about_ca_system_score_codex":0.00027612498,"about_ca_system_score_gemma":0.00018767713,"threshold_uncertainty_score":0.0058653355},"labels":[],"label_agreement":null},{"id":"W1601771401","doi":"10.36834/cmej.36538","title":"Association of Kinesthetic and Read-Write Learner with Deep Approach Learning and Academic Achievement","year":2011,"lang":"en","type":"article","venue":"Canadian Medical Education Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Association (psychology); Mathematics education; Auditory learning; Psychology; Computer science","score_opus":0.01770540586830144,"score_gpt":0.28921453853071855,"score_spread":0.2715091326624171,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1601771401","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99919564,0.00006850376,0.00004546324,0.00002419797,0.0000024290719,0.000005076022,0.000021809756,0.0000015090825,0.00063536956],"genre_scores_gemma":[0.9994475,0.000054893404,0.000078000965,0.000009090387,0.000004430478,0.0000047315093,0.000029608818,0.0000010316265,0.00037080943],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995925,0.00005774866,0.00005249718,0.000058333953,0.00016579346,0.00007317848],"domain_scores_gemma":[0.99502003,0.000992101,0.0021337685,0.00012344205,0.0004931597,0.0012374627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00050143944,0.00019607792,0.00017439346,0.00070077524,0.00025555794,0.00092323293,0.00019235529,0.00029551837,0.0036982533],"category_scores_gemma":[0.003682884,0.00009215132,0.00020186673,0.0003354566,0.0003182807,0.0002946634,0.0005924459,0.0004959461,0.0004037237],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005557654,0.0001655351,0.9932463,0.000022326703,0.000020386042,0.00005954497,0.00035707856,0.0000298502,0.0007683919,0.000022216658,0.00003706297,0.0052157003],"study_design_scores_gemma":[0.0000039066194,0.00018698692,0.99845517,0.0000073883484,0.000008829524,0.00028935977,0.0004691432,0.00007683594,0.0002654593,0.00004779837,0.00018528846,0.0000037257641],"about_ca_topic_score_codex":0.0010924907,"about_ca_topic_score_gemma":0.0017844008,"teacher_disagreement_score":0.0036982533,"about_ca_system_score_codex":0.00021453889,"about_ca_system_score_gemma":0.00039730588,"threshold_uncertainty_score":0.012371898},"labels":[],"label_agreement":null},{"id":"W1660227139","doi":"10.18806/tesl.v20i1.936","title":"An Analysis of One Learning Styles Instrument for Language Students","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Learning styles; Style (visual arts); Mathematics education; Reliability (semiconductor); Foreign language; Cognitive style; English as a foreign language; Validity; Language assessment; Population; Language acquisition; Pedagogy; Psychometrics; Developmental psychology; Cognition","score_opus":0.02988018271815531,"score_gpt":0.3250834594488259,"score_spread":0.2952032767306706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1660227139","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9858576,0.0000656987,0.006183823,0.00009780016,0.0000676782,0.00086582504,0.0009742654,0.00012309897,0.005764179],"genre_scores_gemma":[0.97323036,0.000080354796,0.020910058,0.00007889068,0.000026169115,0.0017204505,0.0013422292,0.000038411417,0.002572995],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972843,0.00079699943,0.000449239,0.00022577215,0.0010743985,0.00016928285],"domain_scores_gemma":[0.97695357,0.010995396,0.003707913,0.0015348534,0.005373848,0.0014343847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004561619,0.0004891304,0.0004253202,0.003923375,0.00065247656,0.0009967695,0.00050403795,0.00037799432,0.001974336],"category_scores_gemma":[0.022514196,0.00018331902,0.0011152645,0.0016194831,0.00042522256,0.00090289605,0.0011797431,0.0009532774,0.0005501644],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042014083,0.0007735042,0.85277885,0.00008438472,0.000100719044,0.000080391634,0.0023099661,0.00038948684,0.0027660679,0.0005830239,0.0011107512,0.1386027],"study_design_scores_gemma":[0.00007167312,0.0016570991,0.9858357,0.000042514115,0.000048468533,0.00021644875,0.0018623706,0.002518213,0.003036231,0.0008045111,0.0038624688,0.000044304757],"about_ca_topic_score_codex":0.0013694545,"about_ca_topic_score_gemma":0.002293051,"teacher_disagreement_score":0.004561619,"about_ca_system_score_codex":0.00086998474,"about_ca_system_score_gemma":0.0013690183,"threshold_uncertainty_score":0.024124444},"labels":[],"label_agreement":null},{"id":"W170435512","doi":"","title":"Exploring Teaching Styles and Cognitive Styles: Evidence from School Teachers in Canada","year":2008,"lang":"en","type":"article","venue":"IOE EPrints","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Variety (cybernetics); Mathematics education; Learning styles; Style (visual arts); Perception; Diversity (politics); Cognitive style; Pedagogy; Process (computing); Cognition; Sociology","score_opus":0.156412795407448,"score_gpt":0.3163387610084757,"score_spread":0.15992596560102768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W170435512","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966839,0.0004323851,0.00005631306,0.00010622207,0.000005456719,0.00001893,0.00014711189,0.0000020165116,0.0025476697],"genre_scores_gemma":[0.9979249,0.00084400043,0.000116424686,0.000074740106,0.0000032307178,0.000011915807,0.00014726727,0.000004924166,0.00087250513],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997959,0.00019955987,0.000094334486,0.00022891548,0.0010430962,0.00047502553],"domain_scores_gemma":[0.9906544,0.001941535,0.0012917147,0.00031413586,0.0044200346,0.0013781405],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021065231,0.00031628128,0.0005448436,0.0019737592,0.004964209,0.002439291,0.0006902605,0.00031987228,0.0020580767],"category_scores_gemma":[0.007677527,0.00045053003,0.00030808183,0.0043234583,0.0021081453,0.0005033473,0.0010435808,0.00076414313,0.00016435431],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010581594,0.000109652065,0.90403426,0.00011833385,0.00005589024,0.00018362126,0.06928975,0.00007780888,0.0005809604,0.00029240802,0.0007294803,0.02442203],"study_design_scores_gemma":[0.000011149928,0.00003533754,0.9664338,0.000080807564,0.000018309935,0.000059102258,0.031123282,0.00006861025,0.0001480515,0.000060803515,0.0019466963,0.000013994081],"about_ca_topic_score_codex":0.9787147,"about_ca_topic_score_gemma":0.9919235,"teacher_disagreement_score":0.021285295,"about_ca_system_score_codex":0.012901252,"about_ca_system_score_gemma":0.024991231,"threshold_uncertainty_score":0.09360558},"labels":[],"label_agreement":null},{"id":"W1803071929","doi":"10.3968/j.hess.1927024020120301.1036","title":"A Survey of Teacher-Student Style Mismatches","year":2012,"lang":"en","type":"article","venue":"Higher education of social science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Style (visual arts); Mathematics education; Psychology; Learning styles; Process (computing); Pedagogy; Computer science; Visual arts","score_opus":0.05353445064447329,"score_gpt":0.403517808378816,"score_spread":0.34998335773434275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1803071929","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99899787,0.00009382477,0.000120705925,0.0000768648,0.0000043217833,0.000026177882,0.00009977551,0.000005012602,0.0005755461],"genre_scores_gemma":[0.9983726,0.00020538499,0.00016332188,0.00008418467,0.000008547985,0.00006766312,0.00013538,0.000004100335,0.0009587442],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9968771,0.0011459816,0.00039156177,0.00023587176,0.0009768486,0.00037266876],"domain_scores_gemma":[0.98821425,0.0034339654,0.004063578,0.0005283383,0.0023231693,0.0014366128],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038032222,0.00023743078,0.00042924346,0.001849292,0.00089204375,0.0009487221,0.00034412477,0.0006244896,0.0028803728],"category_scores_gemma":[0.012493416,0.00040770948,0.0002669165,0.0017389569,0.00040205402,0.0012157434,0.0011714922,0.00063619425,0.00072252477],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008993431,0.00034283148,0.93776435,0.000103286555,0.000020020645,0.00022207388,0.032186177,0.00005016006,0.0013617629,0.000106491876,0.0008962732,0.02685661],"study_design_scores_gemma":[0.000018523891,0.0005712798,0.93832695,0.000047586655,0.000009392574,0.00037070297,0.053652164,0.00028442958,0.0007247495,0.00007591507,0.005891703,0.000026607686],"about_ca_topic_score_codex":0.0015150721,"about_ca_topic_score_gemma":0.0020542215,"teacher_disagreement_score":0.0038032222,"about_ca_system_score_codex":0.0008331438,"about_ca_system_score_gemma":0.0005926834,"threshold_uncertainty_score":0.020113587},"labels":[],"label_agreement":null},{"id":"W1808756911","doi":"10.2466/06.it.4.2","title":"Effective Teaching: Sensory Learning Styles versus General Memory Processes","year":2015,"lang":"en","type":"article","venue":"Comprehensive Psychology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Campion College; University of Regina","funders":"","keywords":"Kinesthetic learning; Learning styles; Auditory learning; Recall; Psychology; Sensory system; Contrast (vision); Elaboration; Cognitive psychology; Computer science; Mathematics education; Artificial intelligence","score_opus":0.09585711006464206,"score_gpt":0.4021968659042329,"score_spread":0.30633975583959083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1808756911","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95839256,0.0063956804,0.004086466,0.00088149944,0.000045970315,0.00008836065,0.00003849148,0.00003268026,0.030038264],"genre_scores_gemma":[0.9945385,0.0027038634,0.0014937058,0.00015377643,0.000037009962,0.00002459285,0.000021669568,0.0000057786256,0.0010211361],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990989,0.0003126595,0.000051591698,0.00012341034,0.0003283416,0.00008516747],"domain_scores_gemma":[0.9946467,0.0033046782,0.00093506364,0.0003275131,0.00028592095,0.00050011015],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016369886,0.00033888427,0.0002738613,0.000846427,0.00021239975,0.0019573309,0.00049884606,0.00039121165,0.0025611266],"category_scores_gemma":[0.008062701,0.00011099694,0.00029223194,0.0004780714,0.0014533105,0.0015904534,0.0009263773,0.0007225086,0.00019347346],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041575075,0.0013473106,0.16582252,0.0017646024,0.00024163746,0.0002401944,0.008905252,0.00066856656,0.008619787,0.01044833,0.000859146,0.8006668],"study_design_scores_gemma":[0.00023370427,0.0027350548,0.9148999,0.0017972277,0.0005113728,0.0013420768,0.014819412,0.0021374782,0.01010135,0.04162694,0.009734224,0.00006126656],"about_ca_topic_score_codex":0.00060464797,"about_ca_topic_score_gemma":0.0012783458,"teacher_disagreement_score":0.0025611266,"about_ca_system_score_codex":0.0006100918,"about_ca_system_score_gemma":0.00060975493,"threshold_uncertainty_score":0.008657277},"labels":[],"label_agreement":null},{"id":"W1812843958","doi":"10.5539/gjhs.v8n6p1","title":"Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room","year":2015,"lang":"en","type":"article","venue":"Global Journal of Health Science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Psychology; Judgement; Bachelor; Kinesthetic learning; Data collection; Nurse education; Style (visual arts); Nursing; Medicine; Mathematics education; Mathematics","score_opus":0.19117840390485033,"score_gpt":0.5252134822529223,"score_spread":0.334035078348072,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1812843958","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99947935,0.000024598441,0.00011816466,0.000010769429,0.0000035105584,0.000007751515,0.000023534441,0.0000022739678,0.00033015842],"genre_scores_gemma":[0.99952877,0.000028578643,0.00015276292,0.0000075083412,0.0000023758132,0.000011160179,0.000045232493,0.000001760517,0.00022181877],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979044,0.000613246,0.00035046926,0.00021293394,0.0007267469,0.00019224985],"domain_scores_gemma":[0.98731685,0.004959195,0.0029331348,0.00047170167,0.0016878212,0.0026313409],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002342371,0.0002763428,0.00031245552,0.0008530787,0.000313792,0.0011519168,0.00032981895,0.0003485531,0.0026151973],"category_scores_gemma":[0.013146835,0.00014966006,0.0004461848,0.00044932548,0.00040790584,0.0003587291,0.00089827133,0.0005425473,0.00044165144],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018936937,0.00025087318,0.9846454,0.00005655097,0.00004996015,0.0001031796,0.0021639164,0.00027310752,0.0011119564,0.000026783982,0.000116039475,0.011012812],"study_design_scores_gemma":[0.000008574202,0.00057549047,0.9932,0.000019312774,0.000013508939,0.00023151992,0.0043570455,0.0005722189,0.0005845019,0.00008405801,0.00033589185,0.00001785164],"about_ca_topic_score_codex":0.0005173053,"about_ca_topic_score_gemma":0.0009311168,"teacher_disagreement_score":0.0026151973,"about_ca_system_score_codex":0.00031668379,"about_ca_system_score_gemma":0.00035236872,"threshold_uncertainty_score":0.012387812},"labels":[],"label_agreement":null},{"id":"W1832758191","doi":"10.19030/tlc.v9i2.6905","title":"Modeling Various Teaching Methods In A Faculty Of Education In Science Education: Chalk And Talk, Virtual Labs Or Hovercrafts","year":2012,"lang":"en","type":"article","venue":"Journal of College Teaching & Learning (TLC)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University; Nipissing University","funders":"","keywords":"Mathematics education; Science education; Virtual Laboratory; Computer science; Pedagogy; Engineering ethics; Psychology; Engineering; Multimedia","score_opus":0.03668425941551717,"score_gpt":0.42625524192016423,"score_spread":0.38957098250464706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1832758191","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97302794,0.000058827187,0.023886899,0.00016302826,0.00001705639,0.00004700272,0.00012830988,0.000066304376,0.0026047223],"genre_scores_gemma":[0.98334867,0.000053749096,0.0121439025,0.00002801351,0.0000095787655,0.00008396631,0.000111724104,0.00003441921,0.004185996],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99952793,0.0002425696,0.000019222638,0.00008761009,0.000037130852,0.00008551746],"domain_scores_gemma":[0.99213773,0.0068382747,0.00025479335,0.0001522297,0.00029176928,0.00032518778],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013200766,0.0006138014,0.0004892092,0.0006533574,0.00061859103,0.0018215653,0.0016021843,0.001639596,0.0053797024],"category_scores_gemma":[0.0057037864,0.00055757334,0.00089740136,0.00068575435,0.0008055856,0.0016956927,0.00073190744,0.0013622735,0.00033906396],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031497906,0.000663438,0.0143573815,0.000042563188,0.000041325326,0.000041366962,0.00036584688,0.96538013,0.0005586487,0.005484138,0.0002826706,0.0124675585],"study_design_scores_gemma":[0.00002448859,0.00005401362,0.0008753558,0.000004300421,0.000014903438,0.000004424335,0.00013656373,0.99758506,0.00023969942,0.00091768656,0.00013539041,0.0000081393755],"about_ca_topic_score_codex":0.05873527,"about_ca_topic_score_gemma":0.050300583,"teacher_disagreement_score":0.05873527,"about_ca_system_score_codex":0.00211158,"about_ca_system_score_gemma":0.0017993649,"threshold_uncertainty_score":0.11678678},"labels":[],"label_agreement":null},{"id":"W184252680","doi":"10.1007/978-3-319-07455-9_42","title":"An Adaptive Questionnaire for Automatic Identification of Learning Styles","year":2014,"lang":"en","type":"book-chapter","venue":"Lecture notes in computer science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Moncton","funders":"","keywords":"Learning styles; Computer science; Style (visual arts); Identification (biology); Artificial intelligence; Adaptive learning; Machine learning; Mathematics education; Psychology","score_opus":0.020184732948152977,"score_gpt":0.3045618652275867,"score_spread":0.28437713227943373,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W184252680","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8506151,0.00034274402,0.118444055,0.00029229684,0.00038842487,0.0074909646,0.006720552,0.0037339018,0.011971913],"genre_scores_gemma":[0.76260054,0.00035269748,0.1956933,0.00071567256,0.0001513878,0.014503232,0.007380395,0.00044561632,0.01815727],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9983876,0.0005937673,0.00020885716,0.00027613167,0.00044594874,0.00008768942],"domain_scores_gemma":[0.98576015,0.011033079,0.0005889512,0.00073075684,0.001542041,0.00034504075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003028297,0.00059654086,0.0006079116,0.0010699114,0.0002116687,0.000562903,0.0007944616,0.0007766833,0.011188207],"category_scores_gemma":[0.012483154,0.00029797747,0.0004825194,0.0005290204,0.00018108731,0.0011512241,0.00087346963,0.0006749684,0.004096893],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002454757,0.003323773,0.17323656,0.00039223387,0.00016748441,0.00015221602,0.001142995,0.0013959478,0.023710594,0.0010035008,0.018093979,0.774926],"study_design_scores_gemma":[0.0010385896,0.004771632,0.92753285,0.00019310067,0.00017526135,0.0007993312,0.0011545164,0.031231795,0.012334123,0.0026101454,0.017997691,0.00016101394],"about_ca_topic_score_codex":0.0004333183,"about_ca_topic_score_gemma":0.0005878329,"teacher_disagreement_score":0.011188207,"about_ca_system_score_codex":0.00022029485,"about_ca_system_score_gemma":0.00027711477,"threshold_uncertainty_score":0.03742826},"labels":[],"label_agreement":null},{"id":"W1849446816","doi":"10.24908/pceea.v0i0.4841","title":"How Student Reflections Have Guided the Evolution of a Mechanical Engineering Capstone Design Course","year":2013,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Capstone; Capstone course; Conversation; Reflection (computer programming); Psychology; Medical education; Quality (philosophy); Pedagogy; Mathematics education; Student engagement; Process (computing); Engineering; Engineering ethics; Computer science; Medicine","score_opus":0.018581714609502142,"score_gpt":0.289884419905144,"score_spread":0.2713027052956419,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1849446816","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9749186,0.00017164841,0.0047417697,0.0019941914,0.00016862118,0.00004988931,0.000057898334,0.00008635627,0.01781111],"genre_scores_gemma":[0.9819879,0.00018198004,0.0022399412,0.0003232169,0.000024512541,0.000019731293,0.0000655912,0.000065710476,0.015091367],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9953974,0.0023561893,0.00011276337,0.0004445648,0.0011561041,0.0005330313],"domain_scores_gemma":[0.98316956,0.0069271093,0.0013828636,0.0015749218,0.0040723053,0.002873239],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005483457,0.0003704957,0.00017464471,0.00087066396,0.002009448,0.0056573353,0.00092698215,0.0011564018,0.0034843944],"category_scores_gemma":[0.03133039,0.00033931652,0.00026258407,0.0006140946,0.0017770572,0.0015812622,0.002276139,0.0025262584,0.0011299676],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041651927,0.001512873,0.12337487,0.00025642687,0.000085265965,0.0012615881,0.5117528,0.0015318036,0.015132825,0.0076204618,0.013159001,0.3238956],"study_design_scores_gemma":[0.00004552944,0.0016864558,0.2421843,0.0005287893,0.0000749346,0.0016971364,0.50748676,0.0041644233,0.02212292,0.0055903927,0.21398978,0.00042863007],"about_ca_topic_score_codex":0.0033708054,"about_ca_topic_score_gemma":0.011786009,"teacher_disagreement_score":0.0056573353,"about_ca_system_score_codex":0.0019061564,"about_ca_system_score_gemma":0.001342142,"threshold_uncertainty_score":0.028999686},"labels":[],"label_agreement":null},{"id":"W1871874595","doi":"10.24908/pceea.v0i0.4883","title":"INFLUENCE OF LEARNING PREFERENCE ON SELF-EFFICACY AND PERFORMANCE IN MIXED-MODALITY FIRST-YEAR ENGINEERING DESIGN","year":2013,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"McMaster University","keywords":"Kinesthetic learning; Modality (human–computer interaction); Computer science; Preference; Learning styles; Psychology; Mathematics education; Multimedia; Human–computer interaction; Mathematics","score_opus":0.009640794492906762,"score_gpt":0.21252802900158474,"score_spread":0.202887234508678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1871874595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996605,0.000011919319,0.000027495507,0.000005516609,0.0000011245261,0.0000027888243,0.0000070562332,0.0000012402567,0.000282459],"genre_scores_gemma":[0.99971586,0.000008067992,0.000032203687,0.0000043023956,0.0000012523348,0.0000039554193,0.000012886236,9.933908e-7,0.0002204838],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99800223,0.00081276393,0.00015388083,0.00019639768,0.0004928969,0.00034186215],"domain_scores_gemma":[0.9835835,0.008334204,0.0026568137,0.00069726014,0.0011388985,0.0035893524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029225673,0.00024446088,0.00028660885,0.00076116115,0.00031756418,0.0011894556,0.00022551887,0.0003588088,0.0027892722],"category_scores_gemma":[0.013012031,0.0001457989,0.00041690166,0.00033014832,0.00043142174,0.00024974323,0.0005288974,0.00048332266,0.00052478485],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005259283,0.002075643,0.9837182,0.000016513839,0.000062482424,0.000093180795,0.0007922456,0.00021795035,0.0018060117,0.000039305607,0.00008702833,0.010565517],"study_design_scores_gemma":[0.000010516327,0.0014407542,0.9965348,0.0000063261336,0.000014823357,0.00008927828,0.00053429726,0.00043955125,0.00076913234,0.0000314757,0.00011974963,0.000009214421],"about_ca_topic_score_codex":0.0013232833,"about_ca_topic_score_gemma":0.0022517755,"teacher_disagreement_score":0.0029225673,"about_ca_system_score_codex":0.00029620354,"about_ca_system_score_gemma":0.00034275177,"threshold_uncertainty_score":0.0154562},"labels":[],"label_agreement":null},{"id":"W1872683996","doi":"10.24908/pceea.v0i0.3632","title":"Delivery of Content for an Online Graduate Course on “The Management of Innovation for Engineers”","year":2011,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Experiential learning; Class (philosophy); Engineering management; Engineering; Knowledge management; Engineering ethics; Computer science; Sociology; Pedagogy","score_opus":0.11484486711755598,"score_gpt":0.29104540405322954,"score_spread":0.17620053693567356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1872683996","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24559659,0.0005157217,0.12960263,0.011628419,0.010748793,0.02379937,0.018138897,0.023126328,0.53684324],"genre_scores_gemma":[0.21036293,0.00078675157,0.19358803,0.005129408,0.0021524965,0.012992215,0.013226381,0.0025694743,0.5591923],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99954224,0.00007057058,0.000024222529,0.00006887385,0.000163045,0.00013119324],"domain_scores_gemma":[0.99764866,0.00038303342,0.00012858798,0.00022744636,0.0005363495,0.0010759503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008973086,0.0007179022,0.0004125505,0.000842042,0.0010951338,0.001474633,0.0011686778,0.00078022736,0.18711399],"category_scores_gemma":[0.002964762,0.00023019989,0.00046169478,0.00065641035,0.00023698682,0.0009231942,0.0019912773,0.001365764,0.06262528],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005294469,0.0059468644,0.001996982,0.00044871052,0.000008475242,0.000457626,0.0009315418,0.0010497285,0.024070071,0.0032448408,0.41079405,0.55052173],"study_design_scores_gemma":[0.00030418887,0.0037309458,0.024500346,0.0003006057,0.00001890751,0.0003690175,0.0009761113,0.0038139522,0.016037526,0.004089245,0.9457852,0.00007387364],"about_ca_topic_score_codex":0.0007969847,"about_ca_topic_score_gemma":0.002016188,"teacher_disagreement_score":0.18711399,"about_ca_system_score_codex":0.001244298,"about_ca_system_score_gemma":0.002176607,"threshold_uncertainty_score":0.6259587},"labels":[],"label_agreement":null},{"id":"W1902091316","doi":"10.24908/pceea.v0i0.5779","title":"MEASURING THE IMPACT OF STUDENT LED TUTORIALS ON FIRST YEAR STUDENTS' LEARNING OUTCOMES","year":2015,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"University of Victoria","keywords":"Troubleshooting; Presentation (obstetrics); Mathematics education; Population; Medical education; Computer science; Bachelor; Psychology; Engineering; Medicine","score_opus":0.02581236500113599,"score_gpt":0.3162453510080623,"score_spread":0.2904329860069263,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1902091316","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99819916,0.00006561287,0.00034784593,0.00007228836,0.00003083474,0.00010607801,0.00016947112,0.0000569968,0.00095181254],"genre_scores_gemma":[0.9946068,0.00014876164,0.001155047,0.00005149402,0.000043657867,0.00026555086,0.000707493,0.00002415318,0.002997127],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99429,0.0012665341,0.00042853504,0.0006866707,0.0022984252,0.0010299225],"domain_scores_gemma":[0.9649103,0.012921693,0.0052776895,0.0018777659,0.0054186643,0.009593911],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00727049,0.0011157863,0.00079485384,0.0016651383,0.000595457,0.0024740607,0.00122344,0.00095697393,0.005616967],"category_scores_gemma":[0.031450756,0.00032981168,0.00089738256,0.0008408469,0.00043475608,0.0012946184,0.0022526456,0.0021638656,0.0017103308],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.007154349,0.059719272,0.45559874,0.0007519827,0.00058556424,0.00025522985,0.0043628886,0.007986023,0.0121092135,0.0003722071,0.007012559,0.444092],"study_design_scores_gemma":[0.00025648996,0.041890103,0.93009865,0.00011412335,0.0002528559,0.000086721164,0.002225912,0.0053053773,0.016368773,0.0002757797,0.002992434,0.00013268876],"about_ca_topic_score_codex":0.00093040604,"about_ca_topic_score_gemma":0.0017513226,"teacher_disagreement_score":0.00727049,"about_ca_system_score_codex":0.0009355111,"about_ca_system_score_gemma":0.0011328198,"threshold_uncertainty_score":0.03845048},"labels":[],"label_agreement":null},{"id":"W1908237600","doi":"","title":"The impact of virtual microscopes on learning","year":2010,"lang":"en","type":"dissertation","venue":"Murdoch Research Repository (Murdoch University)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Murdoch University; McGill University","keywords":"Exploratory research; Focus group; Medical education; Psychology; Mathematics education; Computer science; Medicine; Sociology","score_opus":0.03206447205222144,"score_gpt":0.38786181110544804,"score_spread":0.3557973390532266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1908237600","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94592875,0.0009604973,0.0016922011,0.0017470607,0.000097551354,0.000056567314,0.00006268511,0.00005521953,0.049399488],"genre_scores_gemma":[0.99537826,0.00052873435,0.0012060879,0.00017417129,0.00004990281,0.000035193614,0.00002660336,0.000011013046,0.00258994],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99281573,0.0043091383,0.00016774394,0.00034898217,0.0018708649,0.0004875119],"domain_scores_gemma":[0.95404786,0.03625204,0.002683207,0.0012001263,0.0018921021,0.0039246976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042212005,0.0003757913,0.00030021535,0.0008048095,0.0010809746,0.003148078,0.0007723291,0.00065517006,0.012477978],"category_scores_gemma":[0.028374404,0.00020896217,0.0006972731,0.00040111528,0.0014303861,0.0017606968,0.0036232602,0.000675698,0.0007341254],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027002192,0.004155697,0.16508766,0.0012043051,0.00024325123,0.001175291,0.015477298,0.004485493,0.01092834,0.009535372,0.008014009,0.7769931],"study_design_scores_gemma":[0.00034814404,0.011940634,0.8751069,0.00085504807,0.0005489402,0.0016072254,0.028485779,0.006201948,0.01613239,0.013673634,0.04484188,0.00025752725],"about_ca_topic_score_codex":0.0013614874,"about_ca_topic_score_gemma":0.0020130589,"teacher_disagreement_score":0.012477978,"about_ca_system_score_codex":0.0010053761,"about_ca_system_score_gemma":0.0009982926,"threshold_uncertainty_score":0.04174292},"labels":[],"label_agreement":null},{"id":"W1921702174","doi":"10.1007/978-1-4020-5281-1_176","title":"The Implications of Cognitive Style to Adult Distance Education","year":2009,"lang":"en","type":"book-chapter","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Cognitive style; Independence (probability theory); Psychology; Cognition; Task (project management); Repertoire; Cognitive psychology; Dimension (graph theory); Construct (python library); Field dependence; Style (visual arts); Computer science; Engineering; Mathematics","score_opus":0.017075119873024437,"score_gpt":0.3227248224983854,"score_spread":0.30564970262536095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1921702174","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02917763,0.06296092,0.010913958,0.008172723,0.0015185608,0.000021221225,0.00006368472,0.00004104664,0.88713026],"genre_scores_gemma":[0.40933725,0.058382154,0.010571045,0.0039101136,0.0012868046,0.00009304626,0.000099190525,0.000054311615,0.51626605],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.999954,0.000011807076,0.0000019621566,0.0000088848155,0.000017734426,0.0000056721624],"domain_scores_gemma":[0.9997644,0.00017601228,0.000006143813,0.000006645923,0.000028144406,0.000018581854],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00017574674,0.00021214026,0.000108527245,0.0002578761,0.0002783824,0.0011784991,0.00028295006,0.0003723101,0.0072860764],"category_scores_gemma":[0.00051062915,0.000055753022,0.00010540485,0.00037191776,0.00096686435,0.00095289684,0.0003709221,0.0013987335,0.0006366652],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026019954,0.000102129445,0.0016432146,0.00015942454,0.000005892189,0.00019765303,0.0034930801,0.00040964838,0.0007136026,0.5529347,0.034302533,0.4060121],"study_design_scores_gemma":[0.00001047419,0.00004951498,0.0152162565,0.00034901768,0.000010221433,0.0007038578,0.002166991,0.00081778405,0.00048559584,0.64982957,0.33034268,0.000018076167],"about_ca_topic_score_codex":0.001443373,"about_ca_topic_score_gemma":0.0032740734,"teacher_disagreement_score":0.0072860764,"about_ca_system_score_codex":0.000548497,"about_ca_system_score_gemma":0.00048510608,"threshold_uncertainty_score":0.024374366},"labels":[],"label_agreement":null},{"id":"W1921860389","doi":"10.18806/tesl.v29i2.1102","title":"Prewriting Tasks for Auditory, Visual, and Kinesthetic Learners","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Prewriting; Psychology; Preference; Style (visual arts); Auditory learning; Reading (process); Learning styles; Cognitive style; Visual learning; Variety (cybernetics); Class (philosophy); Teaching method; Mathematics education; Appeal; Linguistics; Cognition; Cooperative learning; Computer science; Visual arts","score_opus":0.01956366137962078,"score_gpt":0.31314700390488565,"score_spread":0.29358334252526486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1921860389","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98096895,0.00019039749,0.0029303865,0.0001289266,0.000078767145,0.00040000837,0.00014893948,0.000070883434,0.015082719],"genre_scores_gemma":[0.9598603,0.0005572779,0.018833324,0.00026844055,0.00003939517,0.0008766234,0.00046079417,0.000046933746,0.019056903],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995721,0.000061941486,0.00009470699,0.00008146855,0.00012485441,0.00006484717],"domain_scores_gemma":[0.99782664,0.0011465782,0.00026957504,0.00019327272,0.00021710931,0.0003468621],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006179458,0.0006869847,0.00038881283,0.00041815563,0.00056070916,0.0011073406,0.0005363896,0.00073947676,0.008780113],"category_scores_gemma":[0.0065436903,0.00015492046,0.00042213447,0.00021231125,0.00026023036,0.0011676046,0.0010447188,0.00093802484,0.0017026683],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0044674603,0.011017061,0.10090546,0.0009350469,0.00006173717,0.000810631,0.014080901,0.0015611,0.11824382,0.0023397037,0.00507565,0.74050146],"study_design_scores_gemma":[0.001348732,0.031450868,0.754711,0.000896334,0.00017144087,0.0053366865,0.027130047,0.013590783,0.103507005,0.01868004,0.042769212,0.0004078578],"about_ca_topic_score_codex":0.0009371967,"about_ca_topic_score_gemma":0.0031832973,"teacher_disagreement_score":0.008780113,"about_ca_system_score_codex":0.0002956903,"about_ca_system_score_gemma":0.0007754719,"threshold_uncertainty_score":0.029372454},"labels":[],"label_agreement":null},{"id":"W192314245","doi":"10.1007/978-3-642-30950-2_114","title":"Interoperability for ITS: An Ontology of Learning Style Models","year":2012,"lang":"en","type":"book-chapter","venue":"Lecture notes in computer science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"","keywords":"Computer science; Style (visual arts); Ontology; Interoperability; Learning styles; Artificial intelligence; Human–computer interaction; World Wide Web; Mathematics education","score_opus":0.05485446299467998,"score_gpt":0.3248043494129524,"score_spread":0.2699498864182724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W192314245","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018226795,0.0008128956,0.91931623,0.0020062511,0.00018498542,0.00016432651,0.0006452642,0.0008412258,0.057801936],"genre_scores_gemma":[0.44312,0.0015672885,0.5321425,0.0006254979,0.0003345668,0.0007157744,0.0019956026,0.00059853174,0.018900208],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9966364,0.0010336154,0.0005961079,0.0006734115,0.00074521475,0.00031528794],"domain_scores_gemma":[0.9950275,0.0017204331,0.00039164233,0.0018756881,0.00067744503,0.0003073605],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034402024,0.0007006287,0.0007716979,0.0023798235,0.0016085482,0.00949609,0.0023300692,0.0024685794,0.0049990295],"category_scores_gemma":[0.00706425,0.00067269185,0.0023319265,0.0034343188,0.0048790183,0.018100306,0.0035139555,0.004459624,0.0014128368],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000070354254,0.000016549477,0.0003031893,0.00003164452,0.000010654243,0.00003599234,0.00057303015,0.0011252791,0.00026551838,0.98454076,0.0005567824,0.012533568],"study_design_scores_gemma":[0.0000065007675,0.000011809645,0.00028520287,0.000055522967,0.00002159337,0.00012208712,0.00026554996,0.010439927,0.00041271065,0.9634457,0.024919214,0.0000142201625],"about_ca_topic_score_codex":0.004221854,"about_ca_topic_score_gemma":0.0019973693,"teacher_disagreement_score":0.00949609,"about_ca_system_score_codex":0.0022520756,"about_ca_system_score_gemma":0.0019181863,"threshold_uncertainty_score":0.018193722},"labels":[],"label_agreement":null},{"id":"W1930147681","doi":"10.21432/t2530k","title":"Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities","year":2009,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ligne; Learning styles; Experiential learning; Psychology; Humanities; Theory of multiple intelligences; Sociology; Pedagogy; Philosophy","score_opus":0.12236087745510037,"score_gpt":0.32929104144601185,"score_spread":0.20693016399091146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1930147681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67086756,0.002198685,0.17093189,0.0067144446,0.00007984881,0.00018403439,0.00019675907,0.00011540634,0.14871141],"genre_scores_gemma":[0.9840919,0.0007650469,0.011152012,0.00017590339,0.000028840643,0.0001123645,0.00007202858,0.00001670388,0.0035852192],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99756646,0.0012833943,0.00011304931,0.00025523352,0.00058475765,0.00019712953],"domain_scores_gemma":[0.99187356,0.0057478086,0.00069289,0.00048302326,0.0006773119,0.00052543054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003168525,0.00058894156,0.0003583524,0.0021124785,0.00066683954,0.005681401,0.0011844785,0.0009059203,0.0038580014],"category_scores_gemma":[0.011157521,0.0002120628,0.0007038611,0.0017605812,0.0022322352,0.0075245025,0.002465519,0.0013604565,0.0006026593],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020907813,0.00077199104,0.10178049,0.0006842554,0.0001118113,0.0006697155,0.04005391,0.02101758,0.0009441094,0.63766277,0.0025596926,0.19353466],"study_design_scores_gemma":[0.00006466733,0.0004121452,0.058957458,0.00060074095,0.00012156584,0.0011148016,0.051675797,0.107420236,0.0018761012,0.73442465,0.043192282,0.00013956081],"about_ca_topic_score_codex":0.0017151355,"about_ca_topic_score_gemma":0.0020947233,"teacher_disagreement_score":0.005681401,"about_ca_system_score_codex":0.0015414446,"about_ca_system_score_gemma":0.0009267804,"threshold_uncertainty_score":0.016756952},"labels":[],"label_agreement":null},{"id":"W1930496101","doi":"10.1111/j.1467-8535.2011.01262.x","title":"Can verbalisers learn as well as visualisers in simulation‐based CAL with predominantly visual representations? Preliminary evidence from a pilot study","year":2011,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"National Science Council","keywords":"Think aloud protocol; Mathematics education; Psychology; Reading (process); Mainstream; Representation (politics); Educational technology; Computer science; Multimedia; Human–computer interaction; Linguistics","score_opus":0.04822499655694111,"score_gpt":0.37556255425478535,"score_spread":0.32733755769784423,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1930496101","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999228,0.000034834244,0.00009433552,0.00002747845,0.0000033603737,0.00004318389,0.000010672038,0.0000026109642,0.0005554684],"genre_scores_gemma":[0.99863017,0.0001304306,0.00039753565,0.000055644978,0.00000563035,0.00010641934,0.000037570426,0.0000028459906,0.0006337912],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99677724,0.0015481893,0.00023158791,0.00034908057,0.0006619144,0.00043200183],"domain_scores_gemma":[0.97752976,0.015337659,0.0023738346,0.000948445,0.0016242391,0.002186124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067533487,0.0003513326,0.00044779837,0.00087788224,0.0004706238,0.0016473307,0.0008892523,0.0009171885,0.0036179274],"category_scores_gemma":[0.024270315,0.0003332575,0.00039400975,0.0003514053,0.0012671159,0.0015538661,0.001084198,0.0010730185,0.0006368576],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011711968,0.09109691,0.52426547,0.0016199906,0.00025430528,0.0022917541,0.12504624,0.0011992893,0.0199982,0.0016432317,0.0015264518,0.21934617],"study_design_scores_gemma":[0.0014564698,0.08850536,0.77106947,0.00060367526,0.00026426648,0.0014769079,0.110766575,0.0034237471,0.011348251,0.0017825549,0.009136826,0.00016593345],"about_ca_topic_score_codex":0.0009526491,"about_ca_topic_score_gemma":0.0014344088,"teacher_disagreement_score":0.0067533487,"about_ca_system_score_codex":0.0004011218,"about_ca_system_score_gemma":0.00064868724,"threshold_uncertainty_score":0.03571558},"labels":[],"label_agreement":null},{"id":"W1934139077","doi":"10.24908/pceea.v0i0.3125","title":"On the influence of solid modeling on design innovation in junior mechanical engineering design courses","year":2010,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Enthusiasm; Component (thermodynamics); Computer science; Engineering management; Engineering; Mechanical design; Mechanical engineering; Psychology","score_opus":0.01891556450953119,"score_gpt":0.2638014268089409,"score_spread":0.24488586229940973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1934139077","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99399054,0.000056317873,0.00017971569,0.00019422393,0.000006043538,0.00001518188,0.0000061485002,0.000004425795,0.0055473573],"genre_scores_gemma":[0.99906784,0.000042642132,0.00015284635,0.000030364225,0.000005066677,0.000009001389,0.000007460535,0.0000045369434,0.0006801935],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9910998,0.0045422823,0.00038128992,0.00047238544,0.002473406,0.0010308287],"domain_scores_gemma":[0.8866662,0.083093286,0.009642332,0.0026123854,0.0051669274,0.012818887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008329687,0.00030646447,0.00037483708,0.0016981799,0.0014197837,0.005396397,0.00084284553,0.0009477395,0.00492552],"category_scores_gemma":[0.051129393,0.00020898768,0.0006444351,0.0011420301,0.0020306488,0.0013078388,0.0024627366,0.0017184125,0.0005851209],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025591017,0.0067176498,0.8341688,0.00014711803,0.00017020886,0.00050756184,0.035904564,0.002247776,0.0054360325,0.00708563,0.001235839,0.103819735],"study_design_scores_gemma":[0.00016623165,0.002066235,0.9578036,0.00010287978,0.00010078114,0.00022262865,0.023921693,0.0044118976,0.0026582282,0.0055301115,0.0029121207,0.00010352078],"about_ca_topic_score_codex":0.003576438,"about_ca_topic_score_gemma":0.0047759977,"teacher_disagreement_score":0.008329687,"about_ca_system_score_codex":0.002119964,"about_ca_system_score_gemma":0.0024331445,"threshold_uncertainty_score":0.044052124},"labels":[],"label_agreement":null},{"id":"W1951887237","doi":"10.24908/pceea.v0i0.5929","title":"OFFERING INTERDISCPLINARY COURSES: THE WHY, THE HOW AND THE WHAT","year":2015,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta; York University","funders":"Canada School of Energy and Environment","keywords":"Learning styles; Mathematics education; Peer learning; Psychology; Face (sociological concept); Pedagogy; Engineering; Medical education; Sociology; Medicine; Social science","score_opus":0.012016477429779286,"score_gpt":0.24271781120544933,"score_spread":0.23070133377567004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1951887237","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83252406,0.00252024,0.009278986,0.034886178,0.0013903705,0.0002773902,0.00011318481,0.00011393955,0.11889563],"genre_scores_gemma":[0.92063934,0.0025691537,0.008614862,0.0057901246,0.00016771178,0.00011578675,0.00013555265,0.000048740116,0.061918736],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975859,0.0007059523,0.000106411826,0.000244671,0.00061372964,0.0007433367],"domain_scores_gemma":[0.9954656,0.0004463345,0.00046700353,0.00021554221,0.00058191625,0.002823684],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002342605,0.00035759807,0.00022515364,0.000347245,0.004632745,0.006619189,0.0011746573,0.0017359557,0.016957259],"category_scores_gemma":[0.004007213,0.00023053354,0.00030740732,0.00046259517,0.0015966204,0.0027761396,0.004646982,0.0034948844,0.0034014145],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028488718,0.0046560736,0.14238709,0.001766195,0.00006627556,0.003787631,0.108947605,0.0007606452,0.02660556,0.041622832,0.08393448,0.58518064],"study_design_scores_gemma":[0.000023520277,0.0006382798,0.096186005,0.0010566163,0.000029065579,0.0017567171,0.41766593,0.00051018596,0.007921004,0.012513771,0.4615912,0.0001077507],"about_ca_topic_score_codex":0.0010568006,"about_ca_topic_score_gemma":0.0056490954,"teacher_disagreement_score":0.016957259,"about_ca_system_score_codex":0.0027509232,"about_ca_system_score_gemma":0.0050001848,"threshold_uncertainty_score":0.056727648},"labels":[],"label_agreement":null},{"id":"W1952227545","doi":"10.1007/978-3-662-44654-6_22","title":"A Dynamic Questionnaire to Further Reduce Questions in Learning Style Assessment","year":2014,"lang":"en","type":"book-chapter","venue":"Lecture notes in computer science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Moncton","funders":"","keywords":"Ask price; Learning styles; Style (visual arts); Computer science; Process (computing); Questionnaire; Psychology; Scheme (mathematics); Applied psychology; Artificial intelligence; Machine learning; Mathematics education; Statistics; Mathematics","score_opus":0.013500409723017064,"score_gpt":0.3223607652651944,"score_spread":0.30886035554217733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1952227545","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57774734,0.00042674376,0.30066612,0.0023194079,0.0024444212,0.036979154,0.01877584,0.006951425,0.05368955],"genre_scores_gemma":[0.3355137,0.0007169634,0.47571144,0.0031622068,0.00045534887,0.07962639,0.01574388,0.0016615117,0.08740854],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99581295,0.0014278427,0.00077425427,0.00043786687,0.0012795473,0.00026751793],"domain_scores_gemma":[0.9514909,0.03346572,0.0013674294,0.0033771435,0.009165865,0.0011328926],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0073097846,0.00073543267,0.00070949964,0.0020411604,0.00041909103,0.00086534995,0.00092840084,0.00074169313,0.033268712],"category_scores_gemma":[0.030974088,0.00037950865,0.0008696081,0.0011418724,0.0002893299,0.0011186486,0.001496295,0.001406357,0.012841902],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00082636636,0.007889406,0.02927345,0.0011991451,0.0000678412,0.00013382145,0.0045589022,0.0012636828,0.025868231,0.002317005,0.06535335,0.86124885],"study_design_scores_gemma":[0.001619932,0.007906873,0.5139579,0.0011950203,0.00025627174,0.000784994,0.008183722,0.021293547,0.040891033,0.00939786,0.3940323,0.00048060052],"about_ca_topic_score_codex":0.00039574527,"about_ca_topic_score_gemma":0.00082792016,"teacher_disagreement_score":0.033268712,"about_ca_system_score_codex":0.000474059,"about_ca_system_score_gemma":0.00082798523,"threshold_uncertainty_score":0.111294985},"labels":[],"label_agreement":null},{"id":"W1953669054","doi":"","title":"VARIABLES ACADÉMICAS Y ESTILOS DE APRENDIZAJE EN ESTUDIANTES DEL CICLO DE INICIACIÓN UNIVERSITARIA","year":2007,"lang":"es","type":"article","venue":"Redalyc (Universidad Autónoma del Estado de México)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin); Style (visual arts); Index (typography); Psychology; Learning styles; Exploratory research; Test (biology); Mathematics; Mathematics education; Computer science; Geography; Sociology; Social science","score_opus":0.015931124824259697,"score_gpt":0.2816992047184837,"score_spread":0.265768079894224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1953669054","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99643683,0.00048805616,0.00022521164,0.00032005121,0.000012372025,0.000067186134,0.00008368605,0.0000058736996,0.0023608822],"genre_scores_gemma":[0.9962902,0.00066125725,0.0005802229,0.00009161856,0.0000124296275,0.0001596779,0.000087067674,0.0000032347687,0.002114241],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977697,0.0009965632,0.00019873961,0.00018097002,0.0005165455,0.00033740187],"domain_scores_gemma":[0.99037313,0.0027331063,0.0029124105,0.0003092887,0.0018273888,0.0018446012],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033683986,0.00038583347,0.0005789977,0.0017070742,0.0013897544,0.0025901895,0.0006070409,0.0004964333,0.0028300942],"category_scores_gemma":[0.011793504,0.00020666096,0.00047390652,0.0022936512,0.0008278216,0.0009351265,0.0018661132,0.0011856881,0.00030707923],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022430137,0.00092272257,0.9270452,0.00033763167,0.00009503443,0.00020433433,0.02765714,0.00018955178,0.001324121,0.00077161606,0.00064904126,0.040579244],"study_design_scores_gemma":[0.000014214329,0.00031916503,0.9722278,0.0001213493,0.000042671283,0.000066327106,0.023033202,0.0001319535,0.000613759,0.00027206042,0.0031372176,0.000020239893],"about_ca_topic_score_codex":0.011345695,"about_ca_topic_score_gemma":0.020867452,"teacher_disagreement_score":0.011345695,"about_ca_system_score_codex":0.002374712,"about_ca_system_score_gemma":0.0047742818,"threshold_uncertainty_score":0.022559285},"labels":[],"label_agreement":null},{"id":"W1965868947","doi":"10.1016/j.compedu.2014.02.005","title":"The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects","year":2014,"lang":"en","type":"article","venue":"Computers & Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":34,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Humanities Research Group, University of Windsor; Türkiye Bilimsel ve Teknolojik Araştırma Kurumu","keywords":"Turkish; Mathematics education; Kinesthetic learning; Learning styles; Psychology; Eleventh; Academic achievement; Test (biology); Significant difference; Academic year; Mathematics; Statistics","score_opus":0.016313211768757673,"score_gpt":0.3217194098412331,"score_spread":0.30540619807247543,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1965868947","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99867,0.000037829534,0.000044877477,0.000025991902,0.000005223277,0.0000025413624,0.000040835195,0.000006787865,0.0011659748],"genre_scores_gemma":[0.99891424,0.000023161114,0.000110862915,0.000008077376,0.0000029182704,0.000004713847,0.000050803184,0.0000052635532,0.00087985536],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988943,0.00038835555,0.00010362812,0.00021147919,0.00022607044,0.0001762014],"domain_scores_gemma":[0.99291104,0.0038871786,0.0010795228,0.0004861669,0.0005458555,0.0010902326],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077852764,0.0004336278,0.0003668418,0.0005562368,0.00043887168,0.0014815467,0.00041693982,0.00046905008,0.0070700664],"category_scores_gemma":[0.006572003,0.00015822425,0.0004629726,0.00056828064,0.00057676976,0.0005343836,0.0006802982,0.0008091134,0.0008008448],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.007547352,0.0037274319,0.905726,0.00012672355,0.0002361755,0.0005080741,0.00510161,0.0004917375,0.016605102,0.0025947154,0.0006590927,0.056676],"study_design_scores_gemma":[0.000035843463,0.0012862623,0.99286336,0.000013279307,0.00007471452,0.00006538168,0.0015741006,0.000568775,0.002496095,0.000369353,0.00063942967,0.000013576234],"about_ca_topic_score_codex":0.004867006,"about_ca_topic_score_gemma":0.0041710166,"teacher_disagreement_score":0.0070700664,"about_ca_system_score_codex":0.0004904631,"about_ca_system_score_gemma":0.0004286158,"threshold_uncertainty_score":0.02365172},"labels":[],"label_agreement":null},{"id":"W1967039450","doi":"10.1080/01421590802232818","title":"The development of interactive online learning tools for the study of Anatomy","year":2008,"lang":"en","type":"article","venue":"Medical Teacher","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":93,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Online learning; Computer science; Medical education; Anatomy; Medicine; Multimedia; Psychology","score_opus":0.07952164016285226,"score_gpt":0.40106651868696,"score_spread":0.32154487852410774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1967039450","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11404728,0.0014996325,0.81942123,0.0012134762,0.00046609636,0.003117572,0.0013551973,0.024456171,0.034423362],"genre_scores_gemma":[0.095575765,0.0010778768,0.8895827,0.000310187,0.00020100808,0.002161906,0.0012799407,0.0009965869,0.008814082],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99869967,0.00043401925,0.00010119647,0.00013868425,0.0005189633,0.00010751237],"domain_scores_gemma":[0.9894505,0.0070724767,0.0004237153,0.0010359451,0.0012191886,0.00079822785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034199352,0.0010769366,0.00032403835,0.0017479946,0.00030631374,0.002004656,0.0024222166,0.000683649,0.014188758],"category_scores_gemma":[0.012187426,0.00029001426,0.0008068655,0.0008850376,0.00044791706,0.0024358507,0.002540409,0.00102734,0.0038139143],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017911763,0.0006814518,0.0024733467,0.00069547363,0.000029123685,0.00041354613,0.0008943669,0.0013487819,0.017076503,0.002086571,0.010895017,0.9632267],"study_design_scores_gemma":[0.0010298084,0.0061448268,0.056120742,0.0038198333,0.00043053317,0.008575687,0.0026536763,0.056006353,0.13065009,0.03239801,0.7017051,0.00046539528],"about_ca_topic_score_codex":0.00029203974,"about_ca_topic_score_gemma":0.00047882844,"teacher_disagreement_score":0.014188758,"about_ca_system_score_codex":0.00031694293,"about_ca_system_score_gemma":0.0008169599,"threshold_uncertainty_score":0.04746616},"labels":[],"label_agreement":null},{"id":"W1976033392","doi":"10.1080/15391523.2007.10782498","title":"In-Depth Analysis of the Felder-Silverman Learning Style Dimensions","year":2007,"lang":"en","type":"article","venue":"Journal of Research on Technology in Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":286,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Style (visual arts); Experiential learning; Educational technology; Dimension (graph theory); Active learning (machine learning); Computer science; Synchronous learning; Cognitive style; Learning sciences; Cooperative learning; Mathematics education; Psychology; Artificial intelligence; Teaching method; Mathematics","score_opus":0.045446818001126744,"score_gpt":0.4699771439464739,"score_spread":0.4245303259453471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976033392","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98193926,0.00021216822,0.0075341715,0.00016249702,0.000010160259,0.000100911224,0.00033719811,0.00002096455,0.009682666],"genre_scores_gemma":[0.9943673,0.0001102452,0.00437986,0.000021034606,0.0000074189784,0.000081201695,0.00021712885,0.0000062808604,0.00080932386],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99788266,0.0006993278,0.00022433457,0.00015438447,0.0009059974,0.0001333268],"domain_scores_gemma":[0.977771,0.0151127465,0.0026735242,0.0012901892,0.0024958942,0.0006567527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041097263,0.00027768684,0.0003319498,0.003022955,0.00038015406,0.0013364358,0.0003389093,0.00025560523,0.0025333236],"category_scores_gemma":[0.015032847,0.00010535862,0.0007016627,0.0021379907,0.0006490014,0.0010972207,0.00073359173,0.0007288258,0.00020655812],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001964977,0.00024408796,0.7671946,0.00014277663,0.00010808781,0.0000993909,0.009437436,0.0013379126,0.00190612,0.007486892,0.00077798957,0.2110682],"study_design_scores_gemma":[0.000015997957,0.00024193301,0.9704221,0.00006740236,0.00003093699,0.00017516305,0.008189592,0.00543643,0.00095219107,0.011304346,0.0031304548,0.000033384797],"about_ca_topic_score_codex":0.0013318533,"about_ca_topic_score_gemma":0.001879996,"teacher_disagreement_score":0.0041097263,"about_ca_system_score_codex":0.0010318535,"about_ca_system_score_gemma":0.00095365616,"threshold_uncertainty_score":0.021734536},"labels":[],"label_agreement":null},{"id":"W1979795824","doi":"10.5688/ajpe788147","title":"The Effect of Transitioning from Residency to Pharmacy Practice on Learning Style","year":2014,"lang":"en","type":"article","venue":"American Journal of Pharmaceutical Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Paul's Hospital; University of British Columbia","funders":"","keywords":"Preceptor; Pharmacy; Style (visual arts); Learning styles; Medicine; Psychology; Medical education; Family medicine; Pedagogy","score_opus":0.013933259100279118,"score_gpt":0.4224107652253547,"score_spread":0.4084775061250756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979795824","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992163,0.00005571737,0.000019445763,0.000094793715,0.000022309458,0.000009916467,0.000024721769,0.0000035141659,0.0005532605],"genre_scores_gemma":[0.9988306,0.000056758083,0.00011244416,0.00009834613,0.00002135901,0.000015116657,0.00006600594,0.0000042292027,0.000795201],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984301,0.00055481424,0.000149006,0.00021641389,0.00026922947,0.0003803833],"domain_scores_gemma":[0.9660401,0.016954271,0.0028874765,0.00093912333,0.0010634179,0.012115735],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023920222,0.0003857338,0.00046193664,0.00054056774,0.0008215018,0.0020430544,0.0008196298,0.0012862111,0.008185424],"category_scores_gemma":[0.016381897,0.0002480316,0.0009673481,0.000597566,0.0008329211,0.00082993397,0.0011296157,0.002151974,0.0005719406],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.037014395,0.030049894,0.8720121,0.00013910652,0.00063075754,0.00052925316,0.0031253195,0.00080150913,0.006948229,0.00042279303,0.00077507214,0.047551613],"study_design_scores_gemma":[0.00023723066,0.004909436,0.99209774,0.000017296821,0.00007486474,0.000055543147,0.0014157426,0.00038938248,0.00035670647,0.00015648887,0.0002689922,0.000020653823],"about_ca_topic_score_codex":0.004242798,"about_ca_topic_score_gemma":0.0074598775,"teacher_disagreement_score":0.008185424,"about_ca_system_score_codex":0.00092042534,"about_ca_system_score_gemma":0.0019509066,"threshold_uncertainty_score":0.02738297},"labels":[],"label_agreement":null},{"id":"W1979951617","doi":"10.1109/icalt.2010.213","title":"Implementation of Affective States and Learning Styles Tactics in Web-Based Learning Management Systems","year":2010,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Learning styles; Computer science; Personalized learning; Educational technology; Adaptive learning; Synchronous learning; Learning Management; Knowledge management; Psychology; Multimedia; Open learning; Cooperative learning; Mathematics education; Artificial intelligence; Teaching method","score_opus":0.009843238871869543,"score_gpt":0.3170295657822031,"score_spread":0.30718632691033354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979951617","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.909836,0.00023184622,0.06676487,0.00042480582,0.00004942122,0.0002087618,0.00003599649,0.00036648658,0.022081798],"genre_scores_gemma":[0.990117,0.00005139064,0.008585344,0.000055265293,0.000010552406,0.00004947679,0.000018745364,0.0000107271,0.0011015165],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9988918,0.0005752397,0.00007630087,0.000085784835,0.00029527134,0.00007561531],"domain_scores_gemma":[0.9978643,0.0010174001,0.0003050801,0.00015108233,0.00038370272,0.00027835774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014364319,0.00019625937,0.00012203069,0.00033542095,0.00021858401,0.0014246819,0.00021665495,0.00023459569,0.0010233407],"category_scores_gemma":[0.0045856005,0.0001283804,0.00017812382,0.00016572577,0.0003165078,0.0007008351,0.0004952241,0.00042227213,0.00023885329],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00076627836,0.0019123218,0.16789083,0.00031040533,0.00015391786,0.00026457358,0.008315576,0.006247788,0.08254197,0.008023137,0.001190735,0.7223824],"study_design_scores_gemma":[0.00020960977,0.0029084848,0.7622695,0.00026257732,0.0003576564,0.0006751088,0.008336275,0.12522283,0.059281006,0.023236012,0.017026272,0.00021473019],"about_ca_topic_score_codex":0.00047009994,"about_ca_topic_score_gemma":0.0004933103,"teacher_disagreement_score":0.0014364319,"about_ca_system_score_codex":0.00033789035,"about_ca_system_score_gemma":0.00026897708,"threshold_uncertainty_score":0.0075966716},"labels":[],"label_agreement":null},{"id":"W1991620613","doi":"10.1111/j.1949-3606.2007.tb00064.x","title":"Learning Styles in Relation to Academic Performance in Middle School Mathematics","year":2007,"lang":"en","type":"article","venue":"Digest of Middle East Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Style (visual arts); Quarter (Canadian coin); Variety (cybernetics); Psychology; Learning styles; Computer science; Geography; Artificial intelligence","score_opus":0.0950461438354769,"score_gpt":0.34025450719358463,"score_spread":0.24520836335810775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1991620613","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997141,0.000017642633,0.000009440539,0.000005178858,7.779433e-7,0.0000033782135,0.000016355545,0.0000010800745,0.00023201788],"genre_scores_gemma":[0.99968445,0.000026029174,0.0000652774,0.0000042150573,9.760545e-7,0.000006517479,0.000035359422,7.4596136e-7,0.00017649439],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995524,0.00009502549,0.000048524824,0.00005956919,0.00015120636,0.00009325181],"domain_scores_gemma":[0.99696034,0.00058661186,0.0012629124,0.00015326888,0.00034773475,0.00068909524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00061332574,0.00050675235,0.0002127812,0.0010194703,0.00063241407,0.0010928232,0.00038104807,0.00041741744,0.0015349495],"category_scores_gemma":[0.0028436168,0.00023313142,0.00043296957,0.0005588298,0.00060249853,0.00031730422,0.000590216,0.0006530253,0.0002644498],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006798967,0.00032054773,0.9952625,0.000009510866,0.00002471087,0.00008143276,0.0010181447,0.000039458006,0.0007321446,0.000028247814,0.000027683123,0.0023877493],"study_design_scores_gemma":[0.0000012989411,0.0001334444,0.9989046,0.0000034289872,0.0000058426467,0.000041347896,0.00061681995,0.00007991418,0.00014052031,0.00001369155,0.000056917754,0.0000021950646],"about_ca_topic_score_codex":0.009705621,"about_ca_topic_score_gemma":0.013890448,"teacher_disagreement_score":0.009705621,"about_ca_system_score_codex":0.00053131767,"about_ca_system_score_gemma":0.00030778415,"threshold_uncertainty_score":0.019298255},"labels":[],"label_agreement":null},{"id":"W1995313795","doi":"10.5539/ijel.v1n1p162","title":"A Match or a Mismatch between Student and Teacher Learning Style Preferences","year":2011,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Preference; Psychology; Style (visual arts); Auditory learning; Mathematics education; Affect (linguistics); Cognitive style; Visual learning; Pedagogy; Communication; Mathematics; Cognition","score_opus":0.05688838022090299,"score_gpt":0.3537584399375629,"score_spread":0.2968700597166599,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995313795","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993181,0.000032936663,0.00013911704,0.000016618742,0.000002714167,0.0000037224072,0.000013644493,0.000002299945,0.0004708264],"genre_scores_gemma":[0.9996246,0.000021189138,0.00011123543,0.000021357975,0.0000025423267,0.0000040863447,0.000021441034,0.0000020486189,0.00019148954],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99911624,0.00025832953,0.00011217766,0.00014852354,0.00025826695,0.00010649683],"domain_scores_gemma":[0.9944734,0.002550392,0.0012310697,0.00035394556,0.0006400806,0.0007511186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001476821,0.00015932976,0.00029185298,0.0005890463,0.00026087498,0.0010209064,0.00019023403,0.00027317315,0.0028092128],"category_scores_gemma":[0.006275113,0.000094293595,0.00014134031,0.00028612942,0.00027723794,0.000433849,0.0004925045,0.0002749709,0.00040659073],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033973853,0.00020570114,0.9708717,0.00003700042,0.00003137808,0.00020161424,0.0030816002,0.000042382373,0.005695483,0.00010712596,0.00009467872,0.019291678],"study_design_scores_gemma":[0.000014016187,0.00047499815,0.99068063,0.000013979596,0.0000144167825,0.0006949353,0.0060299775,0.0002966507,0.0011231926,0.00022257937,0.0004242967,0.000010314142],"about_ca_topic_score_codex":0.00063052704,"about_ca_topic_score_gemma":0.0012940216,"teacher_disagreement_score":0.0028092128,"about_ca_system_score_codex":0.0001904796,"about_ca_system_score_gemma":0.000250208,"threshold_uncertainty_score":0.009397805},"labels":[],"label_agreement":null},{"id":"W1998193246","doi":"10.1109/dexa.2010.35","title":"Using Cognitive Traits for Improving the Detection of Learning Styles","year":2010,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Learning styles; Cognitive style; Process (computing); Computer science; Cognition; Multi-task learning; Identification (biology); Artificial intelligence; Cognitive load; Cognitive psychology; Machine learning; Psychology; Mathematics education; Engineering; Task (project management)","score_opus":0.03889017646284413,"score_gpt":0.33334923503277536,"score_spread":0.2944590585699312,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1998193246","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96828395,0.0001839103,0.028180722,0.00009451285,0.000026183223,0.00014279416,0.00029968997,0.00028429195,0.0025039187],"genre_scores_gemma":[0.97055066,0.0000941485,0.028612653,0.000030963023,0.000016111457,0.00007649198,0.00018114847,0.000014523595,0.00042333888],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988218,0.00045911805,0.0001317071,0.0001806436,0.00033363787,0.000073119336],"domain_scores_gemma":[0.98723966,0.0071065277,0.0024748575,0.0009877678,0.0014738091,0.0007173124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020379925,0.0005731655,0.00038437414,0.0019507544,0.00025259197,0.0012519826,0.00032316896,0.00046253303,0.0012861682],"category_scores_gemma":[0.013973122,0.0001537948,0.00034447748,0.0008530514,0.00018830576,0.00082644896,0.000632582,0.00062219077,0.00047145723],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005344941,0.0003841587,0.69691145,0.00019714577,0.00012866942,0.00009432681,0.00084393856,0.00129084,0.01773416,0.00028360682,0.0005608474,0.28103635],"study_design_scores_gemma":[0.00004124899,0.00082402205,0.9645779,0.00006625267,0.00007668883,0.00035367362,0.00071625505,0.020319741,0.010842816,0.0010760699,0.0010390253,0.00006630464],"about_ca_topic_score_codex":0.0008162876,"about_ca_topic_score_gemma":0.0013560653,"teacher_disagreement_score":0.0020379925,"about_ca_system_score_codex":0.00017586292,"about_ca_system_score_gemma":0.0002448782,"threshold_uncertainty_score":0.01077801},"labels":[],"label_agreement":null},{"id":"W2007178931","doi":"10.1080/14926150309556582","title":"The orchestration of learning and teaching methods in science education","year":2003,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Orchestration; Matching (statistics); Computer science; Class (philosophy); Metaphor; Teaching method; Mathematics education; Range (aeronautics); Psychology; Artificial intelligence; Engineering; Mathematics","score_opus":0.018158388485447596,"score_gpt":0.38268943941055095,"score_spread":0.36453105092510335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007178931","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91286933,0.00057037675,0.015685182,0.0007915194,0.000055174125,0.00005758217,0.000051134703,0.00009000648,0.06982973],"genre_scores_gemma":[0.9854762,0.00013207691,0.00899727,0.00006144326,0.000016145983,0.00003326897,0.000028026663,0.00005825981,0.0051974216],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9959842,0.0016786439,0.00017457473,0.00049497216,0.0012894131,0.00037826784],"domain_scores_gemma":[0.98840904,0.006802525,0.0014365041,0.00088994857,0.0012717877,0.0011900523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035588024,0.00017520731,0.0002096291,0.0008534901,0.0010348468,0.006349728,0.00080669293,0.0008036887,0.004005957],"category_scores_gemma":[0.014319246,0.00039188523,0.00024909998,0.0006749787,0.0019719594,0.002373674,0.0017818207,0.0010754813,0.0005122159],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013045142,0.0010311204,0.20874052,0.00026068845,0.00012563428,0.00026545435,0.052316852,0.0031619428,0.059846673,0.20827018,0.0016518749,0.46302453],"study_design_scores_gemma":[0.00019824528,0.0006672344,0.69436854,0.00020988175,0.00012868807,0.0005212941,0.02762601,0.014683317,0.01829053,0.19105981,0.05209174,0.00015466356],"about_ca_topic_score_codex":0.0059908098,"about_ca_topic_score_gemma":0.008838933,"teacher_disagreement_score":0.006349728,"about_ca_system_score_codex":0.0019499795,"about_ca_system_score_gemma":0.0024837495,"threshold_uncertainty_score":0.018820941},"labels":[],"label_agreement":null},{"id":"W2009736551","doi":"10.3138/jvme.35.2.275","title":"Teaching Nutrition to the Left and Right Brain: An Overview of Learning Styles","year":2008,"lang":"en","type":"article","venue":"Journal of Veterinary Medical Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Medical education; Interpersonal communication; Psychology; Learning styles; Social skills; Medicine; Pedagogy; Developmental psychology","score_opus":0.11008719659549271,"score_gpt":0.43544079903086924,"score_spread":0.32535360243537653,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2009736551","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7112016,0.10129032,0.057779927,0.0066002603,0.00043950212,0.0004959218,0.00043064493,0.0006769803,0.12108481],"genre_scores_gemma":[0.78898185,0.109404534,0.06850428,0.0025341976,0.00027979113,0.000469175,0.00048051646,0.00014201264,0.029203536],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997008,0.000067780995,0.000031268482,0.000041488216,0.00011303282,0.000045718672],"domain_scores_gemma":[0.9994691,0.00019168685,0.00006769017,0.000012499326,0.000120589546,0.00013853653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00060645764,0.00056201604,0.00029115818,0.0020393594,0.00025902412,0.0009875486,0.00034069314,0.0003924866,0.002018985],"category_scores_gemma":[0.0011422907,0.00012201904,0.00024895513,0.00079241785,0.00041360737,0.0010877252,0.0008374083,0.00061617675,0.0005774923],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025469583,0.0004909868,0.037932925,0.0008833802,0.000033775374,0.00033477027,0.0027126544,0.0007969563,0.008057506,0.0028167896,0.004342787,0.9413427],"study_design_scores_gemma":[0.00020945651,0.0060894256,0.56430626,0.0052064513,0.00021597106,0.019542417,0.021866847,0.009623177,0.018669788,0.047711357,0.30628937,0.0002695234],"about_ca_topic_score_codex":0.0008656502,"about_ca_topic_score_gemma":0.0017318404,"teacher_disagreement_score":0.0020393594,"about_ca_system_score_codex":0.000689218,"about_ca_system_score_gemma":0.0006348529,"threshold_uncertainty_score":0.00675416},"labels":[],"label_agreement":null},{"id":"W2015068701","doi":"10.1080/03610730802545366","title":"Optimal Time-of-Day and Consolidation of Learning in Younger and Older Adults","year":2009,"lang":"en","type":"article","venue":"Experimental Aging Research","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Evening; Psychology; Associative learning; Audiology; Developmental psychology; Demography; Medicine; Cognitive psychology","score_opus":0.029964161866498834,"score_gpt":0.39899945833863726,"score_spread":0.3690352964721384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2015068701","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997327,0.00007312072,0.000053556952,0.000004732715,0.0000013256256,0.0000012988767,0.000018796798,0.0000012208544,0.00011333705],"genre_scores_gemma":[0.9996636,0.000042454223,0.00008548315,0.000007917401,0.000003566737,0.0000019976067,0.000037792313,0.0000012986928,0.00015595835],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998741,0.000016540589,0.000018649478,0.0000356256,0.000037758226,0.000017383341],"domain_scores_gemma":[0.9983346,0.00029434497,0.0007918275,0.000118836884,0.00018597506,0.00027446225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00053958583,0.0001896214,0.0002632963,0.00043003983,0.00014709755,0.0003997026,0.00010127614,0.00024396842,0.0008524017],"category_scores_gemma":[0.0033025243,0.00012503682,0.00010233205,0.00016678487,0.00018113636,0.00034411295,0.000244772,0.00021851815,0.00017582938],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001338083,0.00040140154,0.9594402,0.00003297575,0.00007499962,0.00010981125,0.0015790337,0.00021561023,0.012987818,0.00009879869,0.00012281387,0.023598509],"study_design_scores_gemma":[0.00000678159,0.00045685985,0.9984464,0.0000021336048,0.0000088808165,0.000103079874,0.0001291414,0.00015878498,0.00051532243,0.000099168195,0.00007021075,0.0000032360917],"about_ca_topic_score_codex":0.0011094243,"about_ca_topic_score_gemma":0.0017185899,"teacher_disagreement_score":0.0011094243,"about_ca_system_score_codex":0.00012009455,"about_ca_system_score_gemma":0.00009838044,"threshold_uncertainty_score":0.002853632},"labels":[],"label_agreement":null},{"id":"W2019310621","doi":"10.1016/j.jsurg.2011.09.002","title":"Learning Styles of First-Year Orthopedic Surgical Residents at 1 Accredited Institution","year":2011,"lang":"en","type":"article","venue":"Journal of surgical education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":28,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Health Sciences Centre; Sunnybrook Health Science Centre; University of Toronto","funders":"","keywords":"Learning styles; Medical education; Orthopedic surgery; Style (visual arts); Psychology; Accreditation; Medicine; Experiential learning; Conceptualization; Pedagogy; Surgery","score_opus":0.035354971393274676,"score_gpt":0.32530296887311605,"score_spread":0.28994799747984135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2019310621","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99963343,0.000018699264,0.000008749837,0.000023567654,0.0000030696929,0.0000031155694,0.000038130096,0.0000012362647,0.00027003794],"genre_scores_gemma":[0.9993864,0.000031711592,0.000036030848,0.00002960828,0.0000058533637,0.0000045208867,0.000074561874,0.0000017600951,0.0004296096],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99943095,0.00008851426,0.000069241425,0.000059121998,0.00016269089,0.00018936295],"domain_scores_gemma":[0.9935895,0.0009525744,0.0015811096,0.00010928107,0.0010645877,0.0027029365],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000722648,0.00031835475,0.0002957467,0.0013842415,0.00064188364,0.000993289,0.00034013786,0.00047961946,0.0022311797],"category_scores_gemma":[0.0056464635,0.00022793004,0.0004413202,0.0006523905,0.0003795828,0.00068220956,0.00094387104,0.0007922937,0.0004772553],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013225911,0.00052607566,0.9925175,0.000010417141,0.000025036748,0.00007582482,0.0013912668,0.000086663895,0.00038575788,0.000017290347,0.0002023652,0.0046294946],"study_design_scores_gemma":[0.000005494944,0.00022810984,0.99758804,0.000003958996,0.000003611685,0.00007796506,0.0017345682,0.00012237059,0.0000920125,0.000019107854,0.00011778504,0.0000070123265],"about_ca_topic_score_codex":0.007420835,"about_ca_topic_score_gemma":0.01716027,"teacher_disagreement_score":0.007420835,"about_ca_system_score_codex":0.00072835817,"about_ca_system_score_gemma":0.00074770267,"threshold_uncertainty_score":0.014755309},"labels":[],"label_agreement":null},{"id":"W2021096528","doi":"10.3758/s13428-015-0576-1","title":"Is the cognitive reflection test a measure of both reflection and intuition?","year":2015,"lang":"en","type":"article","venue":"Behavior Research Methods","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":254,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Intuition; Cognition; Cognitive psychology; Psychology; Measure (data warehouse); Cognitive style; Computer science; Cognitive science; Data mining","score_opus":0.5571369298902951,"score_gpt":0.6457370586835582,"score_spread":0.08860012879326318,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2021096528","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9619119,0.00054873584,0.009304777,0.0016079238,0.00028531803,0.0002678608,0.00027801952,0.0002411146,0.02555442],"genre_scores_gemma":[0.9878864,0.0003602898,0.007157978,0.00038815473,0.00008843261,0.00034474963,0.00022840776,0.000057198467,0.0034882673],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99431926,0.00197516,0.00057127426,0.00049587106,0.0023701037,0.00026833892],"domain_scores_gemma":[0.94474053,0.028006606,0.014082753,0.0057825907,0.0048975293,0.0024900269],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0069438484,0.0006325693,0.00090035534,0.0013961118,0.0003773367,0.002106928,0.0010447258,0.001397876,0.0032194776],"category_scores_gemma":[0.059747975,0.0004068115,0.0011358719,0.0008325089,0.0010331357,0.0026573327,0.000988596,0.0015370211,0.001338205],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019265452,0.0052928533,0.7199579,0.00031589626,0.0011425522,0.00015656982,0.0031772614,0.0013859952,0.007994952,0.003178098,0.0045038317,0.25096747],"study_design_scores_gemma":[0.00037008096,0.006285622,0.95601434,0.0003192265,0.00036413866,0.0008555598,0.0029949828,0.0054981066,0.01087114,0.010425546,0.005852143,0.00014908903],"about_ca_topic_score_codex":0.000598535,"about_ca_topic_score_gemma":0.00083301956,"teacher_disagreement_score":0.0069438484,"about_ca_system_score_codex":0.00041680274,"about_ca_system_score_gemma":0.0009255167,"threshold_uncertainty_score":0.036723018},"labels":[],"label_agreement":null},{"id":"W2030162986","doi":"10.1016/j.sbspro.2013.08.846","title":"Measuring Efficiency of Teaching Mathematics Online: Experiences with WeBWorK","year":2013,"lang":"en","type":"article","venue":"Procedia - Social and Behavioral Sciences","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Online teaching; Computer science; Mathematics","score_opus":0.11057842541251481,"score_gpt":0.369604684164791,"score_spread":0.25902625875227614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2030162986","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977791,0.000056074503,0.00029728407,0.000056628403,0.000005798671,0.000020733505,0.000016513268,0.000008040666,0.0017599126],"genre_scores_gemma":[0.99764603,0.00013352995,0.00058993814,0.000041948875,0.000009729181,0.000024225643,0.0000423847,0.0000116172305,0.001500518],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9959682,0.0020152798,0.00026027768,0.0003340878,0.00088696927,0.0005351038],"domain_scores_gemma":[0.9817717,0.010025134,0.003001768,0.0010252435,0.001361151,0.002815007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043850066,0.00043802639,0.00040771594,0.001509384,0.0008267318,0.002866819,0.00077327364,0.00071896956,0.0027319463],"category_scores_gemma":[0.026662948,0.0004042444,0.0005383542,0.00069069647,0.0012656756,0.0016827495,0.0024416393,0.0011716756,0.00066759466],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006230389,0.0076691867,0.5304844,0.00048537634,0.00027214581,0.0013202714,0.2802926,0.0008415297,0.012681863,0.00072507083,0.0017246366,0.16287994],"study_design_scores_gemma":[0.000058484376,0.004596572,0.7577831,0.00019838536,0.000111646805,0.0019086468,0.2154066,0.0011432872,0.0065479507,0.00075433543,0.011326728,0.00016428805],"about_ca_topic_score_codex":0.0006844466,"about_ca_topic_score_gemma":0.001131329,"teacher_disagreement_score":0.0043850066,"about_ca_system_score_codex":0.00051330926,"about_ca_system_score_gemma":0.00036257625,"threshold_uncertainty_score":0.023190439},"labels":[],"label_agreement":null},{"id":"W2032398590","doi":"10.1109/etcs.2009.71","title":"Bilateral Web-Based Collaborative Learning in the Transnational Higher Education","year":2009,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Henan Institute of Science and Technology; Ministry of Education of the People's Republic of China","keywords":"Internationalization; Computer science; Collaborative learning; Statistic; China; Process (computing); Context (archaeology); Learning environment; Knowledge management; World Wide Web; Politics; Educational technology; Mathematics education; Political science; Psychology; Business; Geography","score_opus":0.016935401259342883,"score_gpt":0.32334720024122454,"score_spread":0.30641179898188164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032398590","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.53364927,0.0013743673,0.23550019,0.0037146138,0.00012524985,0.00052252476,0.00004676863,0.00052644877,0.22454047],"genre_scores_gemma":[0.9473775,0.00044612255,0.04353298,0.00018194874,0.000020638376,0.00017723424,0.000028476694,0.000018988681,0.008216111],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99692947,0.0022407349,0.000066378525,0.0002730887,0.0003074676,0.0001828245],"domain_scores_gemma":[0.9982533,0.0008146704,0.00015949969,0.00027281107,0.00012066935,0.0003790391],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023673724,0.0002588328,0.0002190806,0.0006307205,0.0014858737,0.0028991867,0.00094634364,0.00089174166,0.006156063],"category_scores_gemma":[0.003558909,0.00016346485,0.00025525552,0.0008594586,0.0016639552,0.003725719,0.0043966845,0.0007305079,0.00070820196],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027010235,0.0020169504,0.01494037,0.000540592,0.00006315421,0.0007170633,0.03153592,0.00920843,0.0055458285,0.19731872,0.0045691994,0.7332736],"study_design_scores_gemma":[0.0006340448,0.0028673466,0.04328074,0.00097372045,0.00019639693,0.002191936,0.06693054,0.14527784,0.01047364,0.35255173,0.37433115,0.00029094593],"about_ca_topic_score_codex":0.0025758273,"about_ca_topic_score_gemma":0.0038328276,"teacher_disagreement_score":0.006156063,"about_ca_system_score_codex":0.0010393071,"about_ca_system_score_gemma":0.0021299357,"threshold_uncertainty_score":0.02059406},"labels":[],"label_agreement":null},{"id":"W2034627835","doi":"10.1016/s0191-8869(03)00219-8","title":"Evaluation of the reliability and validity of the cognitive styles analysis","year":2003,"lang":"en","type":"article","venue":"Personality and Individual Differences","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":61,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Psychology; Reliability (semiconductor); Cognitive style; Cognition; Test (biology); Validity; Empirical research; Style (visual arts); Cognitive psychology; Applied psychology; Psychometrics; Developmental psychology; Statistics","score_opus":0.12800276766022647,"score_gpt":0.3506368078057596,"score_spread":0.22263404014553315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034627835","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9631026,0.0007894867,0.024651011,0.00028178567,0.0003113,0.0007457458,0.00039366048,0.00010596632,0.009618458],"genre_scores_gemma":[0.98423266,0.00020937092,0.013120422,0.00008903917,0.000115181516,0.00054595555,0.00034198718,0.00006946198,0.0012758689],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9700177,0.016630158,0.0030620743,0.002023126,0.007613276,0.00065376284],"domain_scores_gemma":[0.83559865,0.11041624,0.006305961,0.009952035,0.0358922,0.001834937],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.042644866,0.0006845249,0.00061466114,0.0031522105,0.0009485233,0.0012160502,0.00082759565,0.00090365816,0.00138523],"category_scores_gemma":[0.11559491,0.00042855678,0.0017252113,0.001592399,0.0015357403,0.001046302,0.0015205938,0.0010063463,0.0007296243],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0036304437,0.0007581294,0.8763989,0.00022013465,0.0011870578,0.00015068363,0.005497874,0.0020794014,0.007705737,0.0027438402,0.0012126699,0.09841518],"study_design_scores_gemma":[0.00051827997,0.0034187303,0.9546599,0.00013195189,0.0006775564,0.00062701834,0.0017636246,0.022008227,0.0071517793,0.0038400705,0.0050978977,0.00010498853],"about_ca_topic_score_codex":0.001925607,"about_ca_topic_score_gemma":0.0024923508,"teacher_disagreement_score":0.042644866,"about_ca_system_score_codex":0.00071608945,"about_ca_system_score_gemma":0.0013375386,"threshold_uncertainty_score":0.22553033},"labels":[],"label_agreement":null},{"id":"W2037216838","doi":"10.5688/ajpe778163","title":"Learning Styles and Teaching Perspectives of Canadian Pharmacy Practice Residents and Faculty Preceptors","year":2013,"lang":"en","type":"article","venue":"American Journal of Pharmaceutical Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"St. Paul's Hospital; University of British Columbia","funders":"","keywords":"Pharmacy; Learning styles; Medical education; Apprenticeship; Medicine; Preceptor; Psychology; Family medicine; Pedagogy","score_opus":0.02947500091894025,"score_gpt":0.4240948599044964,"score_spread":0.3946198589855562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2037216838","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957431,0.00017665498,0.000024323732,0.0003816505,0.000015872223,0.000009226376,0.000051318126,0.0000022228487,0.0035956018],"genre_scores_gemma":[0.9967528,0.00023897446,0.000079257945,0.00022111917,0.000012652001,0.0000066632965,0.00006265611,0.0000042903475,0.002621693],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979504,0.0002771592,0.00006676576,0.000099741344,0.00091105927,0.0006950301],"domain_scores_gemma":[0.98661196,0.0018365947,0.0011436119,0.00009942797,0.003912316,0.006396138],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020186093,0.00020880204,0.00028276883,0.0017735191,0.0040596672,0.0035831633,0.00065108266,0.00057714374,0.0030519858],"category_scores_gemma":[0.009764133,0.00023776627,0.0004509133,0.0013870635,0.0014635433,0.00068886403,0.0014911033,0.0011993524,0.00025209226],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064333377,0.000706378,0.6854458,0.00010621353,0.000057750647,0.0006215421,0.24126792,0.00018054023,0.0024248122,0.00082962424,0.005227205,0.062488966],"study_design_scores_gemma":[0.000029247005,0.00028031215,0.7980776,0.000086081665,0.000024396179,0.00028856265,0.19484976,0.00017511526,0.0004285873,0.0001917505,0.005514604,0.000053999895],"about_ca_topic_score_codex":0.57849383,"about_ca_topic_score_gemma":0.830491,"teacher_disagreement_score":0.9862364,"about_ca_system_score_codex":0.013763606,"about_ca_system_score_gemma":0.01700831,"threshold_uncertainty_score":0.847977},"labels":[],"label_agreement":null},{"id":"W2039198643","doi":"10.1108/13527600010797048","title":"Learners training approach preference: national culture as a determinant","year":2000,"lang":"en","type":"article","venue":"Cross Cultural Management An International Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Preference; Individualism; Training (meteorology); Psychology; Sociology; Social psychology; Political science; Geography; Economics; Law; Microeconomics","score_opus":0.09449751206216953,"score_gpt":0.40859828366167,"score_spread":0.31410077159950045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039198643","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9898891,0.0005058523,0.00042449456,0.0009483012,0.00004261334,0.000013645499,0.00006004472,0.000005213734,0.008110786],"genre_scores_gemma":[0.9969484,0.0003396803,0.0002204027,0.00019318995,0.00001606423,0.000008453903,0.0000373852,0.000006518084,0.0022299138],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992424,0.00026300954,0.000081279046,0.000051391275,0.00021177676,0.0001501357],"domain_scores_gemma":[0.9909117,0.0047757723,0.0015472093,0.00025575582,0.0011341441,0.0013753608],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019852398,0.00013782473,0.00017793404,0.00072915544,0.00070028123,0.0012741454,0.00043171935,0.00038453742,0.00707174],"category_scores_gemma":[0.0075871046,0.00007835551,0.0004478261,0.0006819665,0.00049372547,0.0007025784,0.00066762423,0.00059321325,0.0006395083],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013841274,0.0003989647,0.9424081,0.00007218329,0.00006686536,0.0001838579,0.0037388143,0.00014646498,0.0005627914,0.0009505999,0.0019044735,0.049428552],"study_design_scores_gemma":[0.000015341662,0.0004496513,0.96722656,0.000154415,0.0001371567,0.00074144296,0.021663718,0.0008137223,0.0012178365,0.0010244997,0.0065318616,0.000023806362],"about_ca_topic_score_codex":0.004081102,"about_ca_topic_score_gemma":0.010111054,"teacher_disagreement_score":0.00707174,"about_ca_system_score_codex":0.0005058419,"about_ca_system_score_gemma":0.00069655385,"threshold_uncertainty_score":0.023657322},"labels":[],"label_agreement":null},{"id":"W2039717230","doi":"10.1111/j.1937-8327.1992.tb00543.x","title":"Cognitive Style FD/FI as a Learner Selection Criterion in Formative Evaluations A Qualitative Analysis","year":2008,"lang":"en","type":"article","venue":"Performance Improvement Quarterly","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Formative assessment; Debriefing; Test (biology); Psychology; Construct (python library); Qualitative property; Computer science; Field (mathematics); Process (computing); Cognition; Selection (genetic algorithm); Mathematics education; Social psychology; Artificial intelligence; Machine learning","score_opus":0.03949252338931129,"score_gpt":0.4052383486931377,"score_spread":0.3657458253038264,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039717230","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9526755,0.00016074842,0.036504373,0.000983906,0.00004454203,0.0014259194,0.00016921741,0.000069390415,0.007966272],"genre_scores_gemma":[0.98680544,0.000061236846,0.010687813,0.00019682207,0.00001662592,0.0013149256,0.000057220397,0.00003432551,0.00082566694],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.926366,0.05644506,0.0036302581,0.0023156793,0.009175361,0.0020677182],"domain_scores_gemma":[0.74077505,0.21717492,0.007896458,0.0064853877,0.025975551,0.0016926099],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08125886,0.00067450735,0.0005735685,0.004009501,0.0022747286,0.0035131006,0.001455566,0.0008448303,0.0013360197],"category_scores_gemma":[0.14496803,0.0004009469,0.000625671,0.0018778669,0.0060795564,0.0024480019,0.0032770406,0.0011502847,0.00017449193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037059188,0.0001918079,0.053855274,0.0010335934,0.00005716066,0.0004886959,0.83987504,0.00048458244,0.009191485,0.005526927,0.0007853878,0.088139415],"study_design_scores_gemma":[0.0001233991,0.001270675,0.0933814,0.0014932852,0.00011744925,0.0008325926,0.83861524,0.007085714,0.025515873,0.010078306,0.021247296,0.0002386708],"about_ca_topic_score_codex":0.0020026737,"about_ca_topic_score_gemma":0.0023523273,"teacher_disagreement_score":0.08125886,"about_ca_system_score_codex":0.0061574313,"about_ca_system_score_gemma":0.003885172,"threshold_uncertainty_score":0.42974305},"labels":[],"label_agreement":null},{"id":"W2043347499","doi":"10.1108/17415650780000073","title":"Investigating relationships within the Index of Learning Styles: a data driven approach","year":2007,"lang":"en","type":"article","venue":"Interactive Technology and Smart Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"Massey University; University of Warwick","keywords":"Learning styles; Reliability (semiconductor); Computer science; Consistency (knowledge bases); Style (visual arts); Psychology; Artificial intelligence; Machine learning; Mathematics education","score_opus":0.050683986737711406,"score_gpt":0.3494247985665633,"score_spread":0.29874081182885187,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043347499","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49135906,0.00026036808,0.49261546,0.00046592072,0.00008750217,0.0057276445,0.0053270697,0.00081673666,0.0033402909],"genre_scores_gemma":[0.6361697,0.00018539747,0.3471787,0.00012581883,0.000032118467,0.010041799,0.0053801113,0.00014716432,0.0007390757],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9721699,0.016801056,0.0026751067,0.0024200326,0.0055657215,0.00036819818],"domain_scores_gemma":[0.8482307,0.12285829,0.0058232634,0.011461705,0.010969866,0.0006562014],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021877624,0.0013170945,0.0015674223,0.008164183,0.0008265648,0.0032205475,0.0015290326,0.001012247,0.0020196452],"category_scores_gemma":[0.09169356,0.00060717046,0.002461509,0.008563147,0.0012517084,0.0027651677,0.0020797076,0.0017146905,0.00070064934],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014605108,0.0024501604,0.51697606,0.0025799312,0.002042595,0.0005664071,0.0155619355,0.019562872,0.013480666,0.013597923,0.0029446883,0.40877622],"study_design_scores_gemma":[0.0006402489,0.005567018,0.5581319,0.0011490706,0.0010390832,0.0010844335,0.012884042,0.29731238,0.052942675,0.04373763,0.02491932,0.00059219496],"about_ca_topic_score_codex":0.0024093667,"about_ca_topic_score_gemma":0.0014847959,"teacher_disagreement_score":0.021877624,"about_ca_system_score_codex":0.0015882977,"about_ca_system_score_gemma":0.0019585672,"threshold_uncertainty_score":0.11570138},"labels":[],"label_agreement":null},{"id":"W2047964248","doi":"10.5539/ass.v11n10p186","title":"Grades 1-12 Thai Students’ Learning Styles according to Kolb’s Model","year":2015,"lang":"en","type":"article","venue":"Asian Social Science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Psychology; Conceptualization; Mathematics education; Variance (accounting)","score_opus":0.07289653664259814,"score_gpt":0.39543774470941423,"score_spread":0.3225412080668161,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2047964248","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96260846,0.0002996959,0.004125254,0.0004697991,0.00002951268,0.00019760143,0.0003623061,0.000040636984,0.031866748],"genre_scores_gemma":[0.9966041,0.0001594544,0.001264214,0.000041582487,0.000003456159,0.00010879458,0.0001999667,0.000004414689,0.0016141143],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998069,0.00066132436,0.00020030607,0.0001874841,0.0006172651,0.00026465577],"domain_scores_gemma":[0.9952766,0.0012978617,0.0012494437,0.00024289057,0.0010547693,0.00087847956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015293522,0.0006077952,0.00029265907,0.0020597314,0.0008622367,0.003866042,0.0006799265,0.0005169139,0.0034997498],"category_scores_gemma":[0.004923992,0.00027919817,0.00076510967,0.0013927169,0.0011143374,0.0013194443,0.0015542167,0.0008651843,0.00090752024],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001662437,0.000452282,0.9050737,0.00020165388,0.00011263392,0.0005602848,0.018282937,0.0016179797,0.0007598568,0.004481847,0.0024424929,0.06584814],"study_design_scores_gemma":[0.00006351244,0.0007072195,0.89913785,0.000506446,0.00007262963,0.0010482217,0.063523166,0.01308121,0.0005663737,0.01131528,0.009861632,0.000116435316],"about_ca_topic_score_codex":0.0058939173,"about_ca_topic_score_gemma":0.006351214,"teacher_disagreement_score":0.0058939173,"about_ca_system_score_codex":0.0015550014,"about_ca_system_score_gemma":0.0013819779,"threshold_uncertainty_score":0.011719227},"labels":[],"label_agreement":null},{"id":"W2057167369","doi":"10.5465/amle.2011.62798939","title":"The Dyslexic Researcher: A Call to Broaden Our Portals.","year":2011,"lang":"en","type":"article","venue":"Academy of Management Learning and Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; HEC Montréal","funders":"","keywords":"Call centre; Psychology; Business; Sociology; Public relations; Computer science; Political science; Telecommunications","score_opus":0.06411670447825754,"score_gpt":0.3891770956886743,"score_spread":0.32506039121041674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057167369","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003991879,0.003043707,0.00081618474,0.97240025,0.020397129,0.000049303842,0.00005941396,0.00025667727,0.0025783023],"genre_scores_gemma":[0.002864252,0.003641474,0.004239641,0.9457628,0.024846293,0.00022815638,0.00012186514,0.00030924124,0.017986238],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9851003,0.006548619,0.0016348385,0.0012712383,0.0036729395,0.0017721195],"domain_scores_gemma":[0.7360981,0.078427166,0.007658411,0.019109614,0.04755079,0.11115585],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.03571021,0.0012865504,0.0026144325,0.0042069536,0.009613469,0.011715044,0.00419474,0.03720479,0.06422783],"category_scores_gemma":[0.11135341,0.0014682553,0.0018724897,0.0020265798,0.010202995,0.026475469,0.021033783,0.041791942,0.044501435],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047243033,0.00008609772,0.00086060376,0.00013600694,0.000011266487,0.0003540458,0.0010244767,0.000016888325,0.0002811831,0.0016247253,0.9719062,0.023651296],"study_design_scores_gemma":[0.000073013485,0.00006657533,0.0013687053,0.00056735426,0.000014994094,0.00080548297,0.0063518668,0.00007309507,0.0000774755,0.008270443,0.98224455,0.000086591375],"about_ca_topic_score_codex":0.004314061,"about_ca_topic_score_gemma":0.011038727,"teacher_disagreement_score":0.9642898,"about_ca_system_score_codex":0.0017345349,"about_ca_system_score_gemma":0.018314667,"threshold_uncertainty_score":0.21486348},"labels":[],"label_agreement":null},{"id":"W2068597671","doi":"10.1186/1472-6920-10-51","title":"Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education","year":2010,"lang":"en","type":"article","venue":"BMC Medical Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":170,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta Hospital; Alberta Hospital Edmonton","funders":"University of Alberta","keywords":"Medical education; Medicine; Learning styles; MEDLINE; Psychology; Pedagogy","score_opus":0.027811195888226743,"score_gpt":0.4062724891977431,"score_spread":0.3784612933095164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068597671","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99768066,0.00045809822,0.000082604034,0.0006784822,0.000016193604,0.000009935668,0.000027104188,0.0000037760626,0.0010431216],"genre_scores_gemma":[0.9993262,0.00022551278,0.0001241951,0.00010155763,0.000012491426,0.0000070603755,0.00002583975,8.811916e-7,0.00017627625],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99941385,0.00016709646,0.000030821957,0.00005176747,0.00021973843,0.00011679549],"domain_scores_gemma":[0.996236,0.0012651014,0.00072995416,0.000069511734,0.00027050453,0.0014289329],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011749733,0.00024558525,0.00021474007,0.0007787755,0.00046562968,0.0010453953,0.00028842324,0.00029705136,0.0018907782],"category_scores_gemma":[0.007469349,0.00007830166,0.00021221371,0.00061444676,0.0010035378,0.0006085615,0.00064233894,0.0005702646,0.00014141363],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010648411,0.00016858478,0.9413884,0.000058388883,0.000029151584,0.00009201854,0.0039460985,0.000070175534,0.0003218152,0.00012831176,0.0004093738,0.05328122],"study_design_scores_gemma":[0.000008664111,0.00011640832,0.99434304,0.00002960523,0.0000058559153,0.00012105104,0.0048139305,0.00010568616,0.00005000738,0.00019285934,0.00020754938,0.000005416637],"about_ca_topic_score_codex":0.0064592473,"about_ca_topic_score_gemma":0.0077436385,"teacher_disagreement_score":0.0064592473,"about_ca_system_score_codex":0.0007950804,"about_ca_system_score_gemma":0.0009342862,"threshold_uncertainty_score":0.012843251},"labels":[],"label_agreement":null},{"id":"W2070639889","doi":"10.7202/039181ar","title":"Conception d’un système hypermédia d’enseignement adaptatif centré sur les styles d’apprentissage : modèle et expérience","year":2009,"lang":"fr","type":"article","venue":"Revue internationale des technologies en pédagogie universitaire","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Learning styles; Philosophy; Psychology; Pedagogy","score_opus":0.042339293529601404,"score_gpt":0.2791837019371174,"score_spread":0.23684440840751597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070639889","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43905193,0.00069405173,0.5132351,0.001945028,0.00011910605,0.001130561,0.000236454,0.0016039949,0.041983802],"genre_scores_gemma":[0.79706216,0.00056113245,0.19040874,0.00013523846,0.000026248743,0.0004960806,0.00033309325,0.0001342157,0.010843181],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99729675,0.0012868178,0.00016321374,0.00040321928,0.0007172527,0.0001327517],"domain_scores_gemma":[0.9940899,0.003037873,0.00040449155,0.0007921029,0.0012334666,0.00044208253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004077286,0.00075173285,0.000521866,0.0010957813,0.0008203678,0.0047462243,0.0012326468,0.0015554974,0.004156441],"category_scores_gemma":[0.010113948,0.00045521586,0.00084537076,0.00084684603,0.0015314267,0.0045214365,0.0017017226,0.0012905274,0.0010750875],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009909008,0.0017446043,0.0949402,0.0015693003,0.00028647273,0.0013219772,0.1145715,0.027627615,0.060178213,0.10959591,0.00529455,0.5818788],"study_design_scores_gemma":[0.00043585908,0.0044331118,0.14034191,0.001966086,0.00067574094,0.004396103,0.061119657,0.373954,0.06724054,0.083991304,0.26061732,0.00082839397],"about_ca_topic_score_codex":0.0042099953,"about_ca_topic_score_gemma":0.003084585,"teacher_disagreement_score":0.0047462243,"about_ca_system_score_codex":0.0019075159,"about_ca_system_score_gemma":0.0017684941,"threshold_uncertainty_score":0.021562994},"labels":[],"label_agreement":null},{"id":"W2074352098","doi":"10.5539/jel.v2n1p134","title":"An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control","year":2013,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Locus of control; Learning styles; Cognitive style; Mathematics education; Scale (ratio); Social psychology; Cognition","score_opus":0.009214180222923104,"score_gpt":0.3154144865562727,"score_spread":0.3062003063333496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2074352098","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99965596,0.000062776315,0.000059469206,0.0000050425324,0.000001193984,0.0000049537043,0.000014373786,9.658836e-7,0.00019518328],"genre_scores_gemma":[0.9995964,0.000046027904,0.000052091036,0.0000029375815,0.000002896369,0.000005011407,0.00003604732,6.591954e-7,0.00025789824],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99930334,0.00015845864,0.00007169553,0.000078974146,0.00028393697,0.00010359554],"domain_scores_gemma":[0.9941729,0.0015812143,0.002265419,0.0004047634,0.00045907515,0.0011166373],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010933861,0.0004077375,0.00026870126,0.0012191312,0.0004416262,0.0011916539,0.00025678845,0.00028607433,0.0021916807],"category_scores_gemma":[0.0043007107,0.0002062462,0.00031652834,0.00064620824,0.00045144552,0.0004660366,0.000521267,0.00044322902,0.0002890404],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000099572135,0.00047341548,0.9915644,0.000016033877,0.000020795615,0.00007754649,0.00081903074,0.00003823127,0.00065930607,0.00003204753,0.000019890113,0.0061797746],"study_design_scores_gemma":[0.000005952263,0.00046910177,0.9976046,0.000007521452,0.000009925535,0.00012863602,0.0010933098,0.0001175851,0.00040276526,0.000051385927,0.000102842896,0.000006423116],"about_ca_topic_score_codex":0.0007499526,"about_ca_topic_score_gemma":0.0011757453,"teacher_disagreement_score":0.0021916807,"about_ca_system_score_codex":0.00020967706,"about_ca_system_score_gemma":0.00032114587,"threshold_uncertainty_score":0.0073319674},"labels":[],"label_agreement":null},{"id":"W2074411016","doi":"10.4018/jissc.2013010106","title":"Dynamic Student Modelling of Learning Styles for Advanced Adaptivity in Learning Management Systems","year":2013,"lang":"en","type":"article","venue":"International Journal of Information Systems and Social Change","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Computer science; Learning Management; Cognitive style; Adaptive learning; Mathematics education; Cognition; Artificial intelligence; Multimedia; Psychology","score_opus":0.045801465002750036,"score_gpt":0.3304937580596431,"score_spread":0.28469229305689303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2074411016","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15088925,0.00008135921,0.8447412,0.000256297,0.000022403527,0.00018564437,0.00015194077,0.00051680696,0.0031550592],"genre_scores_gemma":[0.86961484,0.00008101805,0.12792727,0.00003979898,0.000010872366,0.00023747193,0.00021745374,0.000056904246,0.0018143359],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9983571,0.00080604706,0.000108807006,0.00032755535,0.0002988054,0.00010166099],"domain_scores_gemma":[0.99566287,0.0027140416,0.00039037497,0.0005936662,0.00047858394,0.00016051176],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027198687,0.00061880896,0.0005974845,0.00076395227,0.00034230374,0.0016579026,0.001105505,0.0007441977,0.0020180515],"category_scores_gemma":[0.010934785,0.00037381417,0.0011732308,0.00056902395,0.00046079824,0.001543661,0.0013559911,0.0011914603,0.00044656647],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053353293,0.00059703074,0.05335934,0.00017468422,0.00020904055,0.00017835174,0.002627732,0.7102284,0.0075482843,0.026631795,0.0010757038,0.19683616],"study_design_scores_gemma":[0.000012931721,0.00009158554,0.003071912,0.000016836719,0.000019478332,0.000033467146,0.00010107563,0.9879339,0.0008885555,0.0068909326,0.00091965357,0.000019729994],"about_ca_topic_score_codex":0.0052589513,"about_ca_topic_score_gemma":0.005976017,"teacher_disagreement_score":0.0052589513,"about_ca_system_score_codex":0.0010681073,"about_ca_system_score_gemma":0.0009920091,"threshold_uncertainty_score":0.01438421},"labels":[],"label_agreement":null},{"id":"W2080748804","doi":"10.5539/ies.v2n1p158","title":"Effective Poster Teaching Strategy towards Risk in Studying Fraud","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); Forensic accounting; Creativity; Risk management; Test (biology); Institution; Psychology; Function (biology); Computer science; Public relations; Sociology; Accounting; Business; Finance; Political science; Social psychology; Medicine","score_opus":0.05376259399610965,"score_gpt":0.448719884335419,"score_spread":0.3949572903393093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2080748804","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08072229,0.0031310145,0.31550738,0.048853837,0.014239635,0.0034969037,0.00068768143,0.006110663,0.52725065],"genre_scores_gemma":[0.27987385,0.0031994649,0.33602569,0.01048795,0.0051615057,0.0035075902,0.0009669281,0.0016917116,0.3590853],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9956955,0.002168369,0.00015097712,0.0005161871,0.0010308482,0.0004380466],"domain_scores_gemma":[0.99248755,0.0025899718,0.00051556836,0.0007733706,0.0010565956,0.0025769016],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050738854,0.0016754494,0.00064479414,0.0016208467,0.0025899322,0.006836094,0.0031004765,0.0036346603,0.0895953],"category_scores_gemma":[0.012601431,0.00048703913,0.0011923977,0.0007851102,0.002469701,0.005337491,0.009150926,0.004399438,0.02483913],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049596746,0.0035165385,0.0031186198,0.0014812093,0.000037579615,0.0029895906,0.039797813,0.0018427902,0.019890655,0.16786678,0.30256593,0.45639652],"study_design_scores_gemma":[0.00013069925,0.0009939173,0.0014976965,0.000689456,0.00003539941,0.0028607724,0.011203352,0.0026249532,0.0053792503,0.054740116,0.919765,0.00007933058],"about_ca_topic_score_codex":0.00014957302,"about_ca_topic_score_gemma":0.00026681344,"teacher_disagreement_score":0.0895953,"about_ca_system_score_codex":0.0013939084,"about_ca_system_score_gemma":0.0017811058,"threshold_uncertainty_score":0.29972613},"labels":[],"label_agreement":null},{"id":"W2093430561","doi":"10.1080/14926150509556645","title":"Orchestrating learning and teaching in interdisciplinary chemistry","year":2005,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autonomy; Orchestration; Learning styles; Appeal; Work (physics); Mathematics education; Chemistry; Psychology; Engineering ethics; Pedagogy; Engineering; Political science","score_opus":0.009329848351602568,"score_gpt":0.3217062056868689,"score_spread":0.31237635733526636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2093430561","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9769701,0.00006703828,0.0043339883,0.00019943589,0.00001574452,0.000028578077,0.000012717317,0.000044180186,0.018328235],"genre_scores_gemma":[0.99293256,0.000038127928,0.004322012,0.000025977986,0.0000039630872,0.000015168976,0.000020880829,0.000014705654,0.0026266943],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99897206,0.0003940226,0.00003998199,0.00017249398,0.00022604555,0.00019539679],"domain_scores_gemma":[0.99801457,0.000758152,0.00031006083,0.00016829411,0.00018151055,0.0005673268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011653461,0.0001717981,0.00017922286,0.000280075,0.0008302879,0.0030432339,0.00066432124,0.00061104755,0.003331339],"category_scores_gemma":[0.0049187467,0.00019604279,0.0001864786,0.00029135673,0.000617238,0.0009094034,0.0017375577,0.0006170336,0.00047961783],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019961921,0.003231607,0.2579293,0.00031525453,0.00014229787,0.0005580104,0.031399734,0.01417404,0.1506989,0.056996666,0.0026201368,0.4799379],"study_design_scores_gemma":[0.00028671598,0.001258596,0.69489413,0.0001307931,0.00018083579,0.0004939329,0.030630857,0.057497058,0.048229065,0.13032544,0.035906393,0.00016614694],"about_ca_topic_score_codex":0.0029232858,"about_ca_topic_score_gemma":0.0053793886,"teacher_disagreement_score":0.003331339,"about_ca_system_score_codex":0.0008664977,"about_ca_system_score_gemma":0.0013659149,"threshold_uncertainty_score":0.0111444},"labels":[],"label_agreement":null},{"id":"W2095561473","doi":"10.1108/20423891111128917","title":"Accommodating learning styles in international bridging education programs","year":2011,"lang":"en","type":"article","venue":"Higher Education Skills and Work-based Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Licensure; Learning styles; Bridging (networking); Psychology; Professional development; Medical education; Professional learning community; Pharmacy; Pedagogy; Experiential learning; Medicine; Nursing; Computer science","score_opus":0.024555707197894464,"score_gpt":0.3116342008003892,"score_spread":0.28707849360249477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2095561473","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974125,0.000016942002,0.00019307443,0.000027890741,0.0000020277316,0.00002043847,0.00000935652,0.0000034824166,0.0023142742],"genre_scores_gemma":[0.99814713,0.00004827538,0.00059963966,0.000024799301,0.0000016314413,0.000021843729,0.00002877082,0.0000020569491,0.0011258217],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992592,0.0002068758,0.000040145533,0.0000707097,0.00026581675,0.00015734379],"domain_scores_gemma":[0.997931,0.0005334511,0.0004056115,0.00011769616,0.00030809396,0.0007040736],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013609974,0.00019318113,0.00012719359,0.00051476643,0.0007456253,0.0016980118,0.00032053073,0.00018297831,0.0016336614],"category_scores_gemma":[0.0039684023,0.000090823705,0.00019934766,0.0003408208,0.0005401429,0.00047874678,0.0016354439,0.00041057935,0.00016277877],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019035031,0.001033629,0.7619524,0.00014509511,0.00002049017,0.00030295824,0.05382393,0.00029663433,0.004970349,0.00062483625,0.0007117907,0.1759276],"study_design_scores_gemma":[0.000021010634,0.0009169837,0.9066504,0.00013063048,0.000024104367,0.00060180976,0.07934256,0.00079825945,0.0024893016,0.0007805151,0.0082117785,0.00003260416],"about_ca_topic_score_codex":0.0050428035,"about_ca_topic_score_gemma":0.017104778,"teacher_disagreement_score":0.0050428035,"about_ca_system_score_codex":0.0008817398,"about_ca_system_score_gemma":0.00165096,"threshold_uncertainty_score":0.010026872},"labels":[],"label_agreement":null},{"id":"W2097681219","doi":"10.5430/ijhe.v2n1p22","title":"Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study","year":2012,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":49,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Style (visual arts); Psychology; Preference; Nurse education; Teaching method; Cognitive style; Quality (philosophy); Teaching and learning center; Nursing; Medical education; Mathematics education; Medicine; Cognition","score_opus":0.06127609904019964,"score_gpt":0.4652612706144992,"score_spread":0.40398517157429953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097681219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99979013,0.000046674075,0.00001590623,0.000005447499,0.0000023172415,0.0000044533585,0.000006457946,3.6271544e-7,0.00012828756],"genre_scores_gemma":[0.9993698,0.000166799,0.00007603107,0.000033812124,0.000007739587,0.000020509184,0.000029151122,0.000001206766,0.00029494424],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99911433,0.00026455199,0.000087165055,0.00009835062,0.00023794369,0.00019761494],"domain_scores_gemma":[0.9979346,0.00079416187,0.00028417064,0.000072610615,0.00035160605,0.000562845],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013887978,0.00035849848,0.0006920709,0.002292077,0.0011423336,0.0012921502,0.0003089663,0.0006461389,0.0018362096],"category_scores_gemma":[0.0032105015,0.00030505098,0.0004988004,0.0011981222,0.00061789074,0.0007446333,0.00084212905,0.00047402733,0.00041871288],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011871731,0.005183305,0.8039638,0.00022793887,0.00016282524,0.001927202,0.13380258,0.00007686326,0.0035752116,0.00021041572,0.00035139304,0.049331427],"study_design_scores_gemma":[0.000080957296,0.0050607314,0.86235505,0.00008599239,0.00009499066,0.0017881645,0.12726955,0.00019496099,0.0008416201,0.00014475468,0.0020419727,0.00004135265],"about_ca_topic_score_codex":0.0022891348,"about_ca_topic_score_gemma":0.0042496105,"teacher_disagreement_score":0.002292077,"about_ca_system_score_codex":0.00063467777,"about_ca_system_score_gemma":0.00050076935,"threshold_uncertainty_score":0.0073447824},"labels":[],"label_agreement":null},{"id":"W2101992201","doi":"","title":"Providing Adaptive Courses in Learning Management Systems with Respect to Learning Styles","year":2007,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":135,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Learning Management; Adaptive learning; Computer science; Active learning (machine learning); Educational technology; Mathematics education; Synchronous learning; Experiential learning; E learning; Cooperative learning; Multimedia; Psychology; Artificial intelligence; Teaching method","score_opus":0.07263219892512303,"score_gpt":0.330744408076929,"score_spread":0.258112209151806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2101992201","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79907,0.0003611901,0.18683386,0.0004101791,0.00008591174,0.0009307032,0.00010788076,0.0030612524,0.009139011],"genre_scores_gemma":[0.89589775,0.00021698585,0.09850449,0.00019022686,0.00008238453,0.00038958274,0.00017005186,0.000101062644,0.0044474076],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9991381,0.00029099942,0.00008549894,0.00021743323,0.00018150169,0.00008640141],"domain_scores_gemma":[0.9948148,0.0024903475,0.0005550435,0.0011116184,0.00048646444,0.00054168154],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015186671,0.0005310645,0.00033963352,0.00047775116,0.00027127902,0.0011163274,0.00078376953,0.0007230906,0.0021551608],"category_scores_gemma":[0.008314693,0.00023847327,0.00038751343,0.0003688735,0.0002895802,0.0013327764,0.0011139192,0.00073348865,0.0008739058],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008705163,0.0030299686,0.043601986,0.000531203,0.00009135622,0.00033655867,0.0018919524,0.0042629037,0.10380627,0.002982285,0.0019098623,0.83668506],"study_design_scores_gemma":[0.0016806431,0.01566864,0.5159328,0.00058121583,0.0011013311,0.004992067,0.002268681,0.12511174,0.1957485,0.03317239,0.10314527,0.00059664],"about_ca_topic_score_codex":0.00022310876,"about_ca_topic_score_gemma":0.00036792437,"teacher_disagreement_score":0.0021551608,"about_ca_system_score_codex":0.00025926105,"about_ca_system_score_gemma":0.00028226944,"threshold_uncertainty_score":0.008031547},"labels":[],"label_agreement":null},{"id":"W2102989246","doi":"10.5539/ies.v6n6p202","title":"A Rasch Analysis on Total Learning Experience of UKM Engineering Students","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Kebangsaan Malaysia","keywords":"Rasch model; Psychology; Mathematics education; Logit; Logistic regression; Engineering education; Medical education; Ordered logit; Engineering management; Engineering; Statistics","score_opus":0.03339750966431872,"score_gpt":0.4276818179324321,"score_spread":0.3942843082681134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2102989246","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980888,0.000014397629,0.00042804945,0.000027559541,0.0000058388546,0.000045506822,0.00022546564,0.000031437474,0.001132998],"genre_scores_gemma":[0.998103,0.00002190881,0.00041816177,0.0000061082574,0.0000045937913,0.00007733341,0.00027305708,0.000006688505,0.0010890934],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99779785,0.00064935395,0.00019699652,0.00027765095,0.0008331959,0.0002449518],"domain_scores_gemma":[0.985759,0.008519268,0.001863865,0.0009577255,0.0020614583,0.00083863764],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023039214,0.00031356205,0.000462232,0.0024426198,0.00055791833,0.00094018434,0.00039618826,0.00040336078,0.0051085744],"category_scores_gemma":[0.010831739,0.0001681803,0.0009138288,0.0017167405,0.0005728209,0.00061068166,0.00088893203,0.000907436,0.0008858872],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041953032,0.0004858899,0.925215,0.000077294855,0.00020746342,0.00015181112,0.00907442,0.001395532,0.001391648,0.00027853853,0.0011031731,0.06019968],"study_design_scores_gemma":[0.0000051100806,0.0006958855,0.99188715,0.000013321933,0.000016642874,0.000076977165,0.0038561567,0.0022714243,0.00035142247,0.00009477731,0.0007073128,0.000023845867],"about_ca_topic_score_codex":0.0039943075,"about_ca_topic_score_gemma":0.0036700235,"teacher_disagreement_score":0.0051085744,"about_ca_system_score_codex":0.00051266525,"about_ca_system_score_gemma":0.00065181806,"threshold_uncertainty_score":0.017089844},"labels":[],"label_agreement":null},{"id":"W2103492793","doi":"10.5539/jel.v3n2p33","title":"Generational Perspective of Higher Education Online Student Learning Styles","year":2014,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Baby boomers; Generation x; Generation y; Learning styles; Perspective (graphical); Psychology; Higher education; Descriptive statistics; Cognitive style; Social psychology; Pedagogy; Mathematics education; Marketing; Computer science; Political science","score_opus":0.020422661101300966,"score_gpt":0.38527808454879864,"score_spread":0.36485542344749766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103492793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99706846,0.00008100304,0.0001313269,0.00012263752,0.000004951014,0.0000051051084,0.000020583713,0.0000010414752,0.002564892],"genre_scores_gemma":[0.9995453,0.000044250904,0.000047254085,0.000019353758,0.0000031948916,0.0000019386184,0.000008787206,4.2684033e-7,0.00032947026],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99955136,0.00021392379,0.000017502069,0.00004449267,0.000092403614,0.000080300866],"domain_scores_gemma":[0.9976412,0.00085242355,0.0006940657,0.00015716904,0.00019513519,0.00046000414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000807833,0.00017247895,0.00011656235,0.0007886153,0.0004905475,0.001593359,0.00015773001,0.00017120417,0.0040753135],"category_scores_gemma":[0.0021859715,0.00009226184,0.00017617056,0.000384089,0.0005327777,0.00058134284,0.00087652315,0.0004252475,0.0001429362],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013871978,0.0002705493,0.9492539,0.000027235455,0.000052880303,0.00024369985,0.021035315,0.000086174405,0.0010380852,0.0024365906,0.00019456053,0.02522234],"study_design_scores_gemma":[0.000012169428,0.00027494848,0.95910054,0.000027725915,0.000025996107,0.0003551023,0.035686463,0.00032667257,0.00028218227,0.0018787866,0.002009756,0.0000196187],"about_ca_topic_score_codex":0.0016041603,"about_ca_topic_score_gemma":0.0032516876,"teacher_disagreement_score":0.0040753135,"about_ca_system_score_codex":0.00031927085,"about_ca_system_score_gemma":0.00023683591,"threshold_uncertainty_score":0.013633311},"labels":[],"label_agreement":null},{"id":"W2103569556","doi":"10.5539/ies.v5n4p122","title":"An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Psychology; Cooperative learning; Mathematics education; Preference learning; Cognitive style; Visual learning; Educational technology; Preference; Auditory learning; Style (visual arts); Conjoint analysis; Teaching method; Cognition; Mathematics","score_opus":0.11074422355909218,"score_gpt":0.4521359378589933,"score_spread":0.3413917142999011,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103569556","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972146,0.000053600368,0.0018857291,0.000040072027,0.000006971448,0.000097987766,0.00006229735,0.0000054731368,0.00063328166],"genre_scores_gemma":[0.9976598,0.000036187495,0.0018640931,0.000020408997,0.0000034803911,0.00009664504,0.000046509642,0.0000013018276,0.00027164677],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99312943,0.0040809014,0.0004431834,0.00026687083,0.0016954264,0.000384122],"domain_scores_gemma":[0.9785122,0.014914361,0.001844263,0.0011690276,0.0027040255,0.00085604156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008754379,0.0003005533,0.0005386072,0.0020010343,0.00066824426,0.0009475296,0.0003168384,0.00035995446,0.001765788],"category_scores_gemma":[0.021133378,0.00016903624,0.00092436135,0.0015181011,0.0004834807,0.00048776943,0.00062950567,0.0006565211,0.00028854315],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021100843,0.0015312077,0.82550144,0.00023684153,0.00045723686,0.00022639614,0.015660442,0.002121512,0.0044261203,0.00089054974,0.00051400723,0.14632416],"study_design_scores_gemma":[0.00008101104,0.004591727,0.94747484,0.000072238625,0.00017723825,0.0004598219,0.025476603,0.013413702,0.004338296,0.0022136578,0.001573921,0.00012696447],"about_ca_topic_score_codex":0.0009814542,"about_ca_topic_score_gemma":0.0011509516,"teacher_disagreement_score":0.008754379,"about_ca_system_score_codex":0.00057555945,"about_ca_system_score_gemma":0.0004946197,"threshold_uncertainty_score":0.046298087},"labels":[],"label_agreement":null},{"id":"W2109844045","doi":"10.1109/icme.2007.4285033","title":"Adaptive Assessment in Web-Based Learning","year":2007,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Computer science; Peer assessment; Adaptive learning; Online assessment; Adaptive system; Self-assessment; Multimedia; Human–computer interaction; World Wide Web; Artificial intelligence; Formative assessment","score_opus":0.027634264111696064,"score_gpt":0.3570851445335198,"score_spread":0.32945088042182374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109844045","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15298288,0.007272257,0.75765413,0.0023867711,0.00035588504,0.0004808285,0.000039535145,0.00087879924,0.07794884],"genre_scores_gemma":[0.8255146,0.0021919585,0.16097182,0.00026076374,0.00017289363,0.000298683,0.000041481297,0.00004776308,0.01050008],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99743444,0.0016600599,0.000105620464,0.00019272069,0.00053907675,0.000068064524],"domain_scores_gemma":[0.996834,0.0024478813,0.00012241356,0.00023021224,0.00025188804,0.00011356786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021562693,0.0002860389,0.00022147995,0.0005153585,0.00044397052,0.001953796,0.00062986126,0.0010921359,0.0017115045],"category_scores_gemma":[0.0065208743,0.00015874593,0.00023875263,0.0006684019,0.0019443607,0.0024646467,0.0011860472,0.0008745147,0.00045233744],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015283751,0.00042580016,0.00930991,0.0004802323,0.00004810548,0.00091760856,0.0030270894,0.040331505,0.006890076,0.35236675,0.003215893,0.5828342],"study_design_scores_gemma":[0.00010371948,0.00063963066,0.013492574,0.0005409371,0.000067316316,0.002381352,0.0013638278,0.3617539,0.0097619975,0.5373215,0.07242486,0.000148365],"about_ca_topic_score_codex":0.0011753411,"about_ca_topic_score_gemma":0.0007923847,"teacher_disagreement_score":0.0021562693,"about_ca_system_score_codex":0.0006735518,"about_ca_system_score_gemma":0.0004922994,"threshold_uncertainty_score":0.01140362},"labels":[],"label_agreement":null},{"id":"W2110508541","doi":"10.3138/jvme.37.4.347","title":"Learning-Style Profiles of 150 Veterinary Medical Students","year":2010,"lang":"en","type":"article","venue":"Journal of Veterinary Medical Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Preference; Learning styles; Style (visual arts); Visual learning; Active learning (machine learning); Scale (ratio); Mathematics education; Psychology; Process (computing); Computer science; Mathematics; Artificial intelligence; Statistics; Geography","score_opus":0.04624446849663711,"score_gpt":0.42926091519308723,"score_spread":0.38301644669645013,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110508541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995617,0.00003876473,0.000043267126,0.000014833993,0.0000017854712,0.000008488643,0.00005754787,0.0000026529817,0.00027090407],"genre_scores_gemma":[0.99930143,0.000045371802,0.00011176965,0.000023326065,0.0000024492258,0.000013352089,0.00011291991,0.000001552936,0.0003877911],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995266,0.00006321187,0.00007723374,0.00007549341,0.00015400744,0.00010337026],"domain_scores_gemma":[0.9981408,0.00028090275,0.0005627103,0.00007451839,0.0003761327,0.00056491216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00063743937,0.00025846215,0.0003316376,0.0020553216,0.00037511266,0.0006868035,0.0002060917,0.00039232895,0.0012763123],"category_scores_gemma":[0.0028091457,0.00017103726,0.00031931378,0.0007663081,0.00028544254,0.0005241035,0.0006942982,0.00025942473,0.00063087716],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007772645,0.00012437164,0.9904612,0.000009833677,0.000010240922,0.00007983063,0.0011827357,0.000058243742,0.0008149342,0.000018104727,0.000096852695,0.0070659337],"study_design_scores_gemma":[0.0000060822,0.00040775354,0.99650156,0.000009938776,0.000006841519,0.00031060158,0.0016332517,0.00035289914,0.00032488335,0.00004373299,0.00039012817,0.000012249036],"about_ca_topic_score_codex":0.0018102953,"about_ca_topic_score_gemma":0.0019499172,"teacher_disagreement_score":0.0020553216,"about_ca_system_score_codex":0.0003095917,"about_ca_system_score_gemma":0.00020698278,"threshold_uncertainty_score":0.004269719},"labels":[],"label_agreement":null},{"id":"W2110917515","doi":"10.1109/hicss.2004.1265048","title":"Information architecture to support dynamic composition of interactive lessons and reuse of learning objects","year":2004,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Computer science; Architecture; Variety (cybernetics); Reuse; World Wide Web; Multimedia; Composition (language); Human–computer interaction; Artificial intelligence; Engineering","score_opus":0.009569181182110434,"score_gpt":0.3137599453510642,"score_spread":0.3041907641689538,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110917515","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023701932,0.00031275288,0.95414096,0.00044301435,0.000051914485,0.00044623314,0.00020289108,0.016724091,0.0039762463],"genre_scores_gemma":[0.17854908,0.00046396352,0.80943394,0.0002292264,0.000054294946,0.0006571904,0.0019274876,0.0014926513,0.007192171],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99717736,0.00064895017,0.0004963659,0.00054806966,0.0008715884,0.00025768197],"domain_scores_gemma":[0.9918206,0.0027736465,0.000446607,0.0031227204,0.0012761784,0.0005602757],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00498718,0.00073466,0.00082325196,0.0024810254,0.001251334,0.00470343,0.0029550353,0.0021061,0.0026522786],"category_scores_gemma":[0.010725571,0.0013070705,0.0012023574,0.002639902,0.0014542103,0.0061051873,0.0035113967,0.0022322247,0.0015216976],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006888343,0.0009588851,0.014095195,0.0012515645,0.00040247614,0.0015705563,0.00651369,0.06902335,0.06288444,0.105149016,0.017205324,0.7202566],"study_design_scores_gemma":[0.00037787526,0.00062179234,0.0071176863,0.00044313923,0.00059194333,0.0014362813,0.0009029821,0.42937,0.085332446,0.088428624,0.38497755,0.00039979047],"about_ca_topic_score_codex":0.009037678,"about_ca_topic_score_gemma":0.00604727,"teacher_disagreement_score":0.009037678,"about_ca_system_score_codex":0.0014977611,"about_ca_system_score_gemma":0.0024071157,"threshold_uncertainty_score":0.026375055},"labels":[],"label_agreement":null},{"id":"W2111139266","doi":"10.5539/elt.v5n4p116","title":"Learning Styles, Personality Types and Reading Comprehension Performance","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":90,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Personality; Learning styles; Reading comprehension; Reading (process); Cognitive style; Comprehension; Empirical research; Big Five personality traits; Personality type; Cognitive psychology; Mathematics education; Social psychology; Linguistics; Cognition","score_opus":0.014292295423708029,"score_gpt":0.29001651909320525,"score_spread":0.2757242236694972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111139266","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99630886,0.00034444366,0.00019859216,0.000039549774,0.000008101704,0.0000107692895,0.000090377645,0.000007849611,0.00299139],"genre_scores_gemma":[0.99852365,0.00018133558,0.00016587353,0.000011531013,0.00001026252,0.0000056061763,0.00007302316,0.0000020352982,0.0010267352],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997503,0.0000700518,0.000031280713,0.000039791135,0.00007376435,0.000034875062],"domain_scores_gemma":[0.99701905,0.0011576915,0.00095042755,0.00015487938,0.00027507107,0.0004428975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005107774,0.00024713814,0.00019876081,0.00074337097,0.00021283884,0.0008743348,0.00012443437,0.0002189246,0.00330594],"category_scores_gemma":[0.0032902278,0.0000685805,0.00028671246,0.00040321893,0.00020753831,0.00035511024,0.00031775498,0.00029240694,0.0005882633],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016730849,0.00027254244,0.9661877,0.00008871597,0.00008786153,0.00025301188,0.0012934266,0.0001275668,0.0019802973,0.00013559952,0.00016954208,0.029236306],"study_design_scores_gemma":[0.000002643462,0.00020145008,0.99813914,0.000014116862,0.000019071409,0.0002315141,0.0005704468,0.00013501006,0.00023243552,0.00013978641,0.0003091222,0.0000052456085],"about_ca_topic_score_codex":0.00069718476,"about_ca_topic_score_gemma":0.0009911952,"teacher_disagreement_score":0.00330594,"about_ca_system_score_codex":0.0001411251,"about_ca_system_score_gemma":0.0001189648,"threshold_uncertainty_score":0.011059463},"labels":[],"label_agreement":null},{"id":"W2112145162","doi":"10.1111/j.1365-2729.2009.00336.x","title":"Analysis of learners' navigational behaviour and their learning styles in an online course","year":2010,"lang":"en","type":"article","venue":"Journal of Computer Assisted Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":194,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"National Science Council","keywords":"Learning styles; Computer science; Course (navigation); Adaptive learning; Educational technology; Argument (complex analysis); Online learning; Cognitive style; Mathematics education; Learning Management; Synchronous learning; Experiential learning; Cooperative learning; Multimedia; Psychology; Human–computer interaction; Teaching method; Artificial intelligence; Cognition; Engineering","score_opus":0.02616330171152873,"score_gpt":0.33094705963880133,"score_spread":0.3047837579272726,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2112145162","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996786,0.000009546293,0.000111270725,0.0000038354783,7.1125424e-7,0.000004184202,0.000018870554,0.0000029371618,0.00017002816],"genre_scores_gemma":[0.9993573,0.000016018696,0.0002193851,0.0000039428883,9.683707e-7,0.000005325796,0.000043171443,0.0000017023631,0.000352201],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996284,0.00012210835,0.000034969118,0.000054155185,0.000106909814,0.000053431337],"domain_scores_gemma":[0.9972063,0.0011190125,0.00045914896,0.00013468106,0.0005702994,0.0005107212],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070023513,0.00023542409,0.0002136939,0.0007729771,0.00022926285,0.00067833974,0.00017814522,0.00033909126,0.0014044818],"category_scores_gemma":[0.0043184054,0.000098894285,0.00023383464,0.00032277973,0.00014743584,0.00030605218,0.00030437496,0.00029262895,0.00036964356],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041034276,0.0005207188,0.95964265,0.000039535942,0.00006127261,0.00016296584,0.002789961,0.00037601002,0.009803922,0.000044504264,0.00010030406,0.026047872],"study_design_scores_gemma":[0.000007001977,0.0006944269,0.99200517,0.00001184381,0.000024681704,0.00023480476,0.0022179156,0.002067927,0.0022910973,0.00007232168,0.00035087453,0.000021946877],"about_ca_topic_score_codex":0.0016120133,"about_ca_topic_score_gemma":0.0022684627,"teacher_disagreement_score":0.0016120133,"about_ca_system_score_codex":0.00016656429,"about_ca_system_score_gemma":0.00014006814,"threshold_uncertainty_score":0.004698515},"labels":[],"label_agreement":null},{"id":"W2113498347","doi":"10.1109/wi-iat.2009.271","title":"Advanced Adaptivity in Learning Management Systems by Considering Learning Styles","year":2009,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":72,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Adaptive learning; Computer science; Mechanism (biology); Learning Management; Adaptive system; Artificial intelligence; Human–computer interaction; Multimedia; Mathematics education; Psychology","score_opus":0.015284739319880085,"score_gpt":0.28744407461068033,"score_spread":0.2721593352908003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113498347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5616635,0.00046346735,0.40557298,0.00057220075,0.000061697596,0.0003464176,0.00009491154,0.0012060235,0.030018799],"genre_scores_gemma":[0.9539755,0.00010118404,0.04321917,0.00005418818,0.000026904157,0.00009543647,0.00007211794,0.000057021756,0.002398408],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99760735,0.0008175753,0.00023245062,0.00054878474,0.000586007,0.00020774575],"domain_scores_gemma":[0.9948807,0.002157691,0.0004940499,0.0014262828,0.0006446632,0.00039652738],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002960932,0.0005267813,0.0003569099,0.0009700661,0.0004144285,0.003066663,0.00090976653,0.00067316135,0.0015296581],"category_scores_gemma":[0.01109046,0.00041539615,0.00063116313,0.00046761413,0.001073178,0.0033695707,0.00196119,0.00094773824,0.0003878958],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00066694786,0.0006646569,0.1598185,0.0004051784,0.00043789973,0.0008067965,0.00817597,0.084234454,0.045520388,0.100388475,0.0015990736,0.5972816],"study_design_scores_gemma":[0.0001841791,0.0010142958,0.13105074,0.00026780937,0.00039896247,0.0019065719,0.003426203,0.53683233,0.028087027,0.26584873,0.030639485,0.0003436668],"about_ca_topic_score_codex":0.0007643324,"about_ca_topic_score_gemma":0.00071192376,"teacher_disagreement_score":0.003066663,"about_ca_system_score_codex":0.0008412143,"about_ca_system_score_gemma":0.0004449422,"threshold_uncertainty_score":0.015659094},"labels":[],"label_agreement":null},{"id":"W2114326368","doi":"10.19173/irrodl.v4i2.158","title":"From Cognitive Landscapes to Digital Hyperscapes","year":2003,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Hypermedia; Computer science; Cognitive style; Context (archaeology); Multimedia; Learning Management; Educational technology; Class (philosophy); Digital learning; Cognition; Distance education; Hypertext; Open educational resources; Collaborative learning; Adaptive hypermedia; World Wide Web; Knowledge management; Mathematics education; Psychology; Artificial intelligence","score_opus":0.0822918207739202,"score_gpt":0.45807896502647505,"score_spread":0.3757871442525549,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114326368","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.40402257,0.009240927,0.043465503,0.01235843,0.00029709956,0.00007072067,0.00021112245,0.00020891646,0.5301247],"genre_scores_gemma":[0.9876275,0.0016859758,0.0033639378,0.00036316793,0.000044800257,0.000034329412,0.000034678767,0.000022243166,0.006823304],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9995414,0.00022789004,0.000013403834,0.000063098014,0.000093218325,0.000061130566],"domain_scores_gemma":[0.9992816,0.00033839233,0.000075537406,0.00007918442,0.00009403903,0.00013128719],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036862376,0.00027102773,0.00011780749,0.0014293249,0.0008341176,0.006502544,0.00042889887,0.0006722516,0.0059391432],"category_scores_gemma":[0.002087745,0.0001320231,0.00015566469,0.0010538062,0.008927384,0.006037347,0.0025563987,0.00091420335,0.00042860155],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003399242,0.000029599078,0.0041132127,0.0001754056,0.000010546491,0.00034584702,0.028359335,0.0005871126,0.0010136833,0.8898345,0.0033016976,0.07219507],"study_design_scores_gemma":[0.000015477008,0.000038400438,0.013521338,0.00017914074,0.000010563082,0.0006116977,0.05213072,0.0016016465,0.00053701113,0.8388252,0.09250575,0.000023012013],"about_ca_topic_score_codex":0.0015510382,"about_ca_topic_score_gemma":0.0016931792,"teacher_disagreement_score":0.006502544,"about_ca_system_score_codex":0.0010403864,"about_ca_system_score_gemma":0.00045029624,"threshold_uncertainty_score":0.019868433},"labels":[],"label_agreement":null},{"id":"W2118135172","doi":"10.5539/ies.v4n1p73","title":"Learning Styles and Teaching Styles in College English Teaching","year":2011,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":108,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Mathematics education; Cognitive style; Teaching method; Psychology; Teaching and learning center; Lesson plan; Pedagogy; Cognition","score_opus":0.06567045832944524,"score_gpt":0.3966655160993,"score_spread":0.3309950577698548,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118135172","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973744,0.00019648446,0.000107915526,0.000056234556,0.000008085054,0.0000070112524,0.000011985983,0.0000027237313,0.0022352654],"genre_scores_gemma":[0.99910706,0.000092266586,0.00008769697,0.000022195716,0.0000048000497,0.000003903355,0.000010627036,0.0000033698154,0.0006680921],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990746,0.00025492412,0.00011629478,0.00010777287,0.00031806494,0.00012836813],"domain_scores_gemma":[0.9952958,0.0016353035,0.0008820308,0.000119003766,0.0005779685,0.001489862],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012858865,0.00019593419,0.00020553477,0.001142805,0.00055735075,0.0017892749,0.000312443,0.00024500946,0.0023698267],"category_scores_gemma":[0.008097862,0.00013731039,0.00024650674,0.00051410176,0.00068462145,0.0007044214,0.0007608087,0.00043966415,0.00034146183],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002533109,0.0003444668,0.925225,0.000073971765,0.000059284448,0.00060375,0.020705445,0.00017418407,0.001870317,0.0006800118,0.00031582254,0.04969444],"study_design_scores_gemma":[0.00003123696,0.00033056343,0.96935755,0.00006706703,0.00002468689,0.001329693,0.024248024,0.0005405585,0.00050695986,0.0015578463,0.0019627623,0.000043056014],"about_ca_topic_score_codex":0.0030410313,"about_ca_topic_score_gemma":0.00561386,"teacher_disagreement_score":0.0030410313,"about_ca_system_score_codex":0.00059450854,"about_ca_system_score_gemma":0.00036667992,"threshold_uncertainty_score":0.007927835},"labels":[],"label_agreement":null},{"id":"W2119224276","doi":"10.5539/gjhs.v7n5p152","title":"Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran","year":2015,"lang":"en","type":"article","venue":"Global Journal of Health Science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Mashhad University of Medical Sciences","keywords":"Learning styles; Experiential learning; Psychology; Mathematics education; Academic achievement; Style (visual arts); Descriptive statistics; Relation (database); Mathematics; Computer science","score_opus":0.07564146949549956,"score_gpt":0.4609372164106718,"score_spread":0.38529574691517227,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2119224276","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995993,0.00010773305,0.000023749171,0.00003124593,0.000002641196,0.000011512246,0.000053789143,9.2344874e-7,0.00016909507],"genre_scores_gemma":[0.9994093,0.00016037347,0.000114663926,0.000059728856,0.000006766582,0.000017008557,0.000092043454,0.0000010104851,0.00013906712],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99933237,0.000102324535,0.0000857148,0.00011693342,0.0002239001,0.0001386885],"domain_scores_gemma":[0.99884486,0.00019202477,0.00040207728,0.00005710535,0.00019928874,0.0003045016],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010760414,0.0002648793,0.0005187834,0.0013410879,0.0008897264,0.000750961,0.0003726029,0.00052565173,0.0014200081],"category_scores_gemma":[0.0015331022,0.00043495273,0.00059792405,0.0013457752,0.0003886983,0.0005588777,0.0005722225,0.0008039242,0.00026523435],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027027581,0.00021414667,0.99731076,0.000016232832,0.000018777835,0.000072644165,0.00070283684,0.000008950219,0.00009874669,0.000011268319,0.00005736343,0.001461291],"study_design_scores_gemma":[0.0000065952036,0.00029777447,0.9966876,0.000013086591,0.00002075183,0.00031179632,0.0023209518,0.000053926753,0.00005441339,0.000019382864,0.0002077905,0.000005988519],"about_ca_topic_score_codex":0.0060092723,"about_ca_topic_score_gemma":0.009356332,"teacher_disagreement_score":0.0060092723,"about_ca_system_score_codex":0.0004928516,"about_ca_system_score_gemma":0.0007200639,"threshold_uncertainty_score":0.0119485855},"labels":[],"label_agreement":null},{"id":"W2119565974","doi":"","title":"Strategy Execution: An Empirical Analysis of Obstacles Faced by Master of Business Administration Executive Students","year":2011,"lang":"en","type":"article","venue":"SSRN Electronic Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Obstacle; Dimension (graph theory); Action (physics); Control (management); Empirical research; Psychology; Perception; Problem statement; Linkage (software); Knowledge management; Business; Management; Computer science; Political science; Engineering; Management science; Mathematics; Economics","score_opus":0.05558436697551837,"score_gpt":0.35625294350765485,"score_spread":0.30066857653213647,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2119565974","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997168,0.000019509122,0.000027128699,0.000021661212,0.0000013495022,0.0000074113273,0.0000108955455,5.773365e-7,0.0001947374],"genre_scores_gemma":[0.99950707,0.000049136004,0.00010426345,0.00002202105,0.0000031970615,0.000019976776,0.000051654235,0.0000013091217,0.00024127902],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974101,0.0006416868,0.00027934744,0.00018899376,0.0010363527,0.00044355358],"domain_scores_gemma":[0.9867004,0.0034264887,0.0054045576,0.0003815908,0.0015523143,0.0025346552],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027249556,0.000316704,0.0005007545,0.00185484,0.0010132205,0.0025569664,0.0005686385,0.0005912779,0.002406557],"category_scores_gemma":[0.011351746,0.00028080976,0.00041162968,0.0012341746,0.00069603726,0.000929091,0.0016511086,0.0011567887,0.00036533637],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041237327,0.00041632415,0.98623484,0.00003923071,0.000019868137,0.00013245697,0.007014311,0.00004902689,0.00022279679,0.00009362056,0.00015117311,0.0055850237],"study_design_scores_gemma":[0.0000061720248,0.00032161037,0.9591863,0.00005092878,0.0000121039375,0.00013305111,0.038614873,0.00033463052,0.00019053892,0.00007828709,0.001057639,0.000013859458],"about_ca_topic_score_codex":0.0019816388,"about_ca_topic_score_gemma":0.0031891342,"teacher_disagreement_score":0.0027249556,"about_ca_system_score_codex":0.0006072888,"about_ca_system_score_gemma":0.0016782114,"threshold_uncertainty_score":0.014411151},"labels":[],"label_agreement":null},{"id":"W2120445753","doi":"10.5539/ijel.v2n2p157","title":"Teaching Styles of Iranian EFL Teachers: Do Gender, Age, and Experience Make a Difference?","year":2012,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Preference; Stratified sampling; Significant difference; Feeling; Style (visual arts); Mathematics education; Learning styles; Variety (cybernetics); Social psychology; Geography; Mathematics","score_opus":0.04076082523507657,"score_gpt":0.3540304496854957,"score_spread":0.3132696244504191,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120445753","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99905056,0.00018789592,0.00003460078,0.000061022056,0.00000613743,0.0000027135463,0.000015904518,7.863068e-7,0.00064037164],"genre_scores_gemma":[0.99951315,0.00013770658,0.000040638264,0.000029935129,0.000006568855,0.0000027021563,0.00002087773,7.636952e-7,0.0002477622],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99970216,0.000061380226,0.000029413475,0.000037085014,0.00009762347,0.000072277515],"domain_scores_gemma":[0.99828976,0.0004229962,0.00068030803,0.00005413452,0.00024004543,0.00031273148],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005557688,0.00016825729,0.00023438687,0.00074644363,0.00040820322,0.000723629,0.00016115086,0.00023048409,0.0015523406],"category_scores_gemma":[0.0024078384,0.0001396984,0.00020294166,0.0005044516,0.000461702,0.00046022845,0.00023212709,0.00025120692,0.00023540275],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008576742,0.00013896279,0.9641262,0.000038557846,0.000015944297,0.0002851657,0.014956221,0.000021028814,0.0007332813,0.000065950895,0.00020941132,0.019323532],"study_design_scores_gemma":[0.000005753675,0.00012645862,0.9707931,0.000020655187,0.00000808949,0.00047641384,0.027555395,0.000046576537,0.00011329367,0.00006970721,0.00077696773,0.0000074655895],"about_ca_topic_score_codex":0.003592479,"about_ca_topic_score_gemma":0.0075295996,"teacher_disagreement_score":0.003592479,"about_ca_system_score_codex":0.00032827523,"about_ca_system_score_gemma":0.00032040672,"threshold_uncertainty_score":0.00714314},"labels":[],"label_agreement":null},{"id":"W2123612922","doi":"10.5539/ijps.v3n2p186","title":"Academic Achievement of Students with Different Learning Styles","year":2011,"lang":"en","type":"article","venue":"International Journal of Psychological Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":80,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Learning styles; Mathematics education; Academic achievement; Variance (accounting); Significant difference; Sample (material); Test (biology); Style (visual arts); Achievement test; Statistics; Standardized test; Mathematics; Geography","score_opus":0.14646498483988077,"score_gpt":0.4496551422350584,"score_spread":0.30319015739517763,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2123612922","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996908,0.00002678056,0.0000145215645,0.000009231383,0.0000027117555,0.000002253699,0.000012650965,0.0000011360141,0.00023992699],"genre_scores_gemma":[0.9995233,0.000027143631,0.000036099587,0.00001021449,0.0000040670134,0.00000234811,0.00004185442,7.4864244e-7,0.00035422164],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996377,0.000043379125,0.000032070002,0.000056768695,0.00012399175,0.00010608409],"domain_scores_gemma":[0.9984763,0.00014752045,0.00058884005,0.00007855282,0.00020471365,0.00050403323],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004857678,0.000447579,0.00038806998,0.00088943273,0.00050528004,0.0011008532,0.00020939998,0.0002463533,0.00201092],"category_scores_gemma":[0.0016709755,0.00014934687,0.0003920737,0.0004890754,0.00033036747,0.00034812686,0.00057673844,0.0005578221,0.00036988183],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002219615,0.00053570804,0.98221403,0.000013809774,0.000053276905,0.000091635906,0.0009870433,0.000050377956,0.0013771695,0.000064705215,0.000097484815,0.014292736],"study_design_scores_gemma":[0.0000084713265,0.00036385507,0.998226,0.0000037178143,0.000011412393,0.000115304516,0.0007032883,0.00008410627,0.00023914834,0.00007970292,0.00015965222,0.000005296016],"about_ca_topic_score_codex":0.001811328,"about_ca_topic_score_gemma":0.002488818,"teacher_disagreement_score":0.00201092,"about_ca_system_score_codex":0.0002875592,"about_ca_system_score_gemma":0.00025376052,"threshold_uncertainty_score":0.006727159},"labels":[],"label_agreement":null},{"id":"W2125872540","doi":"10.1080/01443410701635058","title":"Working memory, cognitive style, and behavioural predictors of GCSE exam success","year":2008,"lang":"en","type":"article","venue":"Educational Psychology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Coast Mountain College","funders":"","keywords":"Psychology; Working memory; Cognitive style; Certificate; Short-term memory; Developmental psychology; Style (visual arts); Cognition; Cognitive psychology","score_opus":0.06908221550934131,"score_gpt":0.3702608704552228,"score_spread":0.30117865494588153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125872540","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99942917,0.0000662921,0.000019327532,0.00002450269,0.0000026667503,0.0000026488733,0.00004614528,0.0000022267682,0.00040695217],"genre_scores_gemma":[0.99957234,0.000034417815,0.00002517641,0.00000606851,0.0000041476537,0.0000023553619,0.00008519028,0.0000010034795,0.0002692762],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996649,0.00006997378,0.000036497877,0.00003830128,0.00010827792,0.000082007915],"domain_scores_gemma":[0.9950305,0.0010896265,0.0018281181,0.0001864179,0.00054906926,0.0013162609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00089476904,0.00033107057,0.00026005524,0.0010545503,0.00031828313,0.0008374382,0.00035535172,0.0004133947,0.0026476674],"category_scores_gemma":[0.0063007334,0.0001548044,0.0002863554,0.0006158257,0.00046449347,0.00040025666,0.0006340602,0.0006525494,0.000573881],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024567546,0.00006529534,0.99823546,0.0000033047663,0.000013196317,0.000019159683,0.00009094688,0.000022297208,0.00003756271,0.00000908287,0.000032408636,0.001446733],"study_design_scores_gemma":[0.000001598165,0.00006717898,0.99962294,0.000002464597,0.0000044544663,0.00003030999,0.0001381072,0.00005486787,0.00001967304,0.000016119728,0.000040858416,0.0000013915004],"about_ca_topic_score_codex":0.0061946185,"about_ca_topic_score_gemma":0.009790905,"teacher_disagreement_score":0.0061946185,"about_ca_system_score_codex":0.00021317232,"about_ca_system_score_gemma":0.0002902599,"threshold_uncertainty_score":0.012317121},"labels":[],"label_agreement":null},{"id":"W2133605158","doi":"10.1109/smap.2006.13","title":"Considering Learning Styles in Learning Management Systems: Investigating the Behavior of Students in an Online Course","year":2006,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Learning Management; Computer science; Style (visual arts); Synchronous learning; Online learning; Experiential learning; Active learning (machine learning); Educational technology; Cognitive style; E learning; Management styles; Mathematics education; Cooperative learning; Psychology; Artificial intelligence; Multimedia; Teaching method; Cognition","score_opus":0.049948052480560785,"score_gpt":0.35827698629190385,"score_spread":0.3083289338113431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133605158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99935037,0.000013213046,0.00019825895,0.000014713646,0.0000015329616,0.000016436126,0.00001825032,0.0000028150878,0.00038441326],"genre_scores_gemma":[0.99864095,0.000030066241,0.0005996621,0.000031039974,0.0000029337186,0.00002524155,0.00006049044,0.000002464953,0.00060717924],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992487,0.00025891603,0.00007040145,0.00010748749,0.0002110937,0.000103418024],"domain_scores_gemma":[0.9957022,0.0013698336,0.0011076605,0.00022824017,0.00072323275,0.00086884695],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010483185,0.00035432217,0.00027090317,0.0008449773,0.00052425795,0.0010480953,0.0002850485,0.0005801934,0.0014605841],"category_scores_gemma":[0.0053818105,0.00016546318,0.00034064832,0.0004717741,0.00028014046,0.00061176316,0.00043825255,0.00066768023,0.0005475544],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018999138,0.0014439131,0.9659936,0.000037422797,0.000053324027,0.00007988176,0.004056098,0.00014801371,0.0062351623,0.000050533523,0.000109253124,0.021602718],"study_design_scores_gemma":[0.000008938173,0.0010641315,0.9910019,0.000012266559,0.000025816249,0.00018477044,0.0038199527,0.0010700312,0.0021721183,0.00010453528,0.00051701756,0.000018559207],"about_ca_topic_score_codex":0.001374233,"about_ca_topic_score_gemma":0.0019919437,"teacher_disagreement_score":0.0014605841,"about_ca_system_score_codex":0.0003554283,"about_ca_system_score_gemma":0.00029495655,"threshold_uncertainty_score":0.0055440664},"labels":[],"label_agreement":null},{"id":"W2134120988","doi":"10.5539/ijps.v6n2p65","title":"Project Managers’ Cognitive Style in Decision Making: A Perspective from Construction Industry","year":2014,"lang":"en","type":"article","venue":"International Journal of Psychological Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Style (visual arts); Psychology; Cognition; Cognitive style; Process management; Business; Computer science; Artificial intelligence; Archaeology","score_opus":0.08413328202756047,"score_gpt":0.47222782380272016,"score_spread":0.3880945417751597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134120988","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9861204,0.0008567111,0.0016208447,0.0010635017,0.000015170601,0.0000134864495,0.000009890789,0.0000033734168,0.010296602],"genre_scores_gemma":[0.9987269,0.0004390163,0.0003284908,0.00008482634,0.000006430826,0.0000044188387,0.0000039986685,0.0000014296564,0.00040441085],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99798346,0.0011888639,0.00006502764,0.00009864053,0.00037755485,0.0002862963],"domain_scores_gemma":[0.99633825,0.001727781,0.0005912311,0.00011521605,0.00044413962,0.0007834227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003093785,0.0003804381,0.00017540874,0.0015448212,0.0014085142,0.004289004,0.00039553313,0.00057361386,0.0010211762],"category_scores_gemma":[0.0041405065,0.00019707,0.00021664028,0.00096841826,0.0027169914,0.0016383233,0.0013306774,0.0011158223,0.00011260491],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012228252,0.00051637535,0.28599474,0.0002994097,0.00007144461,0.001565877,0.6228285,0.00086367637,0.0026035453,0.018342499,0.001401575,0.06539004],"study_design_scores_gemma":[0.00003442316,0.00041171498,0.28569183,0.00043064484,0.00004566468,0.0014069362,0.6701114,0.0031304483,0.0008591538,0.01459014,0.023204988,0.00008260561],"about_ca_topic_score_codex":0.00393477,"about_ca_topic_score_gemma":0.0051223417,"teacher_disagreement_score":0.004289004,"about_ca_system_score_codex":0.0016281164,"about_ca_system_score_gemma":0.0013651542,"threshold_uncertainty_score":0.016361654},"labels":[],"label_agreement":null},{"id":"W2134558753","doi":"10.1007/s11423-009-9116-y","title":"Coping with mismatched courses: students’ behaviour and performance in courses mismatched to their learning styles","year":2009,"lang":"en","type":"article","venue":"Educational Technology Research and Development","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":88,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"National Science Council","keywords":"Learning styles; Psychology; Educational technology; Mathematics education; Cognitive style; Experiential learning; Coping (psychology); Cognition","score_opus":0.048147236811061575,"score_gpt":0.3940311057419679,"score_spread":0.34588386893090634,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134558753","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998354,0.0000131988745,0.000012135579,0.000030261317,0.0000035370208,0.0000029451542,0.0000048579755,8.9883736e-7,0.00009664367],"genre_scores_gemma":[0.99962926,0.00001840788,0.00004243702,0.000025217087,0.0000032757637,0.000004718247,0.000020582527,8.201398e-7,0.00025525157],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994287,0.00013973628,0.000058863294,0.00008419949,0.000117391755,0.00017113793],"domain_scores_gemma":[0.9951798,0.00070664706,0.0012105607,0.0002025519,0.00032138146,0.0023791227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012163434,0.000253821,0.00040502805,0.00048490358,0.0005740372,0.0013981062,0.00043533352,0.0012651617,0.001994946],"category_scores_gemma":[0.0073848125,0.00021767389,0.0005077101,0.0002958561,0.00038317798,0.0007778413,0.0010438613,0.0010185781,0.0005251384],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018727019,0.0049984315,0.9528923,0.00004968594,0.00013932893,0.0005849259,0.007905333,0.000770107,0.008995225,0.0001200012,0.0003174281,0.021354685],"study_design_scores_gemma":[0.00006477673,0.0033220148,0.9844848,0.000017640536,0.000043045795,0.000288767,0.00834835,0.0015159904,0.0011931121,0.00019705968,0.00048865343,0.00003566764],"about_ca_topic_score_codex":0.0026178479,"about_ca_topic_score_gemma":0.0027416444,"teacher_disagreement_score":0.0026178479,"about_ca_system_score_codex":0.00041617622,"about_ca_system_score_gemma":0.00042717348,"threshold_uncertainty_score":0.0066737533},"labels":[],"label_agreement":null},{"id":"W2134795250","doi":"","title":"Teaching Ways and Learning Ways Revisited","year":2010,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Learning styles; Style (visual arts); Psychology; Mathematics education; Teaching method; Pedagogy; Linguistics; Philosophy; Literature; Art","score_opus":0.018686149399976273,"score_gpt":0.338695332503175,"score_spread":0.32000918310319876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134795250","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23964316,0.0101684155,0.045346823,0.02526333,0.0013894652,0.00010498306,0.00015810994,0.00013948415,0.6777862],"genre_scores_gemma":[0.94996834,0.0030662322,0.009015217,0.0011863436,0.00022420788,0.00009883005,0.00004358111,0.00008249438,0.03631477],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99674726,0.0017629515,0.00014798087,0.00033976222,0.0007134447,0.00028873287],"domain_scores_gemma":[0.99618536,0.0019213577,0.0004903325,0.0003969656,0.0005002465,0.0005057579],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024805323,0.0003937208,0.00028580308,0.0023855553,0.002404566,0.009900574,0.00080048817,0.0013032202,0.0062474227],"category_scores_gemma":[0.0058343876,0.00020358492,0.00043929045,0.001988432,0.0153329475,0.012657182,0.0053837732,0.0039117234,0.0006094417],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019613677,0.00003187685,0.0038158493,0.000105829,0.000010815702,0.00015162559,0.051875398,0.00016329893,0.00037790925,0.8933592,0.0013000944,0.048788473],"study_design_scores_gemma":[0.000026696198,0.00007164825,0.004690842,0.00040520963,0.00002151018,0.000707698,0.065167695,0.0005355549,0.00061771803,0.717934,0.2097911,0.00003035656],"about_ca_topic_score_codex":0.0020695284,"about_ca_topic_score_gemma":0.0025737665,"teacher_disagreement_score":0.009900574,"about_ca_system_score_codex":0.003174306,"about_ca_system_score_gemma":0.0019569919,"threshold_uncertainty_score":0.023031294},"labels":[],"label_agreement":null},{"id":"W2135372993","doi":"10.1109/icalt.2010.16","title":"A Flexible Mechanism for Providing Adaptivity Based on Learning Styles in Learning Management Systems","year":2010,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":70,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Computer science; Learning Management; Adaptive learning; Learning styles; Mechanism (biology); Process (computing); Sorting; Limiting; Multimedia; Order (exchange); Adaptive system; Knowledge management; Mathematics education; Human–computer interaction; Artificial intelligence; Engineering; Psychology","score_opus":0.027941716370194207,"score_gpt":0.30707385212807875,"score_spread":0.27913213575788454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135372993","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06699566,0.00019221567,0.88148665,0.000536016,0.00022193138,0.000906133,0.00024661238,0.04279431,0.0066204867],"genre_scores_gemma":[0.5987287,0.00021695228,0.37957424,0.0007530778,0.0003366461,0.0013236996,0.0005667073,0.0031993994,0.015300481],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99486995,0.001304327,0.0009152884,0.0011702419,0.001321721,0.00041836797],"domain_scores_gemma":[0.9774318,0.007248473,0.00135851,0.010919569,0.0017982477,0.0012434069],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008344245,0.0013769068,0.0007904593,0.0018995048,0.0011332117,0.0037669113,0.0035627615,0.002217914,0.0048800767],"category_scores_gemma":[0.023170263,0.0010835743,0.0010690342,0.0009629008,0.0019431713,0.005265356,0.0058902586,0.0030835867,0.0019309768],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018770766,0.0011708945,0.02076551,0.0006946476,0.00030242783,0.0017065683,0.009434216,0.008573582,0.15492697,0.048697814,0.012326504,0.73952377],"study_design_scores_gemma":[0.0011787855,0.0021300106,0.03216978,0.0007627804,0.00080685876,0.0034120479,0.0014732648,0.2662657,0.27423283,0.118589304,0.29752442,0.0014542287],"about_ca_topic_score_codex":0.0008216481,"about_ca_topic_score_gemma":0.0007593966,"teacher_disagreement_score":0.008344245,"about_ca_system_score_codex":0.0007179743,"about_ca_system_score_gemma":0.0007674748,"threshold_uncertainty_score":0.044129133},"labels":[],"label_agreement":null},{"id":"W2135426144","doi":"10.1145/820127.820185","title":"Implications of MBTI in software engineering education","year":2002,"lang":"en","type":"article","venue":"ACM SIGCSE Bulletin","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Learning styles; Engineering education; Software; Personality; Range (aeronautics); Teaching method","score_opus":0.023403537523332827,"score_gpt":0.28043535226160377,"score_spread":0.2570318147382709,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135426144","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18388459,0.014076819,0.013110904,0.69223946,0.005662208,0.0004677152,0.0008579102,0.00020734358,0.08949309],"genre_scores_gemma":[0.946464,0.0045724898,0.011008477,0.022832979,0.0028880993,0.0005141123,0.00021839897,0.00009254352,0.011408816],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.97149616,0.0142648155,0.0015795102,0.001807321,0.009140118,0.0017120691],"domain_scores_gemma":[0.6083976,0.26521522,0.027159309,0.0067508053,0.060503364,0.03197367],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.030331332,0.00054879795,0.00045665205,0.0022913236,0.0026363465,0.00392492,0.0028457511,0.0027164537,0.020311344],"category_scores_gemma":[0.29131696,0.0002918922,0.0005832329,0.00366256,0.003589751,0.008552806,0.004072073,0.006061603,0.0016866993],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011228075,0.0014274181,0.24654156,0.0012861553,0.00009868591,0.0009646317,0.00888594,0.0021318363,0.0006791299,0.16776584,0.0811799,0.48791617],"study_design_scores_gemma":[0.00050624245,0.00267089,0.4175438,0.0052881204,0.0002182051,0.0016093446,0.047424234,0.014768691,0.0030481496,0.31249547,0.19416125,0.00026558837],"about_ca_topic_score_codex":0.018305508,"about_ca_topic_score_gemma":0.023746472,"teacher_disagreement_score":0.030331332,"about_ca_system_score_codex":0.0068597584,"about_ca_system_score_gemma":0.013842308,"threshold_uncertainty_score":0.16040933},"labels":[],"label_agreement":null},{"id":"W2136835781","doi":"10.5206/cjsotl-rcacea.2011.1.5","title":"An Empirical Investigation of the Relationships Among Cognitive Abilities, Cognitive Style, and Learning Preferences in Students Enrolled in Specialized Degree Courses at a Canadian College","year":2011,"lang":"en","type":"article","venue":"The Canadian Journal for the Scholarship of Teaching and Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Guelph-Humber; Humber Polytechnic","funders":"","keywords":"Cognitive style; Psychology; Cognition; Visual learning; Style (visual arts); Cognitive psychology; Vocabulary; Linguistics; Art","score_opus":0.13280572198523283,"score_gpt":0.3519862794151488,"score_spread":0.219180557429916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136835781","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994641,0.000017439997,0.000014294592,0.00002484043,0.0000010183846,0.000008683381,0.00005553557,3.7020638e-7,0.00041370446],"genre_scores_gemma":[0.9992144,0.00006234463,0.000074553885,0.000024955807,0.0000015425487,0.0000067977153,0.00010300688,7.1939064e-7,0.00051161717],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992084,0.00007531853,0.00003226937,0.00008718349,0.0003117493,0.00028517013],"domain_scores_gemma":[0.99673223,0.0005834438,0.0005852142,0.00011938527,0.0008827925,0.0010968848],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010124197,0.0003189815,0.0002840439,0.0015300936,0.0024287838,0.001222114,0.0007348806,0.00033885683,0.0021698177],"category_scores_gemma":[0.0036264395,0.00025968906,0.0004164371,0.0020035012,0.0011459684,0.00046332247,0.00072878797,0.0008378992,0.00019975731],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002787238,0.00018696534,0.9928993,0.000009810296,0.000017244622,0.0000499472,0.0031638443,0.000019125904,0.00026859125,0.000059136073,0.00009705926,0.003201183],"study_design_scores_gemma":[0.0000016369265,0.000042557174,0.9959389,0.0000051426337,0.0000041483713,0.000017913593,0.003721152,0.000057872898,0.000043901302,0.000014209832,0.0001483817,0.0000040424006],"about_ca_topic_score_codex":0.7876407,"about_ca_topic_score_gemma":0.90819013,"teacher_disagreement_score":0.21235931,"about_ca_system_score_codex":0.005187928,"about_ca_system_score_gemma":0.008535731,"threshold_uncertainty_score":0.42721987},"labels":[],"label_agreement":null},{"id":"W2140388394","doi":"10.1109/fie.1996.568536","title":"Comparisons of learning preferences in an engineering program","year":2002,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Computer science; Artificial intelligence","score_opus":0.05905618175964073,"score_gpt":0.3313443673434845,"score_spread":0.27228818558384377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140388394","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986595,0.000016830598,0.00014047847,0.00001833206,0.0000029957876,0.000008311061,0.000045963545,0.0000048864867,0.001102769],"genre_scores_gemma":[0.9982218,0.000023393688,0.0002252872,0.000022195389,0.000004299195,0.000017705968,0.00012263916,0.000004793191,0.00135783],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986552,0.00040947858,0.00011231178,0.00010219844,0.0004490197,0.00027184107],"domain_scores_gemma":[0.9866281,0.0068766843,0.0018067249,0.0003802228,0.0019716888,0.0023366113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018206605,0.00022089029,0.00023540073,0.0012965766,0.00034129553,0.0008856408,0.00023916137,0.0003070599,0.0061541907],"category_scores_gemma":[0.011429745,0.0000877875,0.00037092794,0.00042072157,0.00026001633,0.00044278477,0.0006821813,0.0005021869,0.000658436],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002382577,0.0016764657,0.89240843,0.00011037536,0.00015160035,0.00026114524,0.0057734987,0.00087336625,0.009786192,0.00034187475,0.0011346445,0.085099764],"study_design_scores_gemma":[0.000045388253,0.0027303468,0.9807952,0.000022435885,0.000022615646,0.00043035301,0.008057275,0.001431853,0.00368494,0.0004925515,0.002250961,0.00003615652],"about_ca_topic_score_codex":0.00050912786,"about_ca_topic_score_gemma":0.0011625866,"teacher_disagreement_score":0.0061541907,"about_ca_system_score_codex":0.0002953508,"about_ca_system_score_gemma":0.00028493843,"threshold_uncertainty_score":0.020587802},"labels":[],"label_agreement":null},{"id":"W2141725264","doi":"10.7202/031808ar","title":"Le style d’apprentissage d’étudiants de la formation à l’enseignement","year":2007,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Montréal; University of Ottawa","funders":"","keywords":"Humanities; Psychology; Art","score_opus":0.17043173450461138,"score_gpt":0.4198845231689659,"score_spread":0.24945278866435452,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2141725264","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99151623,0.00026611408,0.0020028707,0.00027804254,0.000019878982,0.00006805491,0.000045689118,0.000017602668,0.0057855276],"genre_scores_gemma":[0.9896321,0.00043525954,0.002142173,0.0000564634,0.000010210389,0.000079502934,0.00008502261,0.000011289804,0.00754781],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9955533,0.002140759,0.0002815752,0.0003211289,0.0011705892,0.00053261034],"domain_scores_gemma":[0.9833514,0.0051783477,0.003072542,0.0017950544,0.0036779405,0.0029246823],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00540275,0.00040159663,0.00033105005,0.0013994583,0.0014415056,0.004431465,0.0007777902,0.0005438907,0.0035604176],"category_scores_gemma":[0.021592978,0.0003131074,0.0004749609,0.0010573878,0.0013592811,0.001469809,0.0016339927,0.0009163534,0.00089840236],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048985,0.00037690974,0.66683143,0.00018774944,0.000075010765,0.00040447465,0.15501654,0.0004941682,0.0045660525,0.004229365,0.001253796,0.16607465],"study_design_scores_gemma":[0.00004396485,0.0005619612,0.85126,0.00022257463,0.000057928653,0.00091807666,0.106120035,0.0010972676,0.003032911,0.0031180626,0.033433028,0.00013435204],"about_ca_topic_score_codex":0.012587414,"about_ca_topic_score_gemma":0.01922912,"teacher_disagreement_score":0.012587414,"about_ca_system_score_codex":0.0023997484,"about_ca_system_score_gemma":0.0028912371,"threshold_uncertainty_score":0.028572798},"labels":[],"label_agreement":null},{"id":"W2142331004","doi":"10.1007/978-3-540-76361_3","title":"Analysing the Behaviour of Students in Learning Management Systems with Respect to Learning Styles","year":2008,"lang":"en","type":"book-chapter","venue":"Studies in computational intelligence","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":35,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Computer science; Artificial intelligence; Learning Management; Mathematics education; Machine learning; Psychology; Knowledge management","score_opus":0.09411605372428755,"score_gpt":0.40270223015551376,"score_spread":0.3085861764312262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142331004","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985719,0.000019395393,0.00025482842,0.00002423303,0.000001912875,0.0000051764887,0.00003345112,0.0000057063858,0.0010834282],"genre_scores_gemma":[0.9974675,0.000030574196,0.00037225988,0.000024854035,0.0000017555866,0.000011737058,0.00012162045,0.0000061615874,0.0019634657],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99947137,0.00018570111,0.0000326462,0.00008763755,0.0001252615,0.00009748196],"domain_scores_gemma":[0.9932816,0.004230703,0.0008447064,0.00027133978,0.00070608425,0.0006655383],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008619554,0.00016546193,0.00020902515,0.0006062334,0.00039668486,0.00131463,0.0002995598,0.00054717826,0.0028663464],"category_scores_gemma":[0.009688871,0.00013862542,0.00024148247,0.0007230724,0.0003272812,0.00073059637,0.00054127385,0.0007980638,0.0009316062],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00086557487,0.0010638444,0.8813629,0.00007912744,0.00009228537,0.00017073363,0.020448823,0.0016567662,0.011304748,0.0010667236,0.00094909174,0.080939315],"study_design_scores_gemma":[0.000012633376,0.00069696247,0.97923857,0.000019606108,0.000023803868,0.00014264311,0.010994702,0.003524277,0.0030188165,0.000946263,0.0013517826,0.00002986363],"about_ca_topic_score_codex":0.002956896,"about_ca_topic_score_gemma":0.0032082389,"teacher_disagreement_score":0.002956896,"about_ca_system_score_codex":0.00037764947,"about_ca_system_score_gemma":0.00021727018,"threshold_uncertainty_score":0.009588897},"labels":[],"label_agreement":null},{"id":"W2146653296","doi":"10.7202/1080461ar","title":"Le LSQ-Fa : une version française abrégée de l’instrument de mesure des styles d’apprentissage de Honey et Mumford","year":2021,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa; Saint Paul University; Université du Québec en Outaouais","funders":"","keywords":"Humanities; Psychology; Art","score_opus":0.01977142693272373,"score_gpt":0.3154058321505922,"score_spread":0.2956344052178685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146653296","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5468344,0.013065785,0.22299512,0.0109067205,0.004358303,0.015754761,0.04385123,0.0036805638,0.13855314],"genre_scores_gemma":[0.5264232,0.008380445,0.31581563,0.004664217,0.00049352145,0.03368028,0.028068818,0.0014366875,0.081037246],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9876887,0.005103658,0.0018575746,0.00078911724,0.00394345,0.0006175044],"domain_scores_gemma":[0.96722275,0.013625626,0.0034029663,0.0022578565,0.012373833,0.0011168106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015050298,0.0011997061,0.0009305781,0.004074739,0.0014559182,0.0021574497,0.0010993152,0.001120714,0.011929592],"category_scores_gemma":[0.045699343,0.00061957905,0.0018566428,0.0034562408,0.0012319455,0.0029971246,0.0020372034,0.0026523557,0.00452179],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00080142345,0.00071930996,0.14586951,0.0015122766,0.00040204785,0.00027267452,0.011309047,0.0013114765,0.005867848,0.013304128,0.07593477,0.7426954],"study_design_scores_gemma":[0.00031332741,0.001003169,0.52782017,0.0021389236,0.0002281082,0.0010871827,0.006272883,0.002480724,0.005570204,0.0133275725,0.43927914,0.00047859678],"about_ca_topic_score_codex":0.017847702,"about_ca_topic_score_gemma":0.030367559,"teacher_disagreement_score":0.017847702,"about_ca_system_score_codex":0.0034199792,"about_ca_system_score_gemma":0.0062849117,"threshold_uncertainty_score":0.07959449},"labels":[],"label_agreement":null},{"id":"W2146659334","doi":"10.1109/icalt.2003.1215079","title":"A multimedia training system applied to telephony","year":2004,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Computer science; Multimedia; Hypermedia; Adaptive hypermedia; Telephony; Human–computer interaction; Software; Training (meteorology); Interactive media; World Wide Web; Telecommunications","score_opus":0.03087816154503498,"score_gpt":0.2950237469817588,"score_spread":0.26414558543672384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146659334","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24272722,0.0012408013,0.6384937,0.00063720427,0.0008000061,0.0035117231,0.0018071701,0.04781445,0.062967665],"genre_scores_gemma":[0.64627934,0.0008214325,0.28772458,0.0006784879,0.0002642555,0.0015775361,0.0014911062,0.0011164164,0.060046818],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99976903,0.00005512966,0.0000183278,0.000060634768,0.00006874778,0.000028058561],"domain_scores_gemma":[0.9996265,0.00013450699,0.000015236791,0.000064357744,0.000091071364,0.00006833255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00033924924,0.0005010152,0.00027865754,0.0007505028,0.00045335767,0.00058868004,0.0007273459,0.0008686123,0.018194215],"category_scores_gemma":[0.0010013236,0.00020707754,0.0002394678,0.00049812143,0.00020339673,0.0005202264,0.0005977887,0.00041883643,0.003245675],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000900929,0.0005519796,0.003665801,0.0004733994,0.00005967244,0.0010785089,0.0007943418,0.0041295774,0.17397383,0.005852472,0.014366165,0.79415333],"study_design_scores_gemma":[0.0008277743,0.0045412458,0.046035223,0.00050526223,0.0006116362,0.008689879,0.0005194806,0.18552218,0.3766506,0.009213812,0.366551,0.00033185873],"about_ca_topic_score_codex":0.0010926302,"about_ca_topic_score_gemma":0.00073977455,"teacher_disagreement_score":0.018194215,"about_ca_system_score_codex":0.00033308123,"about_ca_system_score_gemma":0.00035148868,"threshold_uncertainty_score":0.06086576},"labels":[],"label_agreement":null},{"id":"W2148281775","doi":"10.5539/ies.v7n6p135","title":"The Predictive Role of Teaching Styles on Omani Students’ Mathematics Motivation","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sultan Qaboos University","keywords":"Psychology; Authoritarianism; Style (visual arts); Intrinsic motivation; Mathematics education; Cognitive style; Learning styles; Variance (accounting); Perception; Regression analysis; Social psychology; Mathematics; Cognition; Statistics","score_opus":0.03605929846299205,"score_gpt":0.41008334731163065,"score_spread":0.3740240488486386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148281775","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996119,0.000020512038,0.000021009868,0.000016332395,0.0000019137883,0.0000016382602,0.000006601383,5.531135e-7,0.0003194401],"genre_scores_gemma":[0.99973875,0.00003168924,0.000054843775,0.000003845221,0.0000028386837,0.0000022676509,0.000015525886,5.785607e-7,0.00014963135],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999705,0.00010158944,0.00002653733,0.000028651473,0.000087215674,0.0000508711],"domain_scores_gemma":[0.9967816,0.0012538434,0.00095681107,0.00014693492,0.00024695433,0.0006139619],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007111836,0.00026584853,0.00016545782,0.00077226403,0.00041959088,0.00088787643,0.0001791492,0.0002558022,0.002387173],"category_scores_gemma":[0.0043194266,0.00011899907,0.00027816326,0.0005089452,0.00028496832,0.00024855288,0.00046501047,0.0005423956,0.00023079393],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027611466,0.000100860896,0.9939423,0.000005581774,0.0000117923,0.000033245426,0.00045916878,0.000025086685,0.00029875065,0.00006587813,0.000029173421,0.0050005442],"study_design_scores_gemma":[0.0000026477132,0.00006827858,0.9985037,0.000008182954,0.000008011086,0.000040122257,0.0008310918,0.0002008502,0.00012272318,0.00008879857,0.00012314535,0.0000023640785],"about_ca_topic_score_codex":0.0017770916,"about_ca_topic_score_gemma":0.0047224327,"teacher_disagreement_score":0.002387173,"about_ca_system_score_codex":0.00023663526,"about_ca_system_score_gemma":0.00036344075,"threshold_uncertainty_score":0.00798589},"labels":[],"label_agreement":null},{"id":"W2150486047","doi":"10.5539/elt.v7n9p118","title":"What Can We Learn from Our Learners’ Learning Styles?","year":2014,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hankuk University of Foreign Studies","keywords":"Kinesthetic learning; Psychology; Learning styles; Style (visual arts); Auditory learning; Visual learning; Preference; Context (archaeology); Cognitive style; Cooperative learning; Generalization; Experiential learning; Mathematics education; Social psychology; Cognitive psychology; Teaching method; Cognition","score_opus":0.013380726285676391,"score_gpt":0.2913687695191272,"score_spread":0.27798804323345083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150486047","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8941774,0.022778943,0.005049166,0.051305987,0.0010888447,0.00008516819,0.00048018055,0.0001025101,0.024931725],"genre_scores_gemma":[0.97770405,0.012209655,0.0030832523,0.004030945,0.00023391217,0.000042357373,0.00018560744,0.000024102004,0.0024859945],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985524,0.00056386326,0.00009405648,0.0002215465,0.00035965967,0.00020850572],"domain_scores_gemma":[0.9950512,0.0014388773,0.00088746304,0.00034767145,0.0009892553,0.001285414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003327195,0.00045627958,0.0005358477,0.0013999663,0.0010606176,0.0051948163,0.00072638056,0.00080101733,0.0017372386],"category_scores_gemma":[0.010044803,0.00019406433,0.00050513336,0.0008193698,0.0022630545,0.006746197,0.0015388025,0.0019360828,0.00069446],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098859775,0.0002899353,0.43967095,0.0008602386,0.00018140745,0.0005613857,0.090073034,0.00015684227,0.0014298866,0.005667086,0.008729939,0.45228043],"study_design_scores_gemma":[0.00003393667,0.0006901245,0.50476515,0.0027360395,0.00026171672,0.0025645797,0.37154335,0.0006913198,0.0017204521,0.031961232,0.0827763,0.00025585896],"about_ca_topic_score_codex":0.0033721833,"about_ca_topic_score_gemma":0.0063406667,"teacher_disagreement_score":0.0051948163,"about_ca_system_score_codex":0.0007510851,"about_ca_system_score_gemma":0.0014247701,"threshold_uncertainty_score":0.017596066},"labels":[],"label_agreement":null},{"id":"W2151783851","doi":"","title":"The Validity and Reliability of the Marmara Learning Styles Scale (MLSS).","year":2007,"lang":"en","type":"article","venue":"Dspace Repository (Marmara Üniversitesi)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Learning styles; Cronbach's alpha; Psychology; Mathematics education; Scale (ratio); Cognitive style; Quarter (Canadian coin); Cognition; Psychometrics; Developmental psychology; Geography; Cartography","score_opus":0.009542555632861128,"score_gpt":0.25681389532564547,"score_spread":0.24727133969278434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151783851","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99318355,0.00036057216,0.00088455854,0.00013874608,0.00009249703,0.00014233425,0.00032146077,0.000029834255,0.0048466064],"genre_scores_gemma":[0.9977437,0.000095395306,0.0014076143,0.000021973772,0.000016550048,0.00014181255,0.00021539425,0.000008596917,0.00034894768],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.995362,0.0014753857,0.00055015826,0.000502534,0.001938979,0.00017090658],"domain_scores_gemma":[0.98950446,0.0053591896,0.0021652174,0.0006330704,0.001659598,0.00067853025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006964376,0.00053511834,0.00067987497,0.002033941,0.00060548884,0.0012228214,0.0008807804,0.0006220165,0.0020920837],"category_scores_gemma":[0.022418741,0.0005033975,0.0011899638,0.0010827905,0.0007539026,0.0010312157,0.0012477047,0.00090557983,0.00043712935],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029615924,0.00028787914,0.9463798,0.00011808903,0.00034862207,0.0000856374,0.0024229605,0.0005916983,0.0007371209,0.00058649824,0.0011733316,0.04697231],"study_design_scores_gemma":[0.000046591762,0.00044363132,0.9927395,0.000110692425,0.000053194544,0.00018916781,0.0014983349,0.0026602044,0.00031084128,0.0005979966,0.0013205502,0.000029202602],"about_ca_topic_score_codex":0.0012003616,"about_ca_topic_score_gemma":0.0012739733,"teacher_disagreement_score":0.006964376,"about_ca_system_score_codex":0.0004647109,"about_ca_system_score_gemma":0.00053184264,"threshold_uncertainty_score":0.036831558},"labels":[],"label_agreement":null},{"id":"W2155239007","doi":"","title":"Student Learning Styles/Strategies and Professors' Expectations: Do They Match?.","year":2008,"lang":"en","type":"article","venue":"The College Quarterly","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Variety (cybernetics); Feeling; Learning styles; Style (visual arts); Diversity (politics); Stereotype (UML); Cognitive style; Higher education; Mathematics education; Pedagogy; Social psychology; Cognition; Sociology; Computer science","score_opus":0.025906425311975748,"score_gpt":0.3203329415189794,"score_spread":0.29442651620700366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2155239007","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99515605,0.00020405297,0.0003347783,0.00041775854,0.000019070347,0.000012194479,0.000048035934,0.000011187616,0.0037967763],"genre_scores_gemma":[0.99951184,0.000037249883,0.000068769106,0.00005498633,0.0000052596347,0.0000051402553,0.00003380464,0.0000041032763,0.0002788625],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99676657,0.0008620258,0.0003022726,0.0003769399,0.0013398044,0.00035230824],"domain_scores_gemma":[0.9820025,0.008013493,0.0034660245,0.00096640765,0.0017927451,0.0037588947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045987265,0.00014137858,0.00035318968,0.0009557875,0.00044266362,0.0027157576,0.0005693028,0.00062623236,0.0032430626],"category_scores_gemma":[0.028439835,0.00013409114,0.00031737323,0.00069654523,0.0008396987,0.0012373297,0.0012547696,0.0005722108,0.0007829499],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001356304,0.00017791372,0.9541728,0.00002984953,0.000063833315,0.00008562688,0.00666116,0.00006570515,0.00055812264,0.00044246187,0.00039993096,0.03720693],"study_design_scores_gemma":[0.000007474037,0.00019389698,0.98730206,0.000016931694,0.000012856566,0.00015701268,0.010565257,0.00028571088,0.0002313691,0.0006192927,0.0005913662,0.00001664452],"about_ca_topic_score_codex":0.0014015536,"about_ca_topic_score_gemma":0.001977109,"teacher_disagreement_score":0.0045987265,"about_ca_system_score_codex":0.0004988608,"about_ca_system_score_gemma":0.00069743994,"threshold_uncertainty_score":0.024320662},"labels":[],"label_agreement":null},{"id":"W2158146009","doi":"10.1037/0022-0663.98.1.238","title":"Perceptual learning style and learning proficiency: A test of the hypothesis.","year":2006,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":188,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Campion College; University of Regina","funders":"","keywords":"Psychology; Style (visual arts); Cognitive psychology; Test (biology); Perception; Mathematics education; Perceptual learning; Statistical hypothesis testing; Statistics","score_opus":0.022504891936590693,"score_gpt":0.32799924973662253,"score_spread":0.30549435780003187,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158146009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971052,0.00008991896,0.00075370015,0.00013829155,0.00003810318,0.000034119723,0.00014535629,0.00001236246,0.0016829141],"genre_scores_gemma":[0.99873,0.000022488583,0.00050108996,0.000081040125,0.000024120445,0.000045594374,0.000115900315,0.0000074439004,0.00047225994],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970145,0.0008303681,0.00024121294,0.0008586604,0.0008745474,0.0001807172],"domain_scores_gemma":[0.93988603,0.03961689,0.0092567615,0.0045815203,0.0026466881,0.004012096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005172791,0.0006715558,0.000509998,0.0010968591,0.00035880983,0.0013892157,0.0010882822,0.0011984502,0.010837627],"category_scores_gemma":[0.026238794,0.00025034999,0.00097208854,0.0006657575,0.001613009,0.0014406185,0.0012748046,0.0014908911,0.0011118869],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003516233,0.0026733882,0.96994007,0.000116816576,0.0008357399,0.00030235917,0.0013064428,0.00029194693,0.005294546,0.00064727315,0.000400758,0.014674345],"study_design_scores_gemma":[0.0002455712,0.0056800367,0.9864921,0.000024870948,0.00016632158,0.00057013927,0.0007768963,0.0030973125,0.0014120545,0.001122491,0.00038676054,0.00002549785],"about_ca_topic_score_codex":0.0006768781,"about_ca_topic_score_gemma":0.0003335585,"teacher_disagreement_score":0.010837627,"about_ca_system_score_codex":0.00027782825,"about_ca_system_score_gemma":0.000595438,"threshold_uncertainty_score":0.03625542},"labels":[],"label_agreement":null},{"id":"W2161921369","doi":"","title":"INDIVIDUAL DIFFERENCES IN MANAGEMENT EDUCATION: AN INTERNATIONAL INQUIRY ABOUT THEIR IMPACT ON LEARNING OUTCOMES","year":2011,"lang":"en","type":"preprint","venue":"RePEc: Research Papers in Economics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Learning styles; Cognitive style; Constructive; Psychology; Management styles; Style (visual arts); Cognition; Higher education; Academic achievement; Mathematics education; Pedagogy; Political science; Public relations; Computer science","score_opus":0.10660431883917232,"score_gpt":0.4186366250166417,"score_spread":0.31203230617746935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161921369","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99626017,0.00019884472,0.00025445435,0.00017911365,0.00000851332,0.0000061959404,0.000029241342,0.0000022559107,0.0030611367],"genre_scores_gemma":[0.9996389,0.000042291256,0.0000709776,0.000022844619,0.000004907174,0.0000031704255,0.000013162622,0.0000014724486,0.00020223476],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99768686,0.0010802086,0.0001037897,0.00026470388,0.00057238346,0.00029200074],"domain_scores_gemma":[0.98486334,0.00910665,0.0022184127,0.001022996,0.0006118687,0.0021767316],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004184729,0.00021197993,0.00033160852,0.00096176297,0.00050597236,0.0022258244,0.000278461,0.00035421998,0.0036193565],"category_scores_gemma":[0.013279079,0.000076900564,0.00036837926,0.0011463987,0.0010356673,0.0007872581,0.0012118598,0.0007776731,0.00030586668],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016130255,0.0005173877,0.94310653,0.000039729952,0.00016893854,0.00008708045,0.0033515901,0.00023289496,0.00063334196,0.001266045,0.00014605056,0.050289188],"study_design_scores_gemma":[0.000007073727,0.00012891235,0.9961035,0.00001684262,0.000019979203,0.000044984725,0.0017242823,0.00019097305,0.00025561432,0.0010553708,0.000445152,0.0000073574834],"about_ca_topic_score_codex":0.0011762136,"about_ca_topic_score_gemma":0.0022275236,"teacher_disagreement_score":0.004184729,"about_ca_system_score_codex":0.00044938287,"about_ca_system_score_gemma":0.00046135427,"threshold_uncertainty_score":0.022131205},"labels":[],"label_agreement":null},{"id":"W2163465377","doi":"10.7202/039031ar","title":"Learning Styles: Humpty Dumpty revisited","year":2010,"lang":"en","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Style (visual arts); Psychology; Metaphor; Panacea (medicine); Learning styles; Social psychology; Linguistics; Mathematics education; Philosophy; Literature; Art","score_opus":0.25736882364310354,"score_gpt":0.4480043097811426,"score_spread":0.19063548613803905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2163465377","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011520872,0.14252588,0.009264544,0.72045124,0.009097824,0.000046883597,0.00021042571,0.000102864884,0.10677938],"genre_scores_gemma":[0.38155642,0.14328744,0.005769941,0.406948,0.020694738,0.00020633652,0.0001887958,0.00036615552,0.04098215],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9936698,0.0032247456,0.00030149473,0.00095353124,0.0014688098,0.00038168594],"domain_scores_gemma":[0.98872465,0.007796926,0.00054835057,0.0005370362,0.001579779,0.00081331114],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007390641,0.0011528917,0.0014604792,0.0051214206,0.006653222,0.00920736,0.0031118398,0.0071522538,0.01099039],"category_scores_gemma":[0.014640998,0.0005489178,0.0008774754,0.0041623428,0.04348993,0.028553141,0.00898207,0.01972702,0.0028662616],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006851668,0.000049008715,0.002130878,0.00045250368,0.000041978663,0.00059864845,0.062975705,0.00013677009,0.000088658555,0.72911584,0.10648959,0.09785186],"study_design_scores_gemma":[0.000029130784,0.000041907308,0.002193222,0.0030655758,0.00001824445,0.0014377928,0.044381794,0.00031048842,0.00011205814,0.5613881,0.38697135,0.000050393184],"about_ca_topic_score_codex":0.020183334,"about_ca_topic_score_gemma":0.013534034,"teacher_disagreement_score":0.020183334,"about_ca_system_score_codex":0.009095694,"about_ca_system_score_gemma":0.00386083,"threshold_uncertainty_score":0.0659942},"labels":[],"label_agreement":null},{"id":"W2165673996","doi":"10.1109/icalt.2007.66","title":"Analysing the Relationship between Learning Styles and Cognitive Traits","year":2007,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Psychology; Cognitive psychology; Cognitive style; Process (computing); Cognition; Computer science; Mathematics education","score_opus":0.07087477891075981,"score_gpt":0.37096233191551176,"score_spread":0.30008755300475193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165673996","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99884546,0.000039962822,0.00036552377,0.000013554873,0.0000020465382,0.000010797553,0.00002089092,0.0000028539814,0.00069897994],"genre_scores_gemma":[0.9994141,0.000022938495,0.0002740263,0.0000045116053,0.0000017690073,0.000008319951,0.000025998346,0.0000015114867,0.0002468723],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993057,0.00025804978,0.000067354,0.00010331194,0.00019419321,0.000071440576],"domain_scores_gemma":[0.9768123,0.016764633,0.0029209498,0.000998527,0.0011942914,0.0013093292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015380189,0.00027051294,0.00022200766,0.00084698043,0.00018496012,0.0010363306,0.00023175491,0.0002960567,0.0034297882],"category_scores_gemma":[0.013534791,0.00010450929,0.0003216297,0.0005364538,0.00037404674,0.0005341501,0.00053030375,0.00061803625,0.00027443765],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028321723,0.00028299127,0.97212243,0.0000511092,0.00010267246,0.00010261412,0.001465615,0.00024976843,0.0032161074,0.00014007534,0.00004606059,0.021937376],"study_design_scores_gemma":[0.000006037693,0.00042882105,0.9967704,0.0000074781933,0.000021122592,0.00014148842,0.00093185704,0.00056777574,0.00070478953,0.00027184654,0.00013962746,0.000008886589],"about_ca_topic_score_codex":0.0005019265,"about_ca_topic_score_gemma":0.00053574966,"teacher_disagreement_score":0.0034297882,"about_ca_system_score_codex":0.00017165975,"about_ca_system_score_gemma":0.00016885405,"threshold_uncertainty_score":0.0114738345},"labels":[],"label_agreement":null},{"id":"W2166139640","doi":"","title":"Learning Style and Preference for Online Learning Support: Individual Quizzes versus Study Groups.","year":2006,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Laurentian University; MacEwan University","funders":"","keywords":"Preference; Psychology; Mathematics education; Learning styles; Style (visual arts); Visual learning; Cognitive style; Online learning; Multimedia; Computer science; Cognition; Mathematics; Visual arts","score_opus":0.06089327321523017,"score_gpt":0.3282288460665536,"score_spread":0.2673355728513234,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2166139640","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997441,0.000013594733,0.000036687547,0.000010203633,0.0000037632087,0.0000138395635,0.000030875693,0.000002630806,0.0001442242],"genre_scores_gemma":[0.9993881,0.000011781672,0.000090878406,0.0000398048,0.000006375665,0.000023891662,0.000048585658,0.000002065137,0.00038835622],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991841,0.00025940646,0.000084919724,0.00011625851,0.00022005108,0.00013536154],"domain_scores_gemma":[0.99311113,0.0027125531,0.0014834349,0.00032813364,0.00060000503,0.0017648243],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014580104,0.00027695153,0.00044937007,0.000723678,0.00032442628,0.00072513946,0.00018719657,0.00036556472,0.004294361],"category_scores_gemma":[0.006632996,0.00022996671,0.00026282453,0.00039603194,0.000359449,0.0003968089,0.00041778607,0.00042066124,0.0006151414],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015264357,0.011449709,0.9155441,0.00010604716,0.00023317574,0.00021518576,0.0026621432,0.00015799263,0.010896508,0.00008326635,0.0007111323,0.04267622],"study_design_scores_gemma":[0.00028493145,0.008093683,0.9864857,0.0000103879265,0.00005309509,0.00017107085,0.0018917985,0.0006770885,0.0016300648,0.00009240468,0.0005866733,0.000022959202],"about_ca_topic_score_codex":0.00073032064,"about_ca_topic_score_gemma":0.0014222459,"teacher_disagreement_score":0.004294361,"about_ca_system_score_codex":0.00016011257,"about_ca_system_score_gemma":0.00017625338,"threshold_uncertainty_score":0.01436609},"labels":[],"label_agreement":null},{"id":"W2166922775","doi":"10.20368/1971-8829/549","title":"Causal competencies and learning styles: A framework for adaptive instruction","year":2011,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Mathematics education; Learning styles; Psychology; Adaptive learning; Computer science; Knowledge management; Pedagogy","score_opus":0.3557958281525243,"score_gpt":0.544443968657369,"score_spread":0.18864814050484469,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2166922775","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.025550993,0.0011027086,0.9025588,0.00482354,0.00014296855,0.00051845005,0.00025838192,0.00054767885,0.06449648],"genre_scores_gemma":[0.5551714,0.000811279,0.4370898,0.00046928585,0.00011404908,0.0013234436,0.00020235,0.00010832068,0.004710222],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9966995,0.0019649537,0.00019120052,0.00054123416,0.00043207034,0.0001710948],"domain_scores_gemma":[0.9935103,0.0043484783,0.0005550976,0.00066053757,0.00046419495,0.00046135386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005162079,0.0012251957,0.00043726314,0.004447586,0.0012041155,0.004324645,0.002208164,0.0016327532,0.006122772],"category_scores_gemma":[0.008638496,0.00042926308,0.0011471087,0.0012529995,0.0114943525,0.0060430495,0.0025910472,0.002841538,0.00069969316],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018700246,0.00008817198,0.0037847674,0.000107662985,0.000025513737,0.00011653607,0.00547582,0.002822109,0.00034218785,0.9538505,0.00046888273,0.032899067],"study_design_scores_gemma":[0.0000215166,0.000068534275,0.0030997058,0.00012215052,0.000021759397,0.00018815328,0.0019213447,0.01899231,0.00028744314,0.96274155,0.012496462,0.00003909269],"about_ca_topic_score_codex":0.004250912,"about_ca_topic_score_gemma":0.0028155057,"teacher_disagreement_score":0.006122772,"about_ca_system_score_codex":0.0029106806,"about_ca_system_score_gemma":0.0022101158,"threshold_uncertainty_score":0.0273},"labels":[],"label_agreement":null},{"id":"W2167420096","doi":"10.1109/icalt.2008.84","title":"Identifying Learning Styles in Learning Management Systems by Using Indications from Students' Behaviour","year":2008,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":186,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"National Science Council","keywords":"Learning styles; Learning Management; Computer science; Knowledge management; Mathematics education; Psychology; Multimedia","score_opus":0.04936171282421249,"score_gpt":0.35373966373177124,"score_spread":0.30437795090755876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167420096","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8979634,0.00016463736,0.09765264,0.00010378855,0.00002113424,0.00027691282,0.0003753885,0.00089623296,0.0025458226],"genre_scores_gemma":[0.93810123,0.00009465052,0.060233172,0.000025203226,0.000009727715,0.000116614254,0.0004126586,0.000026121672,0.0009806489],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985007,0.0005106283,0.00016891344,0.00031470926,0.0004275809,0.000077502096],"domain_scores_gemma":[0.9936465,0.0032108303,0.0012655141,0.00053619937,0.0010557543,0.00028522592],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017734659,0.00068224245,0.00043166796,0.0026966622,0.00030392752,0.001092432,0.00053545076,0.00045633572,0.0008233646],"category_scores_gemma":[0.008001647,0.00024114196,0.0004884576,0.00079602376,0.00019342257,0.0011277861,0.0005238251,0.0005467161,0.0005192959],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004789608,0.0007201438,0.4269859,0.00035958184,0.00011730948,0.00015835912,0.0025626426,0.00378458,0.024802761,0.0003964039,0.000627553,0.53900576],"study_design_scores_gemma":[0.00008117833,0.001166627,0.78932,0.00020015292,0.00015935244,0.0007086002,0.0030206735,0.16924351,0.028578952,0.0035445523,0.003791054,0.00018526874],"about_ca_topic_score_codex":0.001525575,"about_ca_topic_score_gemma":0.0039477292,"teacher_disagreement_score":0.0026966622,"about_ca_system_score_codex":0.00041075886,"about_ca_system_score_gemma":0.00038779964,"threshold_uncertainty_score":0.009379089},"labels":[],"label_agreement":null},{"id":"W2179707975","doi":"10.5430/bmr.v4n4p30","title":"An Ideation of Blended Learning Design for Lifelong Learning of women","year":2015,"lang":"en","type":"article","venue":"Business and Management Research","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Lifelong learning; Blended learning; Volition (linguistics); Experiential learning; Process (computing); Virtual learning environment; Educational technology; Psychology; Learning environment; Face (sociological concept); Computer science; Knowledge management; Mathematics education; Pedagogy; Sociology","score_opus":0.15331133718019244,"score_gpt":0.42252850357682675,"score_spread":0.2692171663966343,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2179707975","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0832453,0.0038013863,0.6916842,0.02505891,0.0014206193,0.0011770437,0.000074926014,0.00033145692,0.19320619],"genre_scores_gemma":[0.75936514,0.0018068418,0.20461242,0.002770323,0.00019857746,0.0015854723,0.000041262774,0.00010232473,0.029517556],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9935447,0.0047579,0.00019476193,0.00034646393,0.0009073278,0.00024886164],"domain_scores_gemma":[0.9968347,0.0018476031,0.00018093393,0.000336854,0.0004707265,0.00032915577],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067072683,0.00068255817,0.000327148,0.0016134083,0.0017389199,0.008032819,0.0015323223,0.0024969154,0.0047095683],"category_scores_gemma":[0.0064625805,0.00032046353,0.0008422237,0.00091569277,0.0064267316,0.008412468,0.004161226,0.0025769644,0.00075426913],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000991784,0.00018257747,0.0014326462,0.00050795934,0.000023975848,0.00027160073,0.048740312,0.0009033944,0.002479685,0.8418649,0.0022263518,0.10126741],"study_design_scores_gemma":[0.00013999437,0.0008977305,0.0015760628,0.0014496355,0.0000844156,0.0015269512,0.045958474,0.012686746,0.0051394408,0.500396,0.43002024,0.00012423127],"about_ca_topic_score_codex":0.00033008883,"about_ca_topic_score_gemma":0.00033546126,"teacher_disagreement_score":0.008032819,"about_ca_system_score_codex":0.002363251,"about_ca_system_score_gemma":0.0019251682,"threshold_uncertainty_score":0.035471857},"labels":[],"label_agreement":null},{"id":"W2186304318","doi":"10.5539/ijel.v5n6p75","title":"The Relationships among Motivation, Learning Styles and English Proficiency in EFL Music Students","year":2015,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Guangdong University of Foreign Studies","keywords":"Learning styles; Psychology; Mathematics education; Style (visual arts); Preference; Context (archaeology); English as a foreign language; Mathematics","score_opus":0.05446146918754047,"score_gpt":0.333215476821304,"score_spread":0.2787540076337635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2186304318","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997309,0.000010155452,0.000008710983,0.000012502909,7.863801e-7,0.0000022280037,0.000010214031,3.1675302e-7,0.00022422982],"genre_scores_gemma":[0.999736,0.0000123904465,0.000018539218,0.0000066869493,0.0000016015379,0.0000034307027,0.000019528634,4.5806823e-7,0.00020140517],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99960226,0.00008504046,0.000039474766,0.000053665404,0.00011136286,0.0001082255],"domain_scores_gemma":[0.9974559,0.00044654842,0.000769935,0.000059955568,0.00023929977,0.0010283282],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005789122,0.0001986388,0.0002027765,0.0008541372,0.00055918226,0.001076026,0.00023094472,0.000286543,0.0022348685],"category_scores_gemma":[0.0022531762,0.00012799977,0.00022784053,0.00049408583,0.0004402832,0.00028783813,0.0005823622,0.0005050311,0.00030203004],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025959114,0.00014838282,0.9959436,0.000005536679,0.000011348562,0.0000748878,0.0011445034,0.000015597117,0.00034670992,0.000030020825,0.000034716766,0.0022188565],"study_design_scores_gemma":[0.0000017580542,0.00006855045,0.99821424,0.0000018852176,0.000003002479,0.000037304093,0.0014452963,0.000072065195,0.00005017086,0.000020092042,0.0000827102,0.0000029087814],"about_ca_topic_score_codex":0.0047328887,"about_ca_topic_score_gemma":0.0067073856,"teacher_disagreement_score":0.0047328887,"about_ca_system_score_codex":0.00029414217,"about_ca_system_score_gemma":0.00038597526,"threshold_uncertainty_score":0.009410679},"labels":[],"label_agreement":null},{"id":"W2187224989","doi":"10.20533/licej.2040.2589.2012.0114","title":"Different Cultures and Learning Styles Matter in a Canadian University with Middle Eastern Students","year":2012,"lang":"en","type":"article","venue":"Literacy Information and Computer Education Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Qatar National Research Fund; University of Calgary; Fonds National de la Recherche Luxembourg; Qatar Foundation","keywords":"Learning styles; Middle East; Mathematics education; Psychology; History; Archaeology","score_opus":0.007562809483262223,"score_gpt":0.27393696476418383,"score_spread":0.2663741552809216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2187224989","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997468,0.00008316894,0.00002333504,0.00018064615,0.000008020349,0.000016499054,0.000027707134,0.000002359094,0.0021903357],"genre_scores_gemma":[0.9977018,0.00017937747,0.00008907012,0.00018081832,0.0000038017329,0.00000991509,0.00003776728,0.000005726819,0.0017917607],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99728274,0.00032431862,0.000088339846,0.00022309976,0.0006978024,0.0013835937],"domain_scores_gemma":[0.9929773,0.0006898832,0.00049419794,0.00013107248,0.0020278199,0.0036797193],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002787359,0.00062198594,0.00072819163,0.0027246135,0.02372825,0.007670131,0.0013296942,0.0008281119,0.0031339938],"category_scores_gemma":[0.005018123,0.00044517446,0.0007419929,0.0046437825,0.0040301536,0.0012639994,0.0032084174,0.0020893486,0.0004081264],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052407465,0.0010433075,0.54574436,0.00006897262,0.00006173698,0.0010604545,0.411237,0.00017085284,0.0016888811,0.0017453193,0.0022850528,0.034370016],"study_design_scores_gemma":[0.000025632133,0.00025298924,0.44806892,0.0000964731,0.000046368932,0.00019146339,0.5436424,0.0003096008,0.00049547484,0.00025689093,0.0065106866,0.00010310321],"about_ca_topic_score_codex":0.9749434,"about_ca_topic_score_gemma":0.99121135,"teacher_disagreement_score":0.04426138,"about_ca_system_score_codex":0.04426138,"about_ca_system_score_gemma":0.04498117,"threshold_uncertainty_score":0.3211403},"labels":[],"label_agreement":null},{"id":"W2188258723","doi":"","title":"Bilateral Web-based Collaborative Learning in the Transnational Higher Education A Case of Sino-Canada Cooperative Finance Program","year":2009,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Business; Public relations; Finance; World Wide Web; Political science; Computer science","score_opus":0.012850817740852706,"score_gpt":0.31536024444845884,"score_spread":0.3025094267076061,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2188258723","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9696482,0.000034935867,0.0004453036,0.0011706299,0.0000049734754,0.000026021125,0.000013682831,0.0000083199775,0.028647903],"genre_scores_gemma":[0.99558675,0.000018678102,0.00019039112,0.000035829904,0.0000011720018,0.000007143117,0.00000582424,0.0000019054188,0.0041522332],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9981852,0.0007443091,0.00002798079,0.00009694357,0.00021389786,0.00073155115],"domain_scores_gemma":[0.99664116,0.0012634271,0.00016323062,0.00015034355,0.0003934115,0.0013884187],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018581154,0.00019878564,0.00018647505,0.0006062187,0.009182525,0.0037354983,0.0011067415,0.0015812913,0.006920345],"category_scores_gemma":[0.0039270367,0.00013447643,0.00018857454,0.0012730731,0.003045978,0.0014934231,0.0024439308,0.0014871563,0.00030035595],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088376395,0.0040676296,0.21549171,0.00012683067,0.00007290799,0.02250902,0.31604457,0.013010836,0.00343942,0.24287158,0.0106139295,0.17086779],"study_design_scores_gemma":[0.00028184173,0.00039620293,0.15257944,0.00016720983,0.000093565715,0.0024544185,0.72002673,0.035420407,0.0017622375,0.026261572,0.060434517,0.00012192149],"about_ca_topic_score_codex":0.7212472,"about_ca_topic_score_gemma":0.83538467,"teacher_disagreement_score":0.2787528,"about_ca_system_score_codex":0.013752303,"about_ca_system_score_gemma":0.018273292,"threshold_uncertainty_score":0.56078887},"labels":[],"label_agreement":null},{"id":"W2234399958","doi":"10.1007/978-1-4614-1539-8_1","title":"Facilitating Learning Through Dynamic Student Modelling of Learning Styles","year":2011,"lang":"en","type":"book-chapter","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Computer science; Active learning (machine learning); Variety (cybernetics); Synchronous learning; Experiential learning; Architecture; Personalized learning; Adaptive learning; Educational technology; Artificial intelligence; Cooperative learning; Open learning; Mathematics education; Psychology; Teaching method","score_opus":0.07708252193968242,"score_gpt":0.32420515826808544,"score_spread":0.24712263632840303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2234399958","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06581447,0.0021609133,0.62732023,0.0016088252,0.00018019903,0.00010905832,0.00010087304,0.0012773072,0.30142814],"genre_scores_gemma":[0.5573028,0.0034811278,0.23499805,0.00030578216,0.000071847855,0.00029965455,0.00027557256,0.0002322925,0.20303297],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997961,0.00006313155,0.0000067662054,0.000037310077,0.00008024925,0.000016461327],"domain_scores_gemma":[0.9995129,0.00033763296,0.00002072721,0.00006003746,0.000039342747,0.00002941604],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004336714,0.00040179153,0.00019802668,0.00015743371,0.00015727377,0.0014632131,0.00072183483,0.00046578769,0.0063038683],"category_scores_gemma":[0.0015985956,0.00013046627,0.0003267515,0.00019319807,0.00041335888,0.0019984047,0.0012434385,0.0012224038,0.0012866289],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051947554,0.00021108297,0.0013018429,0.00023748225,0.000017669749,0.000085966254,0.0028694184,0.012485237,0.008889484,0.2709698,0.012037943,0.6908421],"study_design_scores_gemma":[0.000041713436,0.00024195509,0.0047959746,0.00041140406,0.00006198833,0.00069309893,0.0014572236,0.116088144,0.01639853,0.576391,0.2833372,0.00008179549],"about_ca_topic_score_codex":0.00054127077,"about_ca_topic_score_gemma":0.00077510026,"teacher_disagreement_score":0.0063038683,"about_ca_system_score_codex":0.00040536816,"about_ca_system_score_gemma":0.00043080034,"threshold_uncertainty_score":0.02108854},"labels":[],"label_agreement":null},{"id":"W2236150584","doi":"10.14264/106898","title":"An evaluation of learning styles, learning issues and learning problems of Confucian heritage culture students studying hospitality and tourism management in Australia","year":2004,"lang":"en","type":"dissertation","venue":"The University of Queensland","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Hospitality; Tourism; Hospitality management studies; Style (visual arts); Focus group; Higher education; Variety (cybernetics); Learning styles; Political science; Pedagogy; Public relations; Psychology; Sociology; Geography; Marketing; Business; Archaeology","score_opus":0.03309172605267387,"score_gpt":0.3360875913526577,"score_spread":0.30299586529998385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2236150584","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994236,0.00003529202,0.000027333244,0.000028233726,0.0000030401218,0.000021562639,0.000007782726,9.96643e-7,0.0004519699],"genre_scores_gemma":[0.99836427,0.00017441345,0.00025898163,0.00003851155,0.000004375175,0.000047522815,0.00004268922,0.0000016623627,0.0010676077],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983652,0.00043912145,0.00015056487,0.00013281906,0.0006312624,0.00028097956],"domain_scores_gemma":[0.9941292,0.00080273766,0.0011614584,0.00016088256,0.0015396321,0.0022060007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025392396,0.00035888387,0.00059018674,0.001059479,0.0010535041,0.001920057,0.00049771776,0.00040887523,0.0011119277],"category_scores_gemma":[0.0055660782,0.00021729898,0.00070765684,0.0006286549,0.0006626914,0.00073198247,0.0014562295,0.00078601483,0.00031599012],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048410657,0.003115042,0.82034487,0.00039144763,0.000118187774,0.0006847517,0.09032165,0.00019016264,0.0033884726,0.00017519404,0.0008990395,0.079887174],"study_design_scores_gemma":[0.00002405832,0.0033422525,0.9132394,0.00010580322,0.00004137971,0.00029770072,0.07868096,0.00043790045,0.0011646831,0.00012107191,0.002497642,0.000047214853],"about_ca_topic_score_codex":0.0033337718,"about_ca_topic_score_gemma":0.005960682,"teacher_disagreement_score":0.0033337718,"about_ca_system_score_codex":0.0009835426,"about_ca_system_score_gemma":0.001285106,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W2243777011","doi":"","title":"Concept Maps, Reflexive Practice and Learning Style in Teacher Education","year":2007,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Saint Paul University; University of Ottawa; Université du Québec en Outaouais; Université du Québec à Montréal","funders":"","keywords":"Reflexivity; Style (visual arts); Pedagogy; Psychology; Sociology; Mathematics education; Art; Visual arts; Social science","score_opus":0.018183517806985735,"score_gpt":0.3726190100505294,"score_spread":0.35443549224354365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2243777011","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9754799,0.00027821207,0.005293662,0.00024891843,0.00002413533,0.0000636947,0.000012379028,0.000020397501,0.018578714],"genre_scores_gemma":[0.9969572,0.00008227307,0.0018928647,0.000019269435,0.0000071776653,0.000047949612,0.00000899826,0.00001047605,0.00097385596],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9952975,0.0031108116,0.0002012428,0.0003014123,0.00092287676,0.00016622074],"domain_scores_gemma":[0.9276696,0.06312486,0.0031159776,0.0020707613,0.0018751835,0.0021436254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006652854,0.000283452,0.00033262043,0.0017901302,0.000672381,0.0052136793,0.00088415976,0.0008282958,0.003053675],"category_scores_gemma":[0.04446173,0.0003460736,0.00035949852,0.0012898729,0.0031824654,0.0034505199,0.0017163582,0.0017521231,0.00017532782],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016027736,0.0039971177,0.26257184,0.0007210222,0.000346738,0.0009630523,0.23443127,0.005164837,0.007800973,0.11124565,0.0012873128,0.3698675],"study_design_scores_gemma":[0.0007756729,0.0027760488,0.54578483,0.0004034642,0.0002485071,0.0018949821,0.1321282,0.0179687,0.0038848629,0.2873267,0.00654392,0.0002641466],"about_ca_topic_score_codex":0.0009680875,"about_ca_topic_score_gemma":0.00089706195,"teacher_disagreement_score":0.006652854,"about_ca_system_score_codex":0.0008932882,"about_ca_system_score_gemma":0.001060946,"threshold_uncertainty_score":0.035184026},"labels":[],"label_agreement":null},{"id":"W2246663896","doi":"10.36834/cmej.36587","title":"Learning styles of medical students change along the study program: from ‘thinking and watching’ to ‘thinking and doing’","year":2012,"lang":"en","type":"article","venue":"Canadian Medical Education Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Pontificia Universidad Católica de Chile","keywords":"Learning styles; Style (visual arts); Curriculum; Psychology; Mathematics education; Medical school; Interpersonal communication; Active learning (machine learning); Medical education; Pedagogy; Medicine; Computer science; Social psychology; Geography","score_opus":0.027239378795691414,"score_gpt":0.3793335865031576,"score_spread":0.3520942077074662,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2246663896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961925,0.00003181271,0.000052022122,0.00002447024,0.000001619189,0.000003973115,0.000014765558,0.0000016811935,0.0002503937],"genre_scores_gemma":[0.9996171,0.00003940002,0.00007255852,0.000012208746,0.0000019086294,0.000004601883,0.00004055429,0.0000012112391,0.00021038417],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995278,0.00012393827,0.000038146394,0.00008152781,0.00014297594,0.0000856464],"domain_scores_gemma":[0.99738985,0.00052469777,0.00089564634,0.0001590285,0.00031581413,0.0007149645],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012024645,0.00022504717,0.00019723072,0.00077631004,0.00035217783,0.0012868409,0.00034362546,0.00033587695,0.001635065],"category_scores_gemma":[0.004178907,0.00017901944,0.00033800956,0.00046894542,0.00050546235,0.0005466116,0.0007970728,0.0005511141,0.0003480847],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013702997,0.00014325355,0.9841675,0.000014550911,0.000023260274,0.00004164799,0.002756898,0.000041123894,0.00064096623,0.00003556842,0.00009645916,0.011901591],"study_design_scores_gemma":[0.0000035297912,0.00017024753,0.9973475,0.000008333017,0.0000051120037,0.000057258145,0.0018751435,0.00013389045,0.00017725088,0.000049521568,0.0001671294,0.000004924725],"about_ca_topic_score_codex":0.0017866096,"about_ca_topic_score_gemma":0.002637494,"teacher_disagreement_score":0.0017866096,"about_ca_system_score_codex":0.00043614663,"about_ca_system_score_gemma":0.0004898277,"threshold_uncertainty_score":0.0063593388},"labels":[],"label_agreement":null},{"id":"W2253899760","doi":"10.19173/irrodl.v17i1.2168","title":"A Cognitive Style Perspective to Handheld Devices: Customization vs. Personalization","year":2016,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Personalization; Mobile device; Cognitive style; Context (archaeology); Multimedia; Cognition; Empirical research; Computer science; Perspective (graphical); Psychology; World Wide Web; Mathematics; Artificial intelligence","score_opus":0.09437884609720841,"score_gpt":0.4791024000138155,"score_spread":0.38472355391660706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2253899760","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7892051,0.020437727,0.030713448,0.005970649,0.00033746441,0.0001442187,0.00011135327,0.00007637777,0.1530037],"genre_scores_gemma":[0.9833497,0.005568117,0.0041678897,0.0009745746,0.00014801395,0.00006796331,0.000030793155,0.000016910146,0.005676181],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99881506,0.00049813953,0.000060111055,0.00020394057,0.0003069878,0.00011575124],"domain_scores_gemma":[0.99462175,0.0031053957,0.0008176304,0.00033704314,0.00061677495,0.0005014135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012080243,0.00053749664,0.00025132572,0.0010825719,0.00047913392,0.003750477,0.0005906369,0.0008646301,0.003964149],"category_scores_gemma":[0.0052300943,0.00013947081,0.0004341719,0.0011345418,0.0026432388,0.0022629693,0.0013856653,0.0012966767,0.00046140654],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036933494,0.001072452,0.21999216,0.0024894304,0.00023248677,0.001277029,0.07884344,0.0018051908,0.011568098,0.1072616,0.003388838,0.5716999],"study_design_scores_gemma":[0.00011948415,0.0013727652,0.69457495,0.0022817962,0.00038092805,0.0025645446,0.09505901,0.0043159598,0.0065163393,0.0804084,0.11223566,0.00017009175],"about_ca_topic_score_codex":0.0020991876,"about_ca_topic_score_gemma":0.0026237634,"teacher_disagreement_score":0.003964149,"about_ca_system_score_codex":0.0010876998,"about_ca_system_score_gemma":0.0005870003,"threshold_uncertainty_score":0.013261437},"labels":[],"label_agreement":null},{"id":"W2329321436","doi":"10.1017/ipm.2014.15","title":"The digital age: is this the future of medical education? A cross-sectional study to assess medical students’ opinions about e-learning in psychiatry undergraduate medical education","year":2014,"lang":"en","type":"article","venue":"Irish Journal of Psychological Medicine","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Northern British Columbia","funders":"Royal College of Surgeons in Ireland","keywords":"Learning styles; Pace; Medical education; Preference; Continuing medical education; Psychology; Class (philosophy); Modalities; E learning; Medicine; Mathematics education; Educational technology; Continuing education; Computer science","score_opus":0.04455158397814958,"score_gpt":0.46942649734930325,"score_spread":0.4248749133711537,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2329321436","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.995883,0.0005349146,0.000054522123,0.0019704136,0.000026360172,0.00001259605,0.000043721146,9.578434e-7,0.0014735778],"genre_scores_gemma":[0.9987644,0.00037286957,0.00005032069,0.00047871785,0.000024431878,0.000005691489,0.00001572943,5.655333e-7,0.00028733577],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994116,0.00018514751,0.000049141054,0.000052795727,0.00018017253,0.00012126312],"domain_scores_gemma":[0.99660873,0.00065935095,0.0014090542,0.000053854495,0.00026744234,0.0010016437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016015657,0.00007446847,0.00016045522,0.00049481,0.00047205391,0.0013517477,0.00015408456,0.00056939345,0.0033694955],"category_scores_gemma":[0.004976788,0.00014086174,0.00017516439,0.0004472037,0.00045151435,0.0017685302,0.0006556992,0.00087150355,0.00030446233],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007644425,0.00023811756,0.9731165,0.00007172902,0.000018566,0.00014275007,0.0069090244,0.00001815646,0.00035802243,0.0002349373,0.00074697996,0.018068802],"study_design_scores_gemma":[0.000006534743,0.0004395168,0.96516454,0.00008502717,0.000014758494,0.00048491865,0.030098045,0.00009237758,0.00009786848,0.000115121766,0.0033910454,0.000010252544],"about_ca_topic_score_codex":0.0011229374,"about_ca_topic_score_gemma":0.0021824723,"teacher_disagreement_score":0.0033694955,"about_ca_system_score_codex":0.00038380644,"about_ca_system_score_gemma":0.00043498597,"threshold_uncertainty_score":0.011272132},"labels":[],"label_agreement":null},{"id":"W2339630410","doi":"10.14236/jhi.v23i1.834","title":"Mining reflective continuing medical education data for family physician learning needs","year":2016,"lang":"en","type":"article","venue":"Journal of Innovation in Health Informatics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa; McGill University","funders":"","keywords":"Continuing medical education; Continuing education; Medical education; Qualitative property; Key (lock); Continuing professional development; Knowledge management; Data science; Computer science; Medicine; Professional development; Machine learning","score_opus":0.07322560809408588,"score_gpt":0.4270205284377522,"score_spread":0.35379492034366633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2339630410","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96816593,0.00017078656,0.021305144,0.00071838713,0.000015522059,0.0013168026,0.005494663,0.00012690302,0.0026859685],"genre_scores_gemma":[0.9257497,0.000104521896,0.06400032,0.00011117049,0.000016708835,0.0011481789,0.008115262,0.000016000819,0.0007381188],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9929333,0.0035948504,0.0009744703,0.00080290827,0.0013667233,0.00032774027],"domain_scores_gemma":[0.8882248,0.08716731,0.006967567,0.006249113,0.010303518,0.0010877292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011340246,0.00049793866,0.00042791094,0.009451751,0.0006785687,0.0019973086,0.0011177155,0.0012013516,0.0020078649],"category_scores_gemma":[0.088126644,0.00035018276,0.0006223732,0.005620332,0.00038730016,0.0029989732,0.0016169023,0.0008539716,0.00047623907],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00082064467,0.003106243,0.6655244,0.0014578203,0.00021630026,0.00056002586,0.025563069,0.0039162943,0.005794353,0.0026319926,0.0033960775,0.2870128],"study_design_scores_gemma":[0.00026106206,0.0020046784,0.7507003,0.0011131314,0.0003843183,0.0010059773,0.078927346,0.09888804,0.01974363,0.019956887,0.02673868,0.0002760064],"about_ca_topic_score_codex":0.0055799573,"about_ca_topic_score_gemma":0.009430061,"teacher_disagreement_score":0.011340246,"about_ca_system_score_codex":0.0016872335,"about_ca_system_score_gemma":0.00301553,"threshold_uncertainty_score":0.059973657},"labels":[],"label_agreement":null},{"id":"W2366124219","doi":"","title":"A study of psychosocial factors in functional dyspepsia.","year":2008,"lang":"en","type":"article","venue":"Sichuan Medical Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Hamd; Medicine; Paroxetine; Minnesota Multiphasic Personality Inventory; Internal medicine; Domperidone; Mood; Psychosocial; Psychiatry; Anxiety; Clinical psychology; Personality; Psychology; Antidepressant","score_opus":0.06127300888472146,"score_gpt":0.3518003599389543,"score_spread":0.29052735105423283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2366124219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968869,0.0021214623,0.00006707055,0.0000775656,0.000012581299,0.000041596388,0.0000602331,0.0000011891321,0.0007314551],"genre_scores_gemma":[0.9989986,0.0005229338,0.00010032374,0.00007028114,0.000024913654,0.000033145283,0.000068273024,3.1472734e-7,0.00018128866],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998472,0.0000657538,0.000011191087,0.000014998598,0.000027124062,0.000033665972],"domain_scores_gemma":[0.9996177,0.00008273024,0.00009373608,0.000008978891,0.000042354648,0.00015453437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042323087,0.0003046621,0.00025119062,0.0005284922,0.00042271454,0.00027751562,0.00009698945,0.00020582147,0.0012802259],"category_scores_gemma":[0.0007587951,0.00007476854,0.00028876716,0.00046207447,0.0002859241,0.00017214427,0.00019738931,0.00021950042,0.00008822002],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004971108,0.0009550149,0.9686506,0.00024616468,0.000120355086,0.00054719846,0.00093119557,0.000056337416,0.0017875963,0.00009541586,0.00021095296,0.025902085],"study_design_scores_gemma":[0.000026129042,0.0010533208,0.9975212,0.0000142866,0.000023085799,0.00044011013,0.00040569232,0.000029512856,0.0000530683,0.000041627976,0.00038965166,0.000002263767],"about_ca_topic_score_codex":0.0010533464,"about_ca_topic_score_gemma":0.0014627422,"teacher_disagreement_score":0.0012802259,"about_ca_system_score_codex":0.00021556062,"about_ca_system_score_gemma":0.00030664363,"threshold_uncertainty_score":0.0042827725},"labels":[],"label_agreement":null},{"id":"W2375484686","doi":"","title":"Psychology Conditions and Happiness Level of Retired Cadres","year":2014,"lang":"en","type":"article","venue":"Hospital Administration Journal of Chinese People's Liberation Army","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Happiness; Psychology; Paranoia; Somatization; Positive psychology; Anxiety; Social psychology; Affect (linguistics); Clinical psychology; Applied psychology; Psychiatry","score_opus":0.028846569450494887,"score_gpt":0.34904331891091306,"score_spread":0.32019674946041815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2375484686","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99956316,0.00006651518,0.000012358001,0.000015882099,0.0000029693617,0.0000019891977,0.000060258684,0.000001035389,0.0002758224],"genre_scores_gemma":[0.99947304,0.00003495628,0.0000141614055,0.000011401581,0.0000035229116,0.0000022860863,0.00009718981,3.1327167e-7,0.00036298463],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9999087,0.0000137570905,0.000008133925,0.0000124000335,0.000017041773,0.00004001536],"domain_scores_gemma":[0.999608,0.00002011175,0.00015130521,0.000015194557,0.000068549736,0.00013687053],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000163036,0.00018032109,0.0001508518,0.00061970163,0.0004015995,0.00025749305,0.00008210976,0.00016464967,0.0024757453],"category_scores_gemma":[0.00064983475,0.00007797565,0.00019123373,0.00025340752,0.00015634061,0.00013581729,0.0002411622,0.00021248219,0.0002528182],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015483284,0.00007783777,0.9944825,0.000011002641,0.000028975659,0.00012493377,0.00032446143,0.000025892075,0.00056326564,0.000019817659,0.00021971542,0.003966805],"study_design_scores_gemma":[0.0000014144679,0.000061911385,0.99955624,0.0000014698127,0.0000041341677,0.000050753097,0.00019785945,0.000022017175,0.00002383364,0.000003814244,0.000075187476,0.00000119042],"about_ca_topic_score_codex":0.0064471066,"about_ca_topic_score_gemma":0.009226258,"teacher_disagreement_score":0.0064471066,"about_ca_system_score_codex":0.00018790526,"about_ca_system_score_gemma":0.00010836407,"threshold_uncertainty_score":0.012819171},"labels":[],"label_agreement":null},{"id":"W2394956843","doi":"10.5539/elt.v9n6p213","title":"Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners","year":2016,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Psychology; Ambiguity; Learning styles; Perceptual learning; Auditory learning; Perception; Ambiguity tolerance; Style (visual arts); Visual learning; Cognitive psychology; Cognitive style; Linguistics; Mathematics education; Cognition","score_opus":0.00858787220236733,"score_gpt":0.2915170683167502,"score_spread":0.2829291961143829,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2394956843","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991104,0.000025005593,0.000048187867,0.000012395263,0.0000012547325,0.000002229651,0.000008416412,8.4733796e-7,0.00079123874],"genre_scores_gemma":[0.99946254,0.000030695795,0.000057908135,0.000008937092,0.0000012406534,0.0000029564808,0.000014168309,9.74943e-7,0.00042054887],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996439,0.00004474317,0.000046461333,0.000056187877,0.0001458248,0.00006281592],"domain_scores_gemma":[0.9980223,0.00052880327,0.000560411,0.00009209181,0.00034275404,0.00045364036],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006481851,0.0002568543,0.00017661374,0.0009317807,0.0003784856,0.0011879117,0.00015311688,0.00019888517,0.0023237064],"category_scores_gemma":[0.0030918869,0.00012401066,0.00019902461,0.0003792515,0.0005779201,0.0005462361,0.00055967784,0.00032664,0.00021880418],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018340698,0.00030296054,0.91669977,0.00007957241,0.00005682848,0.0008382094,0.030868307,0.0003719629,0.011460025,0.0006080876,0.00026975,0.038261123],"study_design_scores_gemma":[0.000015271891,0.00028152746,0.97984135,0.000028132068,0.000024692416,0.00061785703,0.014583804,0.000990542,0.0018025328,0.0010039923,0.00077431725,0.000035997866],"about_ca_topic_score_codex":0.0032551745,"about_ca_topic_score_gemma":0.0030026026,"teacher_disagreement_score":0.0032551745,"about_ca_system_score_codex":0.00025533926,"about_ca_system_score_gemma":0.00030643964,"threshold_uncertainty_score":0.007773578},"labels":[],"label_agreement":null},{"id":"W2403262420","doi":"10.1016/j.compedu.2016.05.005","title":"Relationship between learning styles and genres of games","year":2016,"lang":"en","type":"article","venue":"Computers & Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":62,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Style (visual arts); Cognitive style; Personality; Context (archaeology); Mathematics education; Computer science; Test (biology); Action (physics); Psychology; Multimedia; Cognition; Social psychology","score_opus":0.037206298436170814,"score_gpt":0.33482732022456746,"score_spread":0.29762102178839667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2403262420","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977331,0.00009218584,0.00008520717,0.000037442827,0.000008824587,0.0000070563437,0.00004489837,0.0000045699994,0.001986626],"genre_scores_gemma":[0.9986596,0.00005176102,0.00011214489,0.00002573693,0.000010968248,0.0000056542895,0.00006298922,0.000006683611,0.0010643649],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99917597,0.00024031787,0.00010811396,0.00015142845,0.00020888657,0.00011524311],"domain_scores_gemma":[0.9746509,0.015697539,0.0037322883,0.00084106484,0.0012724565,0.0038056434],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012738392,0.00040616767,0.00033186688,0.0017107975,0.0003741534,0.0024628981,0.00052905217,0.000647846,0.011849179],"category_scores_gemma":[0.015253892,0.00027617317,0.00054875825,0.00085176644,0.00066363637,0.0007937265,0.0009624138,0.001091696,0.00079814857],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00062227197,0.000562392,0.98814166,0.00002856141,0.00018085414,0.000092994414,0.0009703664,0.00014266372,0.0017011028,0.00024919986,0.0001280749,0.0071798963],"study_design_scores_gemma":[0.000028061935,0.00034688154,0.99694604,0.0000118770495,0.00003672056,0.0001602419,0.0011304524,0.00049224054,0.00012921495,0.00048271884,0.00022584393,0.000009743704],"about_ca_topic_score_codex":0.0011518614,"about_ca_topic_score_gemma":0.0023219592,"teacher_disagreement_score":0.011849179,"about_ca_system_score_codex":0.00028314625,"about_ca_system_score_gemma":0.00025000362,"threshold_uncertainty_score":0.039639413},"labels":[],"label_agreement":null},{"id":"W2406510196","doi":"10.5539/ijel.v6n3p61","title":"The Relationship between Perceptual Learning Styles and Reading Comprehension Performance of Iranian EFL Learners","year":2016,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Reading comprehension; Psychology; Learning styles; Reading (process); Perception; Style (visual arts); Comprehension; Foreign language; Mathematics education; Cognitive psychology; Linguistics","score_opus":0.041773581144714335,"score_gpt":0.32807403942075264,"score_spread":0.2863004582760383,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2406510196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994211,0.000033569086,0.000023236955,0.000012657712,0.0000012559753,0.000002066772,0.00001712461,0.0000018299762,0.00048701014],"genre_scores_gemma":[0.99943835,0.000040686486,0.000044719978,0.000006457693,0.0000020404098,0.0000030472117,0.00002998386,0.000001254874,0.000433475],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998599,0.000022955206,0.000021168029,0.000026033147,0.000042899715,0.000026908292],"domain_scores_gemma":[0.9982515,0.00053851516,0.000569058,0.00007262467,0.00033075945,0.0002376251],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036250625,0.00028778487,0.00015724932,0.0006718055,0.0001870902,0.0007201456,0.00012435265,0.00029618744,0.0025486278],"category_scores_gemma":[0.0025172746,0.00010131332,0.00019974513,0.00027290112,0.00026333498,0.00034083592,0.0002590451,0.00033672384,0.00047614513],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015177828,0.00036105176,0.9695626,0.000042029424,0.0000338877,0.0002998517,0.0040890137,0.00019625825,0.005580569,0.0000697636,0.0002004408,0.019412814],"study_design_scores_gemma":[0.0000051003435,0.00036515543,0.9960924,0.0000075988087,0.00001285037,0.00024989794,0.0019269593,0.0003334676,0.00070269126,0.0000859861,0.0002104966,0.000007309195],"about_ca_topic_score_codex":0.0024321042,"about_ca_topic_score_gemma":0.0022065917,"teacher_disagreement_score":0.0025486278,"about_ca_system_score_codex":0.00014911235,"about_ca_system_score_gemma":0.00019092036,"threshold_uncertainty_score":0.008526027},"labels":[],"label_agreement":null},{"id":"W2425519439","doi":"10.18438/b8jw46","title":"Cataloguers May Tend to Have Learning Styles Different from Other Library Job Responsibilities","year":2016,"lang":"en","type":"article","venue":"Evidence Based Library and Information Practice","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Psychology; Learning Management; Academic library; Higher education; Mathematics education; Computer science; Library science","score_opus":0.020373758937968667,"score_gpt":0.2872217513701806,"score_spread":0.2668479924322119,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2425519439","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967608,0.00007557498,0.0001638004,0.00009594551,0.0000059144345,0.00000864533,0.000038472805,0.000007557098,0.0028432638],"genre_scores_gemma":[0.99708897,0.00007518379,0.00027979494,0.00013036128,0.000014398068,0.00001312021,0.000096442476,0.000004673838,0.0022971907],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986313,0.00033491914,0.00016710979,0.00012678535,0.00053806155,0.00020168362],"domain_scores_gemma":[0.9901732,0.0031520915,0.003917344,0.0005330293,0.0012147072,0.0010095749],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016894693,0.00018138385,0.00022506692,0.0014210431,0.0005673389,0.0014465544,0.0003246113,0.00029899826,0.008702618],"category_scores_gemma":[0.008092042,0.00017045376,0.00028438994,0.0013094777,0.00055472227,0.00079166656,0.0007203961,0.0003812939,0.0023872852],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007156241,0.00020274056,0.976273,0.000048765316,0.000028367189,0.0001501963,0.0037723875,0.00004152425,0.0008318698,0.00009404101,0.00036272762,0.018122887],"study_design_scores_gemma":[0.000006640106,0.00017102258,0.99097705,0.000013472317,0.0000075876665,0.00050983665,0.0065206243,0.00005629189,0.00029368955,0.00009195549,0.0013422891,0.000009461618],"about_ca_topic_score_codex":0.0017360548,"about_ca_topic_score_gemma":0.003307799,"teacher_disagreement_score":0.008702618,"about_ca_system_score_codex":0.00032675554,"about_ca_system_score_gemma":0.0003329777,"threshold_uncertainty_score":0.029113114},"labels":[],"label_agreement":null},{"id":"W2460738364","doi":"10.20533/ijcdse.2042.6364.2011.0064","title":"Teacher Model to Personalize Support for the Implementer Teacher in Authoring an Educational Adaptive Hypermedia","year":2011,"lang":"en","type":"article","venue":"International Journal for Cross-Disciplinary Subjects in Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Natural Sciences and Engineering Research Council of Canada; Ministerio de Ciencia y Tecnología; Consejo Nacional para Investigaciones Científicas y Tecnológicas; Universidad de Costa Rica; Fonds Québécois de la Recherche sur la Nature et les Technologies","keywords":"Hypermedia; Computer science; Adaptive hypermedia; Multimedia; Mathematics education; World Wide Web; Psychology","score_opus":0.12586618596066781,"score_gpt":0.47038460177246133,"score_spread":0.34451841581179354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2460738364","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.38097882,0.00014826488,0.537235,0.0049725072,0.00014259254,0.00038621694,0.00014436504,0.003703474,0.07228876],"genre_scores_gemma":[0.8539855,0.00011772921,0.11188821,0.00025408954,0.000023506958,0.00016510978,0.00013653259,0.00030305254,0.033126306],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99865204,0.00075949705,0.00005728194,0.00018166148,0.0002501042,0.00009938955],"domain_scores_gemma":[0.99589276,0.0014365342,0.00041802615,0.0009970858,0.00063963735,0.0006159356],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014820321,0.00043413547,0.00018665116,0.00039680567,0.00061534607,0.0022880621,0.00061809423,0.0010876983,0.0065412605],"category_scores_gemma":[0.007878756,0.00032782048,0.00030993723,0.00014140178,0.00063215767,0.0034109373,0.0015455076,0.0012935953,0.0022300857],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014785866,0.004252645,0.0982531,0.0007592567,0.0001422292,0.0019621893,0.07950139,0.020432731,0.1420045,0.16936566,0.02102303,0.46082467],"study_design_scores_gemma":[0.001111472,0.0034447664,0.038423706,0.00061236694,0.0004011191,0.006231096,0.032009684,0.39013407,0.09192381,0.06278799,0.37253726,0.00038271328],"about_ca_topic_score_codex":0.0013190611,"about_ca_topic_score_gemma":0.0025622305,"teacher_disagreement_score":0.0065412605,"about_ca_system_score_codex":0.0007220681,"about_ca_system_score_gemma":0.001607123,"threshold_uncertainty_score":0.021882653},"labels":[],"label_agreement":null},{"id":"W2465993610","doi":"10.14288/1.0055082","title":"The emotional block in mathematics : a multivariate study","year":2010,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Block (permutation group theory); Multivariate statistics; Mathematics; Multivariate analysis; Statistics; Combinatorics","score_opus":0.011975499043997691,"score_gpt":0.2296752532599732,"score_spread":0.2176997542159755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2465993610","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990108,0.000053650074,0.00036270468,0.00006155248,0.000007114916,0.0000053779704,0.00006633423,0.0000053203657,0.00042701326],"genre_scores_gemma":[0.9994117,0.000043246855,0.00013521894,0.000011757356,0.00001617127,0.000008706882,0.00010749324,0.0000054435786,0.00026031866],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99844897,0.0007892548,0.00006660725,0.00017656547,0.00024686923,0.00027167454],"domain_scores_gemma":[0.9960336,0.0015697888,0.00088146486,0.00046437752,0.00023588107,0.00081484084],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014831135,0.0004230036,0.0003816292,0.000849499,0.0008063294,0.0013455187,0.00039152132,0.0003727928,0.0037656282],"category_scores_gemma":[0.0051296535,0.00019281732,0.0008830004,0.0010323854,0.0006378551,0.00063621154,0.0010068523,0.0011713587,0.00035235562],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014490145,0.00021512048,0.9944469,0.00000497432,0.00009356182,0.00008139738,0.0004522961,0.000084171086,0.00020241663,0.00014954033,0.00017472949,0.0039500548],"study_design_scores_gemma":[0.0000062131116,0.00012960535,0.9975854,0.0000052062123,0.000042979074,0.00012189447,0.00066731824,0.0008562609,0.00008783933,0.00013605172,0.0003533667,0.0000080019545],"about_ca_topic_score_codex":0.004950109,"about_ca_topic_score_gemma":0.002939416,"teacher_disagreement_score":0.004950109,"about_ca_system_score_codex":0.00024888534,"about_ca_system_score_gemma":0.0005621923,"threshold_uncertainty_score":0.012597322},"labels":[],"label_agreement":null},{"id":"W2472926891","doi":"10.5539/gjhs.v9n2p195","title":"Learning Styles in Students of Medical Sciences","year":2016,"lang":"en","type":"article","venue":"Global Journal of Health Science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Institute on Aging","keywords":"Kinesthetic learning; Learning styles; Psychology; Categorization; Test (biology); Descriptive statistics; Mathematics education; Mathematics; Statistics; Artificial intelligence; Computer science","score_opus":0.05584748168698848,"score_gpt":0.46758238243218747,"score_spread":0.411734900745199,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2472926891","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998789,0.00008834848,0.000048687707,0.00007405865,0.0000057913476,0.000012359057,0.000032111173,0.0000022035583,0.00094745454],"genre_scores_gemma":[0.9990183,0.00012497866,0.00011240814,0.000044797507,0.000005950866,0.000011145356,0.000038960257,0.0000013379129,0.0006421431],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993748,0.00011695065,0.00007887916,0.00006591531,0.00026632607,0.000097053555],"domain_scores_gemma":[0.9973832,0.0004149628,0.0008497635,0.0000729328,0.00037020273,0.0009088688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006956815,0.00025484333,0.0002625866,0.0011593043,0.0004839217,0.0011995371,0.00024164829,0.0003089127,0.0027266329],"category_scores_gemma":[0.00318077,0.00013231851,0.00046641903,0.00063186977,0.00030753072,0.00044340186,0.0008402729,0.00053898286,0.00038018488],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065835426,0.0002578213,0.9750236,0.000072106304,0.00003140187,0.00015544498,0.0039368295,0.00007275062,0.00086953,0.00007241372,0.00025999855,0.019182185],"study_design_scores_gemma":[0.000006048734,0.0003430317,0.9913078,0.000040383642,0.000009054093,0.00027926164,0.006347319,0.0002470643,0.00030490395,0.00013976518,0.00096232316,0.000013093767],"about_ca_topic_score_codex":0.00092731166,"about_ca_topic_score_gemma":0.001551112,"teacher_disagreement_score":0.0027266329,"about_ca_system_score_codex":0.000377427,"about_ca_system_score_gemma":0.0004399994,"threshold_uncertainty_score":0.009121537},"labels":[],"label_agreement":null},{"id":"W2482360250","doi":"10.17485/ijst/2016/v9i26/97395","title":"Study on Learning Styles and Confucian Culture","year":2016,"lang":"en","type":"article","venue":"Indian Journal of Science and Technology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Hannam University","keywords":"Style (visual arts); Psychology; Learning styles; Social psychology; Mathematics education","score_opus":0.01603787373914586,"score_gpt":0.31051021983747845,"score_spread":0.2944723460983326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2482360250","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983506,0.0000833125,0.00014652607,0.000053583644,0.000007747001,0.000021411546,0.000008019335,0.0000018395722,0.001326907],"genre_scores_gemma":[0.99911064,0.000076817705,0.00016382808,0.000051359755,0.0000059234326,0.00002480911,0.000012941211,0.0000022968595,0.000551327],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9940627,0.0030486183,0.00039335625,0.0004913897,0.0015108675,0.00049308216],"domain_scores_gemma":[0.9558395,0.02336864,0.008563065,0.0032674274,0.0042051338,0.004756265],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006020907,0.0003643995,0.00046376165,0.00063787604,0.0012982937,0.002527892,0.0006675047,0.00034837786,0.0035603784],"category_scores_gemma":[0.020676708,0.00017263491,0.00058099034,0.0006130557,0.0017471528,0.0010907718,0.0019004181,0.001462775,0.00030965373],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052842125,0.0019779094,0.8742112,0.00024457905,0.0001877006,0.0003499396,0.06325853,0.00014598649,0.0013906911,0.00073447125,0.0004059202,0.056564715],"study_design_scores_gemma":[0.00005955885,0.0024917666,0.889698,0.00022142816,0.00014231603,0.0005309521,0.10010963,0.00043805764,0.0016755953,0.0007976634,0.003771204,0.00006373902],"about_ca_topic_score_codex":0.0020420144,"about_ca_topic_score_gemma":0.0028766298,"teacher_disagreement_score":0.006020907,"about_ca_system_score_codex":0.00088901207,"about_ca_system_score_gemma":0.0016664776,"threshold_uncertainty_score":0.031841934},"labels":[],"label_agreement":null},{"id":"W2483846218","doi":"10.4018/978-1-59140-124-7.ch002","title":"User-Centered Design (Part 1-Cultrual Diversity)","year":2004,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Diversity (politics); Computer science; User needs; Process (computing); Learning styles; Target audience; Multimedia; Human–computer interaction; Psychology; Mathematics education; Sociology; Marketing","score_opus":0.057707276279361876,"score_gpt":0.28414577489483406,"score_spread":0.2264384986154722,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2483846218","genre_codex":"methods","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00696842,0.006286803,0.7237458,0.001622343,0.00081526913,0.0016896441,0.00059330073,0.00329607,0.25498235],"genre_scores_gemma":[0.08781055,0.007030975,0.5667975,0.0024716293,0.00040269972,0.0038876846,0.0014406209,0.0020612946,0.32809705],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977581,0.0011374748,0.00008877476,0.00030354582,0.00063077145,0.00008147626],"domain_scores_gemma":[0.99766904,0.0013080491,0.00007243321,0.0003922183,0.00043966182,0.000118562915],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026205222,0.0009827656,0.00050884334,0.0008761462,0.00086753035,0.0033512148,0.0012942528,0.0013143058,0.04384235],"category_scores_gemma":[0.003951081,0.00055576116,0.00070957333,0.0011744312,0.0012238579,0.002362608,0.0020030597,0.0018551985,0.013818264],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011825614,0.0002670133,0.0004613695,0.0018137504,0.00003405283,0.0001980229,0.010587789,0.0013493489,0.013683269,0.09675324,0.0733491,0.8013847],"study_design_scores_gemma":[0.000045516317,0.000215329,0.0013899696,0.00067169976,0.000022129781,0.00096827484,0.0009862189,0.0029098373,0.006547481,0.044746067,0.94144964,0.000047809808],"about_ca_topic_score_codex":0.00043845226,"about_ca_topic_score_gemma":0.00071675365,"teacher_disagreement_score":0.04384235,"about_ca_system_score_codex":0.0007913588,"about_ca_system_score_gemma":0.0007116809,"threshold_uncertainty_score":0.14666724},"labels":[],"label_agreement":null},{"id":"W2484127025","doi":"10.5539/gjhs.v9n4p76","title":"Identification of Medical Students’ Learning Styles in Terms of Gender","year":2016,"lang":"en","type":"article","venue":"Global Journal of Health Science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Categorization; Psychology; Descriptive statistics; Identification (biology); Medical education; Style (visual arts); Cognitive style; Mathematics education; Medicine; Cognition; Mathematics","score_opus":0.04108511797814641,"score_gpt":0.43517190892165925,"score_spread":0.39408679094351284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2484127025","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979704,0.000079306184,0.000113602604,0.00009846574,0.000007879517,0.00001301542,0.00009062529,0.000002302464,0.001624413],"genre_scores_gemma":[0.9989225,0.00005992685,0.000117234435,0.00003652462,0.000003895461,0.000015000484,0.000050193918,0.0000014438273,0.0007932188],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99946076,0.00010263715,0.00007372808,0.00006820957,0.00018255514,0.00011218177],"domain_scores_gemma":[0.99829096,0.0004742428,0.00047681504,0.00006732893,0.00031401188,0.00037655307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008442171,0.00017720752,0.0002130947,0.0009767858,0.00043882002,0.00074036064,0.0002001701,0.00019793022,0.0044188546],"category_scores_gemma":[0.0029612207,0.000088433284,0.0002816713,0.00047228322,0.00032093987,0.00058601506,0.00071489613,0.0002600845,0.00066871376],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014601219,0.00016284145,0.9597776,0.000055337532,0.000011815414,0.0002191148,0.00885819,0.000052554158,0.0015013157,0.00018103998,0.00040662618,0.028627584],"study_design_scores_gemma":[0.000004600973,0.00033401794,0.97758716,0.000059666894,0.000007037921,0.00042219413,0.018934878,0.00024749196,0.0005948563,0.00022360591,0.0015685556,0.000015895057],"about_ca_topic_score_codex":0.000946598,"about_ca_topic_score_gemma":0.001558039,"teacher_disagreement_score":0.0044188546,"about_ca_system_score_codex":0.00030714835,"about_ca_system_score_gemma":0.00038580384,"threshold_uncertainty_score":0.014782548},"labels":[],"label_agreement":null},{"id":"W2493981330","doi":"10.1016/j.puhe.2016.06.009","title":"Diffusion of an innovative online education intervention: experiences and lessons learned","year":2016,"lang":"en","type":"article","venue":"Public Health","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Centre for Teaching and Learning, Universiti Teknologi Malaysia; University of Alberta; Alberta Health Services","keywords":"Intervention (counseling); Early adopter; Diffusion of innovations; Key (lock); Medical education; Innovation diffusion; Knowledge management; Psychology; Medicine; Business; Public relations; Marketing; Nursing; Political science; Computer science","score_opus":0.1259323880232433,"score_gpt":0.45906474504760836,"score_spread":0.33313235702436506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2493981330","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9805269,0.0006510233,0.0029232488,0.0068658884,0.00033235483,0.0011309929,0.000063950414,0.00010703798,0.007398677],"genre_scores_gemma":[0.9811261,0.0009808748,0.010713787,0.0017375447,0.00020276368,0.0008832584,0.00008523991,0.000054454158,0.0042158905],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9948854,0.0032228103,0.00022307219,0.00035447362,0.0005987456,0.0007155107],"domain_scores_gemma":[0.98666894,0.008406985,0.0004185254,0.00090381264,0.00094673963,0.0026549979],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0122433165,0.00054006226,0.00053078926,0.0005060874,0.0017810006,0.0018942865,0.001439045,0.00201748,0.002976293],"category_scores_gemma":[0.016857743,0.00021971273,0.00058889104,0.00043044484,0.0013109647,0.0026521184,0.0029317958,0.0024959727,0.00033604575],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018485935,0.086245894,0.032411847,0.0014300348,0.00016414867,0.0012339244,0.050768588,0.0004056969,0.004041613,0.0029906342,0.009045802,0.80941314],"study_design_scores_gemma":[0.009676895,0.10709403,0.39994347,0.005214937,0.001330119,0.0035651342,0.2621638,0.0067031886,0.033871505,0.020919435,0.14885733,0.00066016254],"about_ca_topic_score_codex":0.0030274892,"about_ca_topic_score_gemma":0.005948697,"teacher_disagreement_score":0.0122433165,"about_ca_system_score_codex":0.0014184025,"about_ca_system_score_gemma":0.0036270253,"threshold_uncertainty_score":0.0647496},"labels":[],"label_agreement":null},{"id":"W2517659102","doi":"10.1007/s10459-016-9705-6","title":"Is psychometrics science?","year":2016,"lang":"en","type":"editorial","venue":"Advances in Health Sciences Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Theme (computing); Subject (documents); Psychology; Trilogy; Scale (ratio); Feeling; Epistemology; Sociology; Psychoanalysis; Social psychology; History; Computer science; Philosophy; Art history; Library science","score_opus":0.025102929035121787,"score_gpt":0.475908960701049,"score_spread":0.4508060316659272,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2517659102","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000010104318,0.006755567,0.00015225256,0.06924158,0.9234498,0.0000104089095,0.000023091196,0.000025590207,0.00033159263],"genre_scores_gemma":[0.00020704548,0.0031197933,0.0001620805,0.035556,0.95898753,0.000029508632,0.0000124609705,0.000030722134,0.0018949003],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9608924,0.012152528,0.007738206,0.0032691713,0.014713439,0.0012341355],"domain_scores_gemma":[0.7087893,0.18742639,0.010927798,0.010656118,0.06942143,0.012778931],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.063725434,0.0049828915,0.010196885,0.009769128,0.0063835913,0.018421734,0.0070522632,0.0400052,0.011814785],"category_scores_gemma":[0.2648301,0.003023826,0.005002918,0.005007416,0.011138125,0.0107454825,0.0048741824,0.054039195,0.010016591],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002533867,0.000014427575,0.000041564912,0.0003781882,0.00004422697,0.0000586304,0.00002864555,0.000023206414,0.000018799707,0.00059231574,0.9921014,0.0066734003],"study_design_scores_gemma":[0.00021024552,0.000042396685,0.00069283426,0.0034328136,0.00022504311,0.0003298425,0.00016811573,0.0003267087,0.000072609444,0.010834335,0.9835881,0.000076910874],"about_ca_topic_score_codex":0.0055808937,"about_ca_topic_score_gemma":0.015808722,"teacher_disagreement_score":0.9362746,"about_ca_system_score_codex":0.0085411845,"about_ca_system_score_gemma":0.011881033,"threshold_uncertainty_score":0.33701628},"labels":[],"label_agreement":null},{"id":"W2518901007","doi":"10.4018/978-1-5225-0726-0.ch002","title":"Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Design Studio Courses","year":2016,"lang":"en","type":"book-chapter","venue":"Advances in higher education and professional development book series","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Kwantlen Polytechnic University","funders":"","keywords":"Teamwork; Studio; Outcome (game theory); Design studio; Set (abstract data type); Value (mathematics); Work (physics); Knowledge management; Computer science; Engineering management; Engineering; Psychology; Engineering ethics; Management","score_opus":0.05234960405126299,"score_gpt":0.4048453123920316,"score_spread":0.3524957083407686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2518901007","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86582214,0.00053211674,0.08488604,0.00039743862,0.000051861723,0.00043159764,0.0007220797,0.0001628041,0.04699402],"genre_scores_gemma":[0.96053964,0.0002807663,0.031296697,0.00004647045,0.0000066679922,0.00056301715,0.0006138937,0.00007364219,0.0065792566],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9989648,0.00046338467,0.00004907788,0.00008888602,0.00033331066,0.0001005066],"domain_scores_gemma":[0.99567336,0.0032875692,0.00034486467,0.00010779992,0.00040419982,0.00018220936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002580287,0.00046996752,0.00032486825,0.0035084581,0.0005782987,0.0034660362,0.0006546673,0.00042452125,0.0033418743],"category_scores_gemma":[0.008246976,0.00014198302,0.00076712354,0.0039009026,0.00089127664,0.0017121825,0.001348246,0.0010882714,0.00032582885],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018283303,0.0009799558,0.33569545,0.0003967933,0.00019186427,0.0002714787,0.019203864,0.019686315,0.002553733,0.13947429,0.0055819904,0.47578144],"study_design_scores_gemma":[0.00003185178,0.0007970509,0.6941853,0.000629898,0.00011181672,0.0003219718,0.030681167,0.124282554,0.0035626728,0.12740816,0.01786316,0.00012447829],"about_ca_topic_score_codex":0.0064774742,"about_ca_topic_score_gemma":0.008052392,"teacher_disagreement_score":0.0064774742,"about_ca_system_score_codex":0.0023074797,"about_ca_system_score_gemma":0.0017720128,"threshold_uncertainty_score":0.016741991},"labels":[],"label_agreement":null},{"id":"W2549437211","doi":"10.4103/0973-6131.194558","title":"Do yogis have “Learning Styles”? (A somatic solution)","year":2016,"lang":"en","type":"article","venue":"International Journal of Yoga","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Kinesthetic learning; Learning styles; Perspective (graphical); Psychology; Scholarship; Triad (sociology); Cognitive psychology; Pedagogy; Computer science; Artificial intelligence; Psychoanalysis","score_opus":0.026780055471810556,"score_gpt":0.34167530180365907,"score_spread":0.3148952463318485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2549437211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7553618,0.009097769,0.0058023613,0.15085842,0.0012260934,0.00011729837,0.00018822451,0.00006065341,0.07728735],"genre_scores_gemma":[0.9860151,0.0025414506,0.0016758344,0.006631348,0.00020835907,0.00003786851,0.0000327739,0.0000052748865,0.0028519903],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9995111,0.00015655729,0.00004191682,0.000072201634,0.0001161681,0.000101960264],"domain_scores_gemma":[0.9988372,0.0002983777,0.00037364036,0.00008485123,0.00014235638,0.00026362244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012724106,0.00029125062,0.00026160502,0.0007222869,0.00096475263,0.0020755946,0.00058385974,0.0012322717,0.004699039],"category_scores_gemma":[0.0034486577,0.0001464003,0.00035644608,0.00054730946,0.0064129997,0.0024990588,0.0017258495,0.0017811228,0.0004245105],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025680792,0.00052311353,0.30045813,0.0014146735,0.00012513468,0.0040014545,0.13163103,0.00026921148,0.0033555855,0.12369767,0.018535282,0.41573188],"study_design_scores_gemma":[0.00013851062,0.0007182335,0.39096358,0.0023234575,0.00015127103,0.020421274,0.34646454,0.0010055637,0.0012559146,0.18336241,0.05304841,0.00014686587],"about_ca_topic_score_codex":0.0018448848,"about_ca_topic_score_gemma":0.0032190292,"teacher_disagreement_score":0.004699039,"about_ca_system_score_codex":0.00090794277,"about_ca_system_score_gemma":0.000973642,"threshold_uncertainty_score":0.01571989},"labels":[],"label_agreement":null},{"id":"W2551963336","doi":"10.1016/j.jmir.2016.10.011","title":"Preferences in Learning Styles and Modes of Information Delivery in Patients Receiving First-Day Education for Radiation Therapy","year":2016,"lang":"en","type":"article","venue":"Journal of medical imaging and radiation sciences","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":24,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University; Juravinski Cancer Centre; Mohawk College","funders":"","keywords":"Medicine; Learning styles; Kinesthetic learning; Anxiety; Preference; Patient satisfaction; Test (biology); Inclusion (mineral); Inclusion and exclusion criteria; Population; Family medicine; Medical education; Psychology; Nursing; Alternative medicine; Psychiatry; Social psychology; Pedagogy","score_opus":0.016022971763925056,"score_gpt":0.3211265680078757,"score_spread":0.30510359624395067,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2551963336","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994728,0.000041756663,0.00001971155,0.000050290964,0.000003006379,0.0000042305337,0.000027409089,0.0000012554463,0.00037961034],"genre_scores_gemma":[0.99963593,0.00002832871,0.000038304475,0.000043369284,0.000003196565,0.0000021278327,0.000032390803,0.0000010458713,0.000215387],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994802,0.00009679479,0.00006237163,0.000056975216,0.00014408141,0.0001597434],"domain_scores_gemma":[0.9954645,0.001574066,0.0011132985,0.00008998091,0.00037423696,0.0013837864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006162164,0.00020668795,0.00034644463,0.00072996994,0.0005119548,0.0010311828,0.000231427,0.0005379769,0.0035323983],"category_scores_gemma":[0.0068655363,0.00014445905,0.000408657,0.0005388439,0.00042935743,0.0005403944,0.00042372697,0.00093928055,0.00031672636],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006543057,0.001022855,0.98645186,0.000021708829,0.00008067255,0.00015195171,0.0019481953,0.0001809567,0.00070157903,0.000059311213,0.00021331612,0.008513295],"study_design_scores_gemma":[0.000048945218,0.0011213324,0.99224794,0.000012921193,0.0000321284,0.00038408127,0.004709719,0.0006639555,0.00025459914,0.00019168366,0.00030921443,0.000023448141],"about_ca_topic_score_codex":0.0047222986,"about_ca_topic_score_gemma":0.0067262384,"teacher_disagreement_score":0.0047222986,"about_ca_system_score_codex":0.0005786604,"about_ca_system_score_gemma":0.00047527452,"threshold_uncertainty_score":0.011817098},"labels":[],"label_agreement":null},{"id":"W2561008514","doi":"10.18260/p.25677","title":"Mapping Conventional Teaching Methods and Learning Styles in Engineering Dynamics","year":2016,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"Natural Sciences and Engineering Research Council of Canada; Queen's University; University of Alberta; University of Calgary","keywords":"Learning styles; Dynamics (music); Mathematics education; Class (philosophy); Engineering education; Computer science; Demographics; Reflection (computer programming); Psychology; Engineering; Pedagogy; Artificial intelligence; Engineering management","score_opus":0.017787505382797723,"score_gpt":0.34046445377469076,"score_spread":0.32267694839189304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2561008514","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9954217,0.00014793652,0.0023752502,0.000037856382,0.000011684279,0.000058901678,0.00006171695,0.0000122755955,0.0018726485],"genre_scores_gemma":[0.9965179,0.00008953554,0.0021699541,0.000026462416,0.0000058412684,0.000076661265,0.00010891607,0.00001723189,0.0009875344],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99720615,0.0010176498,0.00020132898,0.00045142433,0.00090032467,0.00022301095],"domain_scores_gemma":[0.984562,0.008501813,0.0025824835,0.0013112237,0.001728826,0.001313637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002996552,0.0005225826,0.00034807742,0.0017963492,0.00041152118,0.0026740446,0.00078511436,0.0004936476,0.0039420896],"category_scores_gemma":[0.0201147,0.00016878852,0.0004883945,0.0010945789,0.00090962823,0.0011505735,0.001636053,0.00089982315,0.0008760502],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00074209983,0.0011032819,0.88620555,0.00014374919,0.00018993343,0.00010346808,0.0065037506,0.0007120069,0.0031767136,0.0007595193,0.0003490057,0.10001092],"study_design_scores_gemma":[0.00008910719,0.0010146088,0.9798055,0.00011721412,0.00004137559,0.00021428609,0.006995445,0.004774846,0.001455172,0.0040111854,0.0014394249,0.0000416714],"about_ca_topic_score_codex":0.0030194505,"about_ca_topic_score_gemma":0.0041351933,"teacher_disagreement_score":0.0039420896,"about_ca_system_score_codex":0.0011340831,"about_ca_system_score_gemma":0.00087668485,"threshold_uncertainty_score":0.015847445},"labels":[],"label_agreement":null},{"id":"W2564219311","doi":"10.1080/15332276.2005.11673056","title":"Inquiry as a Pedagogical Link between Expertise and Giftedness: The High Ability and Inquiry Research Group at McGill University","year":2005,"lang":"en","type":"article","venue":"Gifted and Talented International","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Conceptualization; Parallels; Psychology; Pedagogy; Mathematics education; Educational research; Computer science","score_opus":0.17378423713574467,"score_gpt":0.41430744780414064,"score_spread":0.24052321066839596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2564219311","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.53504187,0.014527704,0.0024230196,0.40250257,0.0007548217,0.00016558556,0.00013759297,0.000037056874,0.044409834],"genre_scores_gemma":[0.9575938,0.00748068,0.0036355515,0.01756375,0.00047111715,0.00019768649,0.000037675265,0.000038971128,0.012980736],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9943538,0.003233427,0.00019289157,0.0005230247,0.0012545132,0.00044244304],"domain_scores_gemma":[0.9490589,0.029925868,0.0022288891,0.0013493276,0.0043735043,0.013063466],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015701277,0.0002839286,0.00045395922,0.0018167071,0.0047949166,0.007674996,0.0016874261,0.002034907,0.0030012738],"category_scores_gemma":[0.018560452,0.0002672669,0.00021628488,0.001241283,0.010513667,0.0041422094,0.004559543,0.0061682696,0.00019026686],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049806136,0.0014911984,0.08892258,0.00058123533,0.00009420638,0.0013322396,0.42388552,0.00043900352,0.0057827625,0.2214035,0.09569261,0.15987705],"study_design_scores_gemma":[0.00032198083,0.0015433921,0.20010395,0.0034594552,0.0002359644,0.0014505079,0.38161933,0.0028713483,0.006869382,0.08685509,0.31402045,0.0006491185],"about_ca_topic_score_codex":0.06693618,"about_ca_topic_score_gemma":0.14305218,"teacher_disagreement_score":0.06693618,"about_ca_system_score_codex":0.0071839388,"about_ca_system_score_gemma":0.014070705,"threshold_uncertainty_score":0.13309318},"labels":[],"label_agreement":null},{"id":"W2566330262","doi":"10.5430/wje.v6n6p69","title":"Perspectives on the Validity of the Thinking Styles Inventories","year":2016,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Cognitive style; Discriminant validity; Validity; German; Style (visual arts); Reliability (semiconductor); Test validity; Apprenticeship; External validity; Predictive validity; Criterion validity; Psychometrics; Applied psychology; Social psychology; Construct validity; Developmental psychology; Cognition","score_opus":0.043654393254665955,"score_gpt":0.3336292730634531,"score_spread":0.2899748798087871,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2566330262","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5017541,0.044165336,0.19302717,0.091186315,0.002966353,0.00056992634,0.0009637854,0.00023164987,0.16513543],"genre_scores_gemma":[0.97272485,0.0042324276,0.017064948,0.0027192296,0.0010136042,0.0003858928,0.0003765702,0.000080764155,0.0014016796],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.91011554,0.061050113,0.0049504726,0.005346788,0.016715735,0.0018213049],"domain_scores_gemma":[0.55782896,0.38336536,0.013803794,0.019030832,0.023981439,0.0019895788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.14321043,0.0012184926,0.0012793776,0.009411958,0.00240092,0.007930386,0.0030790751,0.0022991246,0.0031124908],"category_scores_gemma":[0.2671214,0.00062053703,0.0011883281,0.0038151373,0.03159034,0.0073483656,0.004984601,0.0051126205,0.00043615705],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060250144,0.00025918413,0.14380842,0.0009826401,0.0004443043,0.00070032227,0.048064515,0.0019721133,0.0011297462,0.53778374,0.002966866,0.2612857],"study_design_scores_gemma":[0.00017316158,0.00083342666,0.14406057,0.0039198766,0.00021687557,0.001243575,0.031382993,0.010279768,0.0034248428,0.7739999,0.0301939,0.00027103114],"about_ca_topic_score_codex":0.004741814,"about_ca_topic_score_gemma":0.0017335882,"teacher_disagreement_score":0.14321043,"about_ca_system_score_codex":0.0036265857,"about_ca_system_score_gemma":0.0038097475,"threshold_uncertainty_score":0.75737816},"labels":[],"label_agreement":null},{"id":"W2574212121","doi":"10.5430/jbar.v6n1p1","title":"Learning Style Differences between Undergraduates, MBAs, Nonmanagement Workers, and Managers in Japan","year":2017,"lang":"en","type":"article","venue":"Journal of Business Administration Research","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Psychology; Preference; Learning styles; Style (visual arts); Context (archaeology); Feeling; Dimension (graph theory); Cognitive style; Mathematics education; Social psychology; Medical education; Cognition","score_opus":0.13272060062937116,"score_gpt":0.42509526372025314,"score_spread":0.292374663090882,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2574212121","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9998354,0.000017835646,0.0000116914025,0.000006901619,0.0000012502969,0.0000011520813,0.0000047461244,3.062372e-7,0.000120679884],"genre_scores_gemma":[0.9996222,0.000033137898,0.000037352755,0.000016749133,0.0000031366537,0.0000033276526,0.000021473788,6.120008e-7,0.00026189233],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99974495,0.000039286635,0.000025836403,0.00004704309,0.00005723863,0.00008560473],"domain_scores_gemma":[0.9986507,0.00020517572,0.00031815778,0.000046980214,0.00015063578,0.00062837196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005750599,0.00023168398,0.00024609343,0.00081567524,0.00052419346,0.00097506284,0.00015280768,0.00024163886,0.0012717957],"category_scores_gemma":[0.0016414627,0.00016361129,0.00025716258,0.0004667553,0.00033538768,0.00053928146,0.00063584844,0.00027592524,0.00022203433],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000121334284,0.0003412358,0.9802376,0.000019653811,0.000019761146,0.000084602536,0.0067730914,0.000028033643,0.0016054817,0.000054486984,0.000083582214,0.010631197],"study_design_scores_gemma":[0.0000057452626,0.00015525048,0.99488235,0.0000048229786,0.00000596296,0.000050422354,0.004506218,0.00007626375,0.00011551383,0.00004511227,0.00014765529,0.0000047106073],"about_ca_topic_score_codex":0.002931917,"about_ca_topic_score_gemma":0.0062351283,"teacher_disagreement_score":0.002931917,"about_ca_system_score_codex":0.00029614114,"about_ca_system_score_gemma":0.00028548716,"threshold_uncertainty_score":0.005829692},"labels":[],"label_agreement":null},{"id":"W2584605886","doi":"10.5539/ies.v10n2p1","title":"A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Learning styles; Mathematics education; Psychology; Cognitive style; Educational technology; Computer science; Pedagogy; Cognition","score_opus":0.06566368123316028,"score_gpt":0.42260423796119356,"score_spread":0.35694055672803326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2584605886","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981699,0.00001641081,0.00043326046,0.000006953169,0.000007867965,0.00002611663,0.000014685981,0.000007799354,0.0013169973],"genre_scores_gemma":[0.9975936,0.000037251044,0.0009193066,0.00002085656,0.000012760162,0.00004366254,0.000071597446,0.00000942179,0.0012916055],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989122,0.0002995897,0.000119078024,0.00015834012,0.00039422527,0.00011647443],"domain_scores_gemma":[0.9946017,0.0020569148,0.00056428567,0.00045891592,0.0007651528,0.0015530834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015025416,0.00023545932,0.00033460985,0.0009533419,0.00025025665,0.0008121371,0.0003465885,0.00020454591,0.0034028988],"category_scores_gemma":[0.0062566036,0.000107103144,0.00031592356,0.00037666282,0.00025559304,0.00056015846,0.0007912242,0.00032048492,0.00065073],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010484476,0.014621864,0.52885866,0.0002830341,0.00027071463,0.00037402715,0.006286664,0.0009550276,0.052882507,0.0005665716,0.00080726674,0.38360924],"study_design_scores_gemma":[0.00026956538,0.028755767,0.95376813,0.000033926917,0.00008277285,0.00029206235,0.0030303602,0.0018762188,0.010198242,0.00028226138,0.0013812643,0.000029322347],"about_ca_topic_score_codex":0.00039844753,"about_ca_topic_score_gemma":0.0006555758,"teacher_disagreement_score":0.0034028988,"about_ca_system_score_codex":0.00023425418,"about_ca_system_score_gemma":0.00023536102,"threshold_uncertainty_score":0.011383772},"labels":[],"label_agreement":null},{"id":"W2585991503","doi":"10.5539/ies.v10n2p54","title":"A Study of the Relationship between Key Factors of Academic Innovation and Faculties’ Teaching Goals—The Mediatory Role of Knowledge","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Key (lock); Simple random sample; Statistical population; Scale (ratio); Mathematics education; Structural equation modeling; Psychology; Higher education; Statistical analysis; Positive relationship; Population; Sample (material); Sociology; Computer science; Political science; Mathematics; Social psychology","score_opus":0.1974183847658127,"score_gpt":0.49182178149652406,"score_spread":0.29440339673071136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2585991503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99718744,0.00016760915,0.00041675984,0.00016300687,0.000008975822,0.000032133634,0.000037680118,0.0000037615437,0.0019826],"genre_scores_gemma":[0.99911946,0.00007305893,0.0002714324,0.000018528686,0.000007081962,0.00002679133,0.00003277368,0.00000155913,0.0004493709],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997979,0.0008935699,0.00010608364,0.0002937335,0.00047532463,0.0002523537],"domain_scores_gemma":[0.9781522,0.0133104995,0.003684204,0.0010165039,0.0009903247,0.0028461479],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031652735,0.00039527947,0.00040039688,0.0015309361,0.00070619764,0.0015465255,0.00042641858,0.00055990944,0.0035390228],"category_scores_gemma":[0.01221489,0.00021630469,0.00075388927,0.0010310354,0.0008107183,0.0012269538,0.0012423103,0.0010405781,0.00018946631],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011570844,0.00081435055,0.979235,0.000075850316,0.00022155393,0.00020501002,0.0027667223,0.00017442137,0.00045732013,0.0017819318,0.00014088157,0.014011148],"study_design_scores_gemma":[0.000013997422,0.0003329521,0.99444914,0.00003246373,0.00006672614,0.0001164836,0.0028074516,0.0006241299,0.00033295495,0.00083522586,0.00037956247,0.000008842657],"about_ca_topic_score_codex":0.0018345881,"about_ca_topic_score_gemma":0.0016512413,"teacher_disagreement_score":0.0035390228,"about_ca_system_score_codex":0.0009808018,"about_ca_system_score_gemma":0.0023444402,"threshold_uncertainty_score":0.016739786},"labels":[],"label_agreement":null},{"id":"W2586031847","doi":"10.18260/1-2--17567","title":"Bi-Modal No More Shifting the Curve in Material and Energy Balances Courses","year":2020,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Vocabulary; Class (philosophy); Experiential learning; Process (computing); Computer science; Mathematics education; Modal; Energy (signal processing); Active learning (machine learning); Problem-based learning; Multimedia; Artificial intelligence; Mathematics; Statistics","score_opus":0.019642071722587195,"score_gpt":0.29055259065434796,"score_spread":0.27091051893176077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586031847","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11332008,0.002622673,0.060725965,0.06602062,0.0085357,0.0008265331,0.0012989569,0.007999689,0.7386498],"genre_scores_gemma":[0.22640534,0.0016353783,0.034865353,0.024916062,0.0016680261,0.00044398816,0.0020118325,0.001599546,0.7064546],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9953176,0.00039616958,0.00014437985,0.0007080121,0.0024726407,0.0009611605],"domain_scores_gemma":[0.98888457,0.000521953,0.00043003092,0.0011296844,0.0017179761,0.0073158084],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027072537,0.00087372935,0.0006365424,0.0014278119,0.002399713,0.007624348,0.002756415,0.0026841252,0.1528344],"category_scores_gemma":[0.005910677,0.0005014868,0.0006091061,0.0016031029,0.0018172719,0.005299793,0.010011372,0.0053735445,0.0520851],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00073329755,0.002883256,0.0057215136,0.000553968,0.000027115133,0.0003127692,0.002577171,0.0019136189,0.032178346,0.05392437,0.363282,0.5358925],"study_design_scores_gemma":[0.00010717614,0.0006464985,0.026627073,0.00027027435,0.0000170401,0.00033156638,0.0022878998,0.0021183058,0.0052779485,0.04273292,0.91947997,0.00010339803],"about_ca_topic_score_codex":0.0055238158,"about_ca_topic_score_gemma":0.016682232,"teacher_disagreement_score":0.1528344,"about_ca_system_score_codex":0.005970686,"about_ca_system_score_gemma":0.0081473,"threshold_uncertainty_score":0.51128197},"labels":[],"label_agreement":null},{"id":"W2588464012","doi":"10.11575/prism/30338","title":"Games and Learning Styles","year":2005,"lang":"en","type":"article","venue":"Open MIND","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Style (visual arts); Learning styles; Experiential learning; Context (archaeology); Learning sciences; Psychology; Active learning (machine learning); Computer science; Mathematics education; Artificial intelligence","score_opus":0.04284080116503201,"score_gpt":0.36110557743852284,"score_spread":0.3182647762734908,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2588464012","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7376706,0.0037673216,0.017017,0.002755389,0.00022933388,0.00014418006,0.00026980083,0.00011478625,0.23803152],"genre_scores_gemma":[0.99155736,0.0007086519,0.0023543453,0.00019025509,0.000057096942,0.000028357537,0.0000497968,0.00001619846,0.0050378772],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99891245,0.00044625896,0.0000829104,0.0001462396,0.00029918953,0.0001128709],"domain_scores_gemma":[0.9952454,0.0021040677,0.0007835963,0.000294627,0.0003851218,0.0011871624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009933643,0.00040503845,0.0001988537,0.0013760673,0.00046148774,0.0037754853,0.0003608767,0.00042328352,0.005940027],"category_scores_gemma":[0.009145782,0.00010782601,0.00028284272,0.000807962,0.0017068377,0.0014166448,0.0015619381,0.00096390274,0.00045664248],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023384571,0.0005697205,0.31075788,0.0003556118,0.00019824911,0.00045336803,0.014687086,0.0023301817,0.0024279705,0.25856325,0.0039516604,0.40547112],"study_design_scores_gemma":[0.00011775132,0.0007625154,0.52665377,0.00043092598,0.00012207903,0.002070692,0.014227355,0.0053231725,0.0014699271,0.35154837,0.097129665,0.00014369893],"about_ca_topic_score_codex":0.0009219711,"about_ca_topic_score_gemma":0.0009412451,"teacher_disagreement_score":0.005940027,"about_ca_system_score_codex":0.00086613616,"about_ca_system_score_gemma":0.00028331042,"threshold_uncertainty_score":0.019871354},"labels":[],"label_agreement":null},{"id":"W2588666887","doi":"10.18260/1-2--15253","title":"Learning Styles Of Engineering Students, Online Learning Objects And Achievement","year":2020,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Computer science; Formative assessment; Learning object; Learning styles; Object (grammar); Class (philosophy); Active learning (machine learning); Multimedia; Visualization; Educational technology; Synchronous learning; Mathematics education; Cooperative learning; Teaching method; World Wide Web; Artificial intelligence; Psychology","score_opus":0.019774139247731713,"score_gpt":0.2962600171749939,"score_spread":0.2764858779272622,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2588666887","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978162,0.000051217743,0.00014457882,0.000020867064,0.0000035575697,0.000013141755,0.000040493698,0.000006991245,0.0019029747],"genre_scores_gemma":[0.99773717,0.000055973258,0.0002842703,0.000018588797,0.0000064169767,0.00001574058,0.00006643586,0.0000058263868,0.001809516],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99923956,0.0001951297,0.00008817634,0.000102354454,0.00027695225,0.000097869815],"domain_scores_gemma":[0.9914321,0.0031175003,0.002536455,0.0005030486,0.0008656776,0.0015452458],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011080042,0.0005000953,0.000348431,0.0014388518,0.0005039697,0.002473416,0.00033531495,0.00046476474,0.0039820354],"category_scores_gemma":[0.006761583,0.00013273174,0.00043883364,0.0006880042,0.0003810461,0.0007932025,0.00091388414,0.0006665448,0.0010981063],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003364489,0.0022803016,0.9500728,0.00006892132,0.00008999028,0.00024568246,0.0027277155,0.0002911398,0.0047689555,0.0002236367,0.00016128454,0.038733207],"study_design_scores_gemma":[0.000021743876,0.00147722,0.9900261,0.000026756345,0.00003872275,0.000503797,0.0036934267,0.0004532053,0.0020561465,0.00056502124,0.0011088552,0.000029094635],"about_ca_topic_score_codex":0.00050862535,"about_ca_topic_score_gemma":0.0007108201,"teacher_disagreement_score":0.0039820354,"about_ca_system_score_codex":0.00021706539,"about_ca_system_score_gemma":0.00019462878,"threshold_uncertainty_score":0.013321221},"labels":[],"label_agreement":null},{"id":"W2588820433","doi":"10.18260/1-2--6588","title":"Gender Differences In The Learning Preferences Of Engineering Students","year":2020,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Intuition; Learning styles; Preference; Mathematics education; Preference learning; Style (visual arts); Visual learning; Artificial intelligence; Psychology; Computer science; Cognitive psychology; Mathematics; Statistics; Cognitive science; Geography","score_opus":0.07991510545536082,"score_gpt":0.328327761708277,"score_spread":0.24841265625291617,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2588820433","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99659145,0.0001374576,0.000054641514,0.00009018593,0.000013325077,0.000005808385,0.00024565723,0.000003172532,0.0028582583],"genre_scores_gemma":[0.99711466,0.00006604618,0.000026545516,0.000028295848,0.000006309925,0.0000062665918,0.00012208737,0.0000034489715,0.0026264193],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993956,0.00009445839,0.000050945302,0.000075873686,0.00024388974,0.00013921304],"domain_scores_gemma":[0.99594116,0.0014730983,0.00090254,0.000107258675,0.0007549319,0.00082103093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006277592,0.00018167499,0.00023010094,0.00086695846,0.00029288683,0.0009537248,0.00020980446,0.00025518204,0.012610976],"category_scores_gemma":[0.0039827637,0.00008736176,0.00019993434,0.0006033645,0.00024976727,0.00027175012,0.00033818488,0.00022018503,0.0020469637],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000666057,0.00016046646,0.9611105,0.00004129838,0.000025284322,0.00026871075,0.0067976792,0.000062312145,0.002326384,0.000146763,0.0013282278,0.027066274],"study_design_scores_gemma":[0.00000543975,0.00019288836,0.99399203,0.00001574805,0.000004534232,0.000114350274,0.004263943,0.000083854226,0.0003145024,0.000059126225,0.0009459105,0.0000076341585],"about_ca_topic_score_codex":0.0063853916,"about_ca_topic_score_gemma":0.010744566,"teacher_disagreement_score":0.012610976,"about_ca_system_score_codex":0.00033394445,"about_ca_system_score_gemma":0.00028910654,"threshold_uncertainty_score":0.04218793},"labels":[],"label_agreement":null},{"id":"W2604493313","doi":"","title":"The passion of teaching: learning from an older generation of teachers","year":2012,"lang":"en","type":"article","venue":"Strathprints: The University of Strathclyde institutional repository (University of Strathclyde)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Passion; Mathematics education; Pedagogy; Psychology; Medical education; Medicine; Social psychology","score_opus":0.030834405712314716,"score_gpt":0.25361524124982,"score_spread":0.22278083553750527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2604493313","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9726993,0.002391058,0.0002055878,0.013777841,0.00057508546,0.000043624765,0.00008441838,0.00003949575,0.010183607],"genre_scores_gemma":[0.94092435,0.0033500642,0.0003556596,0.0072940607,0.00017694024,0.000040484818,0.00011947235,0.00006725277,0.04767174],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99885535,0.00030908067,0.000046879642,0.00010774932,0.0003648218,0.00031610718],"domain_scores_gemma":[0.9953572,0.0007715881,0.0004150433,0.00026169,0.00063920557,0.0025552039],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039423197,0.0004411381,0.0007244677,0.0009682379,0.007546273,0.0073480834,0.0011831141,0.002531339,0.005032612],"category_scores_gemma":[0.007566793,0.00040212454,0.00047267144,0.00058715924,0.0033999262,0.005576759,0.004882296,0.00487505,0.001641032],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013855514,0.0008568131,0.046586424,0.00008894921,0.000017821934,0.0048612626,0.87085325,0.000022034452,0.0010030146,0.00089406077,0.028527357,0.046150524],"study_design_scores_gemma":[0.00004712622,0.00063259754,0.055736154,0.00017613721,0.000040783292,0.0039525586,0.8764663,0.00007001271,0.00044616233,0.0009896103,0.061380215,0.00006230012],"about_ca_topic_score_codex":0.022666106,"about_ca_topic_score_gemma":0.04908229,"teacher_disagreement_score":0.022666106,"about_ca_system_score_codex":0.002290527,"about_ca_system_score_gemma":0.0030370508,"threshold_uncertainty_score":0.045068324},"labels":[],"label_agreement":null},{"id":"W2608308449","doi":"10.4995/head17.2017.5610","title":"University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework","year":2017,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Experiential learning; Learning styles; Debriefing; Psychology; Mathematics education; Instructional design; Pedagogy; Active learning (machine learning); Learning sciences; Educational technology; Collaborative learning; Computer science; Social psychology","score_opus":0.02179130237008575,"score_gpt":0.29979862611798375,"score_spread":0.278007323747898,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2608308449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99588805,0.00012267235,0.0020190603,0.000085376036,0.000004670551,0.00006660656,0.000018082132,0.000013084176,0.0017824525],"genre_scores_gemma":[0.99387556,0.00016062248,0.005090474,0.000063592546,0.0000025329612,0.00009786804,0.000022095588,0.000004396917,0.00068283465],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9954283,0.0025802962,0.00046985754,0.00039857303,0.0007049624,0.00041785653],"domain_scores_gemma":[0.9879618,0.0066433637,0.0019619626,0.00080184254,0.0015295495,0.0011014543],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057444945,0.00023980801,0.00027379763,0.0013706009,0.0009338088,0.0023765902,0.0005518679,0.00041833005,0.0008203705],"category_scores_gemma":[0.020226706,0.00030235908,0.00030462607,0.00065052666,0.0011371614,0.0012898006,0.0016794436,0.0007994697,0.00013352628],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002468895,0.0010020591,0.55193496,0.00028950334,0.00006565098,0.00041591033,0.19066091,0.0006251042,0.0057395925,0.0022480488,0.00054871733,0.24622263],"study_design_scores_gemma":[0.00008484979,0.001532149,0.56864613,0.00062387146,0.000109232155,0.0011421789,0.3855141,0.0023939444,0.012264361,0.0050645256,0.02239067,0.00023398125],"about_ca_topic_score_codex":0.0012476447,"about_ca_topic_score_gemma":0.0036541494,"teacher_disagreement_score":0.0057444945,"about_ca_system_score_codex":0.0015302014,"about_ca_system_score_gemma":0.0015799933,"threshold_uncertainty_score":0.03038019},"labels":[],"label_agreement":null},{"id":"W2613342477","doi":"10.18260/1-2--12372","title":"Engineering Faculty Teaching Styles And Attitudes Toward Student Centered And Technology Enabled Teaching Strategies","year":2020,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Learning styles; Context (archaeology); Engineering education; Modalities; Perception; Active learning (machine learning); Computer science; Session (web analytics); Psychology; Mathematics education; Engineering; Engineering management; Artificial intelligence; Sociology; World Wide Web","score_opus":0.0390079097893931,"score_gpt":0.33899397685776583,"score_spread":0.2999860670683727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2613342477","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998154,0.00007712311,0.000113424394,0.000060226666,0.0000058780897,0.0000067174847,0.000023368264,0.00000540478,0.0015538418],"genre_scores_gemma":[0.998154,0.00011664026,0.0001468248,0.00005972254,0.000008632104,0.0000065008703,0.00003480072,0.0000040289447,0.001468773],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916244,0.00019382422,0.00008350065,0.00007028108,0.00034854803,0.00014147996],"domain_scores_gemma":[0.9875052,0.004000601,0.0034235814,0.00040549046,0.0017171593,0.0029479782],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00147003,0.00020588665,0.00018139387,0.0012818712,0.00053624803,0.0014523074,0.00025923262,0.00033313138,0.0043491824],"category_scores_gemma":[0.0099311005,0.00012809843,0.00027803017,0.0005804725,0.00055100693,0.0004892442,0.0005153011,0.00043211278,0.0008176168],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001096781,0.0006781571,0.951585,0.000043808042,0.000037931797,0.00016294724,0.006428563,0.00023801047,0.0025944961,0.00016453581,0.000336064,0.037620813],"study_design_scores_gemma":[0.00001450019,0.00076768105,0.9803844,0.000032694705,0.0000176445,0.0005094324,0.014940565,0.00037385573,0.0009829527,0.00037555635,0.0015773394,0.000023426895],"about_ca_topic_score_codex":0.0013558373,"about_ca_topic_score_gemma":0.0027598997,"teacher_disagreement_score":0.0043491824,"about_ca_system_score_codex":0.0004468556,"about_ca_system_score_gemma":0.0005543853,"threshold_uncertainty_score":0.014549434},"labels":[],"label_agreement":null},{"id":"W2617791706","doi":"10.5430/jnep.v7n10p83","title":"Learning styles and intelligence types versus academic performance of nursing students of the University of Zambia","year":2017,"lang":"en","type":"article","venue":"Journal of Nursing Education and Practice","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Psychology; Aptitude; Mathematics education; Reading (process); Correlation; Positive correlation; Theory of multiple intelligences; Developmental psychology; Medicine; Mathematics; Linguistics","score_opus":0.11497430480390874,"score_gpt":0.4706401858977524,"score_spread":0.35566588109384367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2617791706","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996525,0.000054606287,0.0000068981067,0.000024311388,9.652532e-7,0.0000035374633,0.000017141172,4.4668943e-7,0.00023953921],"genre_scores_gemma":[0.99961615,0.000084968444,0.000031513042,0.000009065339,0.0000011638057,0.0000056688996,0.000022185899,3.319754e-7,0.00022893179],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999742,0.000046250676,0.00003463956,0.000024597679,0.000065629596,0.000086851614],"domain_scores_gemma":[0.9991565,0.00012647513,0.00039119367,0.000025702779,0.00009554715,0.00020470585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00049157965,0.00019305976,0.0002243924,0.0009346072,0.00080540875,0.00089504116,0.0001993203,0.00018079333,0.0018865931],"category_scores_gemma":[0.0019639304,0.00013848802,0.00020248225,0.0006196712,0.0004128286,0.00030926193,0.00069117756,0.000372968,0.00018905649],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044291835,0.00005611554,0.9894791,0.000026396938,0.000008581518,0.000095963784,0.004659339,0.000026033633,0.0003853325,0.000042504307,0.00007094081,0.005105411],"study_design_scores_gemma":[0.0000013851912,0.000079601836,0.99365294,0.000026273668,0.000005583737,0.000071884024,0.005735581,0.00004934245,0.00008951599,0.00001722294,0.000267239,0.0000034059601],"about_ca_topic_score_codex":0.017917924,"about_ca_topic_score_gemma":0.04194242,"teacher_disagreement_score":0.017917924,"about_ca_system_score_codex":0.0008755424,"about_ca_system_score_gemma":0.00083537877,"threshold_uncertainty_score":0.035627246},"labels":[],"label_agreement":null},{"id":"W2618377460","doi":"10.18260/1-2--16256","title":"Gender Representation In Architectural Engineering – Is It All In The Name?","year":2020,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"U.S. Military Academy","keywords":"Representation (politics); Engineering education; Architecture; Quarter (Canadian coin); Engineering; Engineering design process; Mathematics education; Engineering management; Psychology; Mechanical engineering; Visual arts; History","score_opus":0.12591492035809193,"score_gpt":0.37034637925322084,"score_spread":0.2444314588951289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2618377460","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84209967,0.014829979,0.0017616352,0.035969175,0.0012368214,0.000014362752,0.000090513815,0.00001861055,0.103979245],"genre_scores_gemma":[0.9938676,0.0016979402,0.0001321491,0.0013056835,0.00019177273,0.0000044344824,0.00001413529,0.00001382892,0.0027723492],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99809664,0.0008398593,0.00004248618,0.000171967,0.0005494876,0.0002995559],"domain_scores_gemma":[0.9972281,0.0010602666,0.0006224459,0.00013923235,0.00031922618,0.00063079986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027897856,0.00014105918,0.00021795677,0.0007846861,0.0015871343,0.0026650005,0.00045865422,0.000519465,0.0058320733],"category_scores_gemma":[0.00550169,0.00011200583,0.00018118817,0.0008153201,0.004408805,0.0027432384,0.0015593071,0.0009278693,0.000694645],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031336347,0.00019699046,0.25608698,0.00041962552,0.00006247058,0.0010760745,0.31322804,0.0001676447,0.0027788172,0.11280075,0.021452231,0.291417],"study_design_scores_gemma":[0.000017291397,0.00029295476,0.3892376,0.00088329887,0.00003501009,0.0017629128,0.45005327,0.00023107098,0.00062255975,0.04139704,0.11540793,0.000059123744],"about_ca_topic_score_codex":0.004666657,"about_ca_topic_score_gemma":0.010079914,"teacher_disagreement_score":0.0058320733,"about_ca_system_score_codex":0.00086845254,"about_ca_system_score_gemma":0.0007433486,"threshold_uncertainty_score":0.01951021},"labels":[],"label_agreement":null},{"id":"W2620081751","doi":"10.18260/1-2--21937","title":"StrengthsQuest for Engineers","year":2020,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"MacEwan University","funders":"University of Alberta","keywords":"Strengths and weaknesses; Curriculum; Process (computing); Engineering education; Computer science; Medical education; Engineering management; Mathematics education; Engineering ethics; Psychology; Engineering; Pedagogy; Medicine","score_opus":0.04311140829972329,"score_gpt":0.3205356441081811,"score_spread":0.27742423580845776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2620081751","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0046978984,0.004046682,0.02218709,0.05355914,0.012542211,0.00035970623,0.0044099414,0.015111485,0.8830859],"genre_scores_gemma":[0.009397137,0.0025639457,0.013980324,0.01105166,0.0018581832,0.00045074624,0.0024675394,0.0029660088,0.95526433],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989157,0.00015246728,0.000044990826,0.00012379081,0.00062044215,0.00014264535],"domain_scores_gemma":[0.9921846,0.0010300135,0.0003298773,0.00033962587,0.002248844,0.003867155],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017848229,0.00087617204,0.0004773988,0.0010687364,0.0011127902,0.0033674992,0.0008287138,0.0015084529,0.5538788],"category_scores_gemma":[0.009324691,0.00045381728,0.0004988206,0.00053891743,0.00039398382,0.0021749083,0.0031006224,0.0023808766,0.34657615],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002540393,0.000057149686,0.00025336124,0.00008523403,0.0000035593453,0.000064388536,0.00005540062,0.000051072304,0.00038616566,0.0026802204,0.89327157,0.10306653],"study_design_scores_gemma":[0.00001776842,0.000029760533,0.0002815126,0.000056992656,0.0000026775592,0.00021550401,0.00005088556,0.00007126073,0.0001963289,0.0029529922,0.9961182,0.000005986822],"about_ca_topic_score_codex":0.00047572705,"about_ca_topic_score_gemma":0.0033323765,"teacher_disagreement_score":0.5538788,"about_ca_system_score_codex":0.0004848627,"about_ca_system_score_gemma":0.003224499,"threshold_uncertainty_score":0.63633776},"labels":[],"label_agreement":null},{"id":"W2623545470","doi":"","title":"Cognitive style and learning in organisations","year":2000,"lang":"en","type":"article","venue":"View","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Style (visual arts); Cognitive style; Psychology; Cognition; Cognitive psychology; Business; Cognitive science; Geography; Neuroscience; Archaeology","score_opus":0.02247795998694006,"score_gpt":0.31538969485419255,"score_spread":0.29291173486725247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2623545470","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.39061952,0.18241063,0.0024636318,0.045333646,0.0044725244,0.000046008663,0.00019491375,0.00006944173,0.3743897],"genre_scores_gemma":[0.9271985,0.046960678,0.00080175593,0.0010595473,0.0016676692,0.00002636607,0.000046230885,0.000018280913,0.022220982],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992448,0.00031512647,0.000040158397,0.000047684458,0.0002688729,0.00008338585],"domain_scores_gemma":[0.9965013,0.0020382735,0.0003539287,0.00011755456,0.0003100525,0.00067890924],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013381501,0.00021539936,0.00026723172,0.0013295442,0.0006012248,0.005704658,0.0002582897,0.0006000235,0.004268755],"category_scores_gemma":[0.005190964,0.000077092205,0.00014131443,0.0020009885,0.0022734823,0.001847346,0.0010710913,0.0009425998,0.00043418346],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012851613,0.00027917104,0.08701171,0.0007743293,0.00010064727,0.00034904433,0.047001615,0.0013077715,0.00070529,0.13919158,0.059256647,0.6638937],"study_design_scores_gemma":[0.000034522323,0.00032963193,0.34353304,0.0012751238,0.000055764445,0.0007445293,0.04303537,0.00085482735,0.00029765168,0.26523238,0.34452012,0.000087025415],"about_ca_topic_score_codex":0.002297949,"about_ca_topic_score_gemma":0.0035022167,"teacher_disagreement_score":0.005704658,"about_ca_system_score_codex":0.0009386802,"about_ca_system_score_gemma":0.00064440904,"threshold_uncertainty_score":0.014280438},"labels":[],"label_agreement":null},{"id":"W2652242640","doi":"10.3389/feduc.2017.00032","title":"On the Possibility of Preferred Performance Styles and Their Link to Learning Styles","year":2017,"lang":"en","type":"article","venue":"Frontiers in Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"","keywords":"Link (geometry); Learning styles; Computer science; Mathematics education; Psychology; Computer network","score_opus":0.020930606344831553,"score_gpt":0.3068858125008141,"score_spread":0.2859552061559825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2652242640","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94685376,0.0019489516,0.024381867,0.0016215633,0.00009851335,0.000084681844,0.0002437722,0.00007412403,0.024692768],"genre_scores_gemma":[0.99562365,0.00030284302,0.0033350706,0.000116956544,0.000042981206,0.00003966349,0.00008556771,0.000017256503,0.0004359617],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9920569,0.0034549818,0.00061886193,0.0014481199,0.0019864233,0.00043465372],"domain_scores_gemma":[0.88950694,0.08061009,0.012397418,0.008816954,0.0058245556,0.0028440922],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012760532,0.0005825679,0.0005079807,0.0025186792,0.0005536355,0.003624016,0.0008865462,0.000803613,0.0043160445],"category_scores_gemma":[0.06473609,0.00022515966,0.000575498,0.0013703894,0.0035601621,0.0024310295,0.0020814866,0.0015832854,0.0005217457],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050651474,0.0002835987,0.8118091,0.00058962294,0.00033043575,0.0002130743,0.011438378,0.00081421994,0.0025340512,0.024081998,0.00052444305,0.14687462],"study_design_scores_gemma":[0.00002812391,0.00048865227,0.94089967,0.000272183,0.000109191635,0.00039148814,0.005680525,0.0021667834,0.0013928082,0.046497896,0.0019945311,0.00007814314],"about_ca_topic_score_codex":0.00061884907,"about_ca_topic_score_gemma":0.0005710941,"teacher_disagreement_score":0.012760532,"about_ca_system_score_codex":0.0005002243,"about_ca_system_score_gemma":0.00054952555,"threshold_uncertainty_score":0.067484975},"labels":[],"label_agreement":null},{"id":"W2731262757","doi":"10.18260/1-2--9160","title":"The Effect Of Hypermedia Instruction On Achievement And Attitudes Of Students With Different Learning Styles","year":2020,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Hypermedia; Computer science; Session (web analytics); Experiential learning; Learning styles; Teamwork; Multimedia; Active learning (machine learning); Empirical research; Collaborative learning; Mathematics education; Knowledge management; Psychology; World Wide Web; Artificial intelligence","score_opus":0.012151123436446773,"score_gpt":0.2927674109688577,"score_spread":0.28061628753241097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2731262757","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99890006,0.000029298142,0.00003702234,0.0000496296,0.000009694609,0.000008140736,0.000019772606,0.000007682792,0.00093865977],"genre_scores_gemma":[0.9985624,0.00002982821,0.000094727526,0.000020418385,0.0000068545037,0.000019304787,0.000033896307,0.000002309944,0.0012301662],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916303,0.00024661314,0.00005578112,0.000102875834,0.00028769483,0.00014413695],"domain_scores_gemma":[0.99308735,0.0025813992,0.0010279948,0.00030031765,0.0006961803,0.0023067011],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010016531,0.00032100748,0.0003684649,0.00047222158,0.000356119,0.0010450891,0.00039282048,0.00046015036,0.0063201054],"category_scores_gemma":[0.004934015,0.00012738197,0.0006827833,0.00032043815,0.00024787913,0.0002896092,0.00078299735,0.0011224198,0.0010732312],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008413514,0.02992697,0.7399055,0.0002761018,0.0003680127,0.00027254806,0.0062334007,0.00074325653,0.017469805,0.00028069434,0.0018970129,0.19421318],"study_design_scores_gemma":[0.000072636096,0.007142155,0.98508424,0.000027558064,0.00007593657,0.00003589289,0.0017171431,0.0005727057,0.004498971,0.00008605701,0.00066749065,0.000019082016],"about_ca_topic_score_codex":0.00093801005,"about_ca_topic_score_gemma":0.0009285348,"teacher_disagreement_score":0.0063201054,"about_ca_system_score_codex":0.00030307597,"about_ca_system_score_gemma":0.00032488466,"threshold_uncertainty_score":0.0211429},"labels":[],"label_agreement":null},{"id":"W2741403244","doi":"10.5539/ijel.v7n5p176","title":"An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Style (visual arts); Psychology; Auditory learning; Mathematics education; Visual learning; Perception; Affect (linguistics); Descriptive statistics; Correlation; Cognitive style; Perceptual learning; Cognition; Mathematics; Statistics; Communication","score_opus":0.04794557794677868,"score_gpt":0.3767032390544551,"score_spread":0.3287576611076764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2741403244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99885964,0.000029828156,0.000068763955,0.000016462982,0.0000027542935,0.0000051028933,0.000023302615,0.0000012730326,0.0009929414],"genre_scores_gemma":[0.999203,0.000048078993,0.00012995982,0.0000117180325,0.000004390149,0.0000064935184,0.00003486345,0.0000012817287,0.0005601509],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994265,0.0001331531,0.00006860661,0.00006774643,0.00022259705,0.00008142413],"domain_scores_gemma":[0.9959623,0.0011314438,0.0012258053,0.00016126026,0.00068305375,0.00083621126],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085603725,0.0002260435,0.00020829539,0.00073393405,0.00029294856,0.00090276875,0.00014366013,0.00019399016,0.0026281471],"category_scores_gemma":[0.0036502937,0.00008299031,0.00039453333,0.0004448803,0.00020648369,0.00041397088,0.00039020396,0.00035269358,0.00039992674],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001613362,0.0005347938,0.9689257,0.00006610624,0.000055815188,0.00015609467,0.0026286182,0.00008111967,0.0023983286,0.000103008286,0.00013413766,0.024754886],"study_design_scores_gemma":[0.000003329277,0.0003954161,0.9962035,0.000014308648,0.000014935419,0.00008471487,0.0022917255,0.00013849615,0.00048497022,0.00006251811,0.00029834855,0.000007730952],"about_ca_topic_score_codex":0.00088966964,"about_ca_topic_score_gemma":0.0018951936,"teacher_disagreement_score":0.0026281471,"about_ca_system_score_codex":0.00017581598,"about_ca_system_score_gemma":0.0003927617,"threshold_uncertainty_score":0.008792043},"labels":[],"label_agreement":null},{"id":"W2768232127","doi":"10.1080/22243534.2013.11828301","title":"Hospitality management students' cognitive style","year":2013,"lang":"en","type":"article","venue":"Research in Hospitality Management","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McMaster University","keywords":"Hospitality; Cognitive style; Habit; Style (visual arts); Psychology; Hospitality management studies; Preference; Curriculum; Cognition; Hospitality industry; Applied psychology; Mathematics education; Pedagogy; Social psychology; Political science; Tourism","score_opus":0.0729684422579839,"score_gpt":0.4514051786672397,"score_spread":0.3784367364092558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2768232127","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986173,0.000026938156,0.000043585635,0.000026049414,0.0000039535676,0.000007777219,0.00002268593,0.0000031365978,0.0012485101],"genre_scores_gemma":[0.9985043,0.00005720992,0.000080385995,0.000029027602,0.000005702208,0.0000076205442,0.000049333838,0.0000018425384,0.0012645329],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994795,0.00006724658,0.000047851885,0.00005373117,0.0002237926,0.00012796267],"domain_scores_gemma":[0.9960103,0.00066712673,0.0012145475,0.00015872269,0.00064510596,0.0013042141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077825546,0.00032055305,0.0003217416,0.0012813525,0.00052272255,0.0019124345,0.0002739334,0.0002667697,0.0035791423],"category_scores_gemma":[0.0038656914,0.00012382209,0.0003867178,0.0006224331,0.00038092112,0.00038683097,0.00078347314,0.00071763643,0.0005359409],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014790946,0.001619795,0.95349663,0.000068408066,0.000050297076,0.00021227197,0.007244351,0.000144266,0.0027195776,0.00017015752,0.00044976026,0.033676513],"study_design_scores_gemma":[0.000010703765,0.00056560634,0.9886691,0.00002131615,0.000017303055,0.0001531777,0.008400285,0.0002302994,0.0006370813,0.00023953426,0.0010344401,0.000021265632],"about_ca_topic_score_codex":0.0015767186,"about_ca_topic_score_gemma":0.0023696565,"teacher_disagreement_score":0.0035791423,"about_ca_system_score_codex":0.0003716539,"about_ca_system_score_gemma":0.0004452887,"threshold_uncertainty_score":0.011973441},"labels":[],"label_agreement":null},{"id":"W2781867818","doi":"10.19044/esj.2017.v13n34p16","title":"The Impact of the Thinking Style on Teaching Methods and Academic Achievement","year":2017,"lang":"en","type":"article","venue":"European Scientific Journal ESJ","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Mathematics education; Style (visual arts); Psychology; Academic achievement; Cognitive style; Learning styles; Pearson product-moment correlation coefficient; Critical thinking; Statistics; Mathematics; Cognition","score_opus":0.07192539190529713,"score_gpt":0.45083493223222654,"score_spread":0.3789095403269294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2781867818","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975344,0.00016147905,0.00015818355,0.00003431124,0.000007071455,0.0000073750753,0.00002159536,0.0000038196417,0.0020717315],"genre_scores_gemma":[0.99890995,0.00013259782,0.00025645405,0.000010265412,0.000012009864,0.0000065632007,0.000030134775,0.0000033388249,0.00063858344],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99867624,0.0003546234,0.00012901785,0.00010217098,0.0006124544,0.00012545417],"domain_scores_gemma":[0.9854697,0.0081972275,0.0032335515,0.000542515,0.0009691786,0.0015877999],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013286922,0.00030582966,0.00025596103,0.0010777392,0.00027221092,0.0017443956,0.00018741033,0.0002161447,0.0028760554],"category_scores_gemma":[0.008735209,0.000099190744,0.00045995062,0.00065092725,0.00048558123,0.0004215546,0.00047386088,0.00049793866,0.00034532315],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003034,0.00060887,0.9358682,0.00010247424,0.00018330029,0.00023316547,0.0024431674,0.00022037503,0.003907625,0.00025525462,0.00016418542,0.055709966],"study_design_scores_gemma":[0.00000876742,0.00046304672,0.99554425,0.000023508723,0.000033245953,0.00023048518,0.0018317312,0.00025698534,0.0007085915,0.00046420028,0.00042247985,0.000012676032],"about_ca_topic_score_codex":0.00046633926,"about_ca_topic_score_gemma":0.0006788067,"teacher_disagreement_score":0.0028760554,"about_ca_system_score_codex":0.00029639393,"about_ca_system_score_gemma":0.0004356802,"threshold_uncertainty_score":0.009621322},"labels":[],"label_agreement":null},{"id":"W2783903692","doi":"10.2478/mjss-2018-0013","title":"Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning","year":2018,"lang":"en","type":"article","venue":"Mediterranean Journal of Social Sciences","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Psychology; Learning styles; Perception; Stability (learning theory); Style (visual arts); Mathematics education; Descriptive statistics; Test (biology); Active learning (machine learning); Correlation; Statistical analysis; Artificial intelligence; Computer science; Machine learning; Statistics; Mathematics","score_opus":0.06718289858626383,"score_gpt":0.39681072704581044,"score_spread":0.32962782845954663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2783903692","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995158,0.00002140977,0.0000599402,0.000010718977,0.0000014336158,0.000007158911,0.0000061444002,5.386662e-7,0.00037689102],"genre_scores_gemma":[0.9996853,0.000028915028,0.00007916294,0.0000073032957,0.000002129483,0.000007945682,0.0000088971465,6.31275e-7,0.00017972414],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99860126,0.00052207714,0.00011176337,0.0001225249,0.00048234998,0.00015995553],"domain_scores_gemma":[0.9925626,0.0037612088,0.0015181961,0.00029372916,0.00078410056,0.001080139],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023699813,0.00025326887,0.00031782163,0.0009937851,0.000515657,0.0014820357,0.00026554454,0.00029466988,0.0027805746],"category_scores_gemma":[0.0060192724,0.00013453401,0.00039424456,0.0006254015,0.00065158145,0.0006905178,0.000901771,0.00063676626,0.00019054899],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019407285,0.0012842005,0.94399655,0.00012493737,0.00008463978,0.00026884876,0.02278034,0.00017028922,0.0014205284,0.00031255366,0.00014885234,0.029214216],"study_design_scores_gemma":[0.000014450334,0.00092097605,0.9538596,0.000055760887,0.000034959055,0.00026455446,0.042496733,0.0006260072,0.00059786974,0.00031152187,0.00079694786,0.00002053542],"about_ca_topic_score_codex":0.00066281366,"about_ca_topic_score_gemma":0.000906555,"teacher_disagreement_score":0.0027805746,"about_ca_system_score_codex":0.0003981461,"about_ca_system_score_gemma":0.0005313445,"threshold_uncertainty_score":0.0125338435},"labels":[],"label_agreement":null},{"id":"W2789968956","doi":"10.5539/ijsp.v7n3p9","title":"Multiple Binomial Regression Models of Learning Style Preferences of Students of Sidhu School, Wilkes University","year":2018,"lang":"en","type":"article","venue":"International Journal of Statistics and Probability","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Wilkes University","keywords":"Probit model; Statistics; Binomial regression; Ordered probit; Mathematics; Probit; Econometrics; Goodness of fit; Logistic regression; Regression analysis; Logit; Psychology","score_opus":0.03155209143819564,"score_gpt":0.32569394468303803,"score_spread":0.2941418532448424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2789968956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95800775,0.0006653265,0.034103774,0.0007719542,0.00012290002,0.0003465596,0.0015963215,0.0002155772,0.004169799],"genre_scores_gemma":[0.9730005,0.0006070029,0.009467834,0.00009120656,0.0000648743,0.0005716759,0.0018793738,0.000040031908,0.014277498],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9966478,0.0018504084,0.00013644375,0.00064955506,0.00032935684,0.00038650932],"domain_scores_gemma":[0.9813495,0.014645103,0.0015487863,0.00062769133,0.0012761856,0.00055274524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008947945,0.0012185989,0.0016658612,0.0021103022,0.00083622657,0.0026039393,0.0023847963,0.0011794436,0.011669976],"category_scores_gemma":[0.019979212,0.0006669908,0.0025416596,0.001983758,0.000765695,0.0013544919,0.0011098096,0.0022037495,0.0018865059],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0031975103,0.0017809194,0.5672479,0.0006104668,0.0016551788,0.0038010485,0.0050770626,0.25481206,0.0038247681,0.046350457,0.007742667,0.103899986],"study_design_scores_gemma":[0.00015808624,0.00085521117,0.17048037,0.0001603309,0.0003094941,0.00044123837,0.0017782261,0.8110878,0.000518289,0.010457433,0.0035938325,0.00015966549],"about_ca_topic_score_codex":0.038087346,"about_ca_topic_score_gemma":0.021636803,"teacher_disagreement_score":0.038087346,"about_ca_system_score_codex":0.001641261,"about_ca_system_score_gemma":0.0020585074,"threshold_uncertainty_score":0.07573128},"labels":[],"label_agreement":null},{"id":"W2790875903","doi":"10.30964/auebfd.405853","title":"Okul Öncesi Aday Öğretmenlerin Öğrenme Stillerinin Matematiksel Algoritmaya Dayalı Olarak Modellenmesi","year":2018,"lang":"tr","type":"article","venue":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Computer science","score_opus":0.024517060885792044,"score_gpt":0.2907586577469234,"score_spread":0.26624159686113136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790875903","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.082953244,0.006062686,0.8523463,0.0043895403,0.0008061801,0.00020852203,0.0028644328,0.002716939,0.04765227],"genre_scores_gemma":[0.6712046,0.0072789183,0.25155622,0.00077046093,0.00045885477,0.00044315006,0.005870222,0.0012402928,0.061177257],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99930084,0.00016781004,0.000049023416,0.00020946689,0.00019483057,0.0000778553],"domain_scores_gemma":[0.99870336,0.0005867337,0.000118191216,0.0001667032,0.00036450618,0.000060434308],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012929135,0.0016058979,0.001292599,0.00083261915,0.0010059673,0.004400767,0.001694597,0.0017488184,0.017670585],"category_scores_gemma":[0.0045838966,0.00066287967,0.0019625803,0.0010792259,0.0008946813,0.0035504387,0.0015394446,0.0028538757,0.004314559],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060994143,0.0002929854,0.018933639,0.001479641,0.00053333025,0.0005981489,0.0015111255,0.47948423,0.008389595,0.09678035,0.02742787,0.36395913],"study_design_scores_gemma":[0.00006151125,0.00017793948,0.00916151,0.0003397238,0.0002064833,0.0003341339,0.0012640598,0.8263986,0.0060022715,0.08659234,0.069299884,0.00016138364],"about_ca_topic_score_codex":0.021050824,"about_ca_topic_score_gemma":0.016325848,"teacher_disagreement_score":0.021050824,"about_ca_system_score_codex":0.0016410485,"about_ca_system_score_gemma":0.0023612608,"threshold_uncertainty_score":0.05911398},"labels":[],"label_agreement":null},{"id":"W2790906522","doi":"10.5539/ells.v8n1p34","title":"A Systematic Review: The Relationship between Learning Styles and Creative Thinking Skills","year":2018,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Psychology; Creative thinking; Convergent thinking; Mathematics education; Cognitive style; Creativity; Social psychology; Cognition","score_opus":0.01495508890437179,"score_gpt":0.3295199681199508,"score_spread":0.314564879215579,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790906522","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0037807196,0.99131083,0.0005419792,0.00081393076,0.00027580484,0.0014920919,0.0010418309,0.000018724522,0.00072412426],"genre_scores_gemma":[0.043778226,0.94757193,0.003074771,0.0010808948,0.00013419299,0.0032866737,0.00069646596,0.000011713939,0.00036502894],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9778397,0.0084592365,0.008325956,0.001093129,0.0038866645,0.00039522306],"domain_scores_gemma":[0.91058916,0.06716486,0.011980694,0.0015388569,0.007971422,0.0007549685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01898125,0.0014813782,0.0066998643,0.0189134,0.0011811599,0.003730593,0.0020549812,0.001941258,0.0040250197],"category_scores_gemma":[0.1094927,0.0010356022,0.0058375527,0.02054609,0.0013665422,0.0038257737,0.0018442614,0.0011332354,0.00036833744],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011842785,0.000013336671,0.0013975326,0.9653337,0.0047447663,0.00015258472,0.00041344445,0.00006631515,0.00013492933,0.00025563635,0.0015638582,0.025805442],"study_design_scores_gemma":[0.00015603779,0.00011288468,0.006821108,0.9428039,0.036993466,0.0004970888,0.00067868823,0.00007913699,0.00017461243,0.00045862934,0.011191567,0.00003298115],"about_ca_topic_score_codex":0.009095165,"about_ca_topic_score_gemma":0.03184288,"teacher_disagreement_score":0.01898125,"about_ca_system_score_codex":0.0057633007,"about_ca_system_score_gemma":0.022446955,"threshold_uncertainty_score":0.10038364},"labels":[],"label_agreement":null},{"id":"W2796277484","doi":"10.5539/hes.v8n2p37","title":"The Influence of Cognitive Learning Style and Learning Independence on the Students’ Learning Outcomes","year":2018,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cognitive style; Psychology; Cognition; Mathematics education; Experiential learning; Active learning (machine learning); Learning styles; Learning sciences; Independence (probability theory); Cooperative learning; Teaching method; Artificial intelligence; Mathematics; Statistics; Computer science","score_opus":0.044806718764980706,"score_gpt":0.4069214985240035,"score_spread":0.3621147797590228,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2796277484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983601,0.00003526617,0.000104537656,0.000018757964,0.0000041580756,0.000009472508,0.000020009631,0.0000026350504,0.0014450313],"genre_scores_gemma":[0.99926275,0.000029334029,0.00009027585,0.0000068680893,0.0000045510556,0.00000921722,0.00002771382,0.0000016635016,0.00056769105],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99835193,0.000307419,0.00013369236,0.00017839823,0.0007802316,0.0002483297],"domain_scores_gemma":[0.9879605,0.005809418,0.002070685,0.00052147516,0.0008991548,0.002738636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015870687,0.0003539545,0.00032814598,0.0007894175,0.00029448,0.001313839,0.0002704946,0.00026112085,0.0030369875],"category_scores_gemma":[0.008440274,0.00009023641,0.00071200443,0.0004560691,0.00047911453,0.0003675421,0.0007145941,0.0007485888,0.0002669188],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009847091,0.0022361253,0.9452086,0.00008366874,0.0002697295,0.00026068467,0.0018701765,0.00063637615,0.0033882644,0.0003635961,0.00025315722,0.04444489],"study_design_scores_gemma":[0.00001208679,0.00093794585,0.99628496,0.000011896042,0.000043314478,0.000058370664,0.0007520947,0.00047802288,0.00089091423,0.00024193783,0.00027420218,0.0000141014325],"about_ca_topic_score_codex":0.000802454,"about_ca_topic_score_gemma":0.001171539,"teacher_disagreement_score":0.0030369875,"about_ca_system_score_codex":0.0003310873,"about_ca_system_score_gemma":0.00064359297,"threshold_uncertainty_score":0.010159671},"labels":[],"label_agreement":null},{"id":"W2809636635","doi":"10.5539/elt.v11n7p142","title":"Graduate Students’ Proficiency Strategy Attitutes on Autonomous Learning in Foreign Language Learning","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Medical education; Foreign language; Learner autonomy; Language learning strategies; Preference; Class (philosophy); Graduate students; Mathematics education; Academic year; Language proficiency; Pedagogy; Language education; Medicine; Metacognition","score_opus":0.02861279579613306,"score_gpt":0.3521167681423133,"score_spread":0.3235039723461802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2809636635","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99914825,0.00002309727,0.00003139129,0.00002541645,0.0000016773353,0.0000059485533,0.000009224183,6.992067e-7,0.0007542592],"genre_scores_gemma":[0.9989813,0.000049659677,0.000068048364,0.000028896815,0.0000022418524,0.00001157849,0.00003207065,7.1683223e-7,0.00082534517],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993637,0.00011076228,0.00004691594,0.000069602866,0.00025096576,0.0001579183],"domain_scores_gemma":[0.99764293,0.00037750273,0.0006186331,0.000082005805,0.00052403565,0.0007548686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010634252,0.00022886034,0.00018176335,0.0005867687,0.0003903174,0.0009696614,0.0002372416,0.00038222704,0.0022781931],"category_scores_gemma":[0.0024372463,0.00013105878,0.00028871902,0.00032464624,0.00044541774,0.00047408335,0.00074302277,0.0006649528,0.00052311237],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055915858,0.00075206964,0.9749911,0.00004142944,0.000019335303,0.00016288782,0.007850547,0.00008057775,0.0014149552,0.00018585831,0.00027658287,0.014168775],"study_design_scores_gemma":[0.000005483045,0.00048257745,0.9822426,0.000021122003,0.000010228126,0.000173601,0.015074062,0.00018639099,0.00050945696,0.00016731194,0.0011140055,0.000013217459],"about_ca_topic_score_codex":0.0010943855,"about_ca_topic_score_gemma":0.002013582,"teacher_disagreement_score":0.0022781931,"about_ca_system_score_codex":0.00028362067,"about_ca_system_score_gemma":0.00039384226,"threshold_uncertainty_score":0.0076212883},"labels":[],"label_agreement":null},{"id":"W2884510163","doi":"10.5430/wje.v8n4p36","title":"Correlation Between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Mathematics education; Cognitive style; Learning styles; Style (visual arts); Psychology; Scale (ratio); Data collection; Quality (philosophy); Mathematics; Cognition; Statistics","score_opus":0.01979282146862225,"score_gpt":0.3418180066735764,"score_spread":0.32202518520495416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2884510163","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994261,0.00004987529,0.000074957556,0.000011224953,0.0000023852126,0.000004970849,0.000023119364,0.0000016052948,0.00040583353],"genre_scores_gemma":[0.99925727,0.00007726279,0.00017485004,0.000005498944,0.0000028416223,0.0000064589494,0.000071975985,0.0000011061811,0.00040271826],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996213,0.00006437085,0.000054368982,0.000047836445,0.00015496126,0.00005720121],"domain_scores_gemma":[0.99657553,0.00092404283,0.0013053315,0.00021073308,0.00041530962,0.0005689696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005433855,0.0002404587,0.00016190123,0.0007592056,0.0002981065,0.00064212625,0.00014288006,0.00019254688,0.0030510547],"category_scores_gemma":[0.003213593,0.00019434153,0.00029429616,0.00045762837,0.00027658054,0.00026253652,0.00033430537,0.00047613087,0.00026234108],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029202358,0.00006524928,0.9950724,0.000008863899,0.000012789824,0.000051482857,0.0005717531,0.00003607895,0.0003825447,0.000028939756,0.000033421966,0.0037071407],"study_design_scores_gemma":[0.000003346958,0.00010331547,0.9979989,0.0000073058986,0.000007866129,0.00025511195,0.0010620226,0.000112863854,0.0002144502,0.00008297658,0.00014773467,0.0000040675864],"about_ca_topic_score_codex":0.0009539606,"about_ca_topic_score_gemma":0.0017218187,"teacher_disagreement_score":0.0030510547,"about_ca_system_score_codex":0.00017034101,"about_ca_system_score_gemma":0.00026413056,"threshold_uncertainty_score":0.010206759},"labels":[],"label_agreement":null},{"id":"W2894180673","doi":"10.5539/ies.v11n10p50","title":"Learning Style Preferences among College Students","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Psychology; Learning styles; Style (visual arts); Affect (linguistics); Cognitive style; Reading (process); Visual learning; Demographics; Mathematics education; Significant difference; Social psychology; Communication; Demography; Cognition","score_opus":0.06139065089226104,"score_gpt":0.4495393673044144,"score_spread":0.38814871641215337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2894180673","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99898726,0.00009389601,0.000036323352,0.000028219809,0.000004860752,0.0000041055955,0.000049072853,0.0000018612164,0.00079433795],"genre_scores_gemma":[0.99930537,0.000077656994,0.00005973381,0.00003263795,0.000004838699,0.0000032727758,0.00005586232,0.0000012697392,0.0004592956],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997495,0.000038236194,0.00003016968,0.00003513519,0.000097443546,0.0000495247],"domain_scores_gemma":[0.9985952,0.00021207378,0.0004607563,0.000048822476,0.0002646007,0.00041845377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037924064,0.00018168728,0.0002400251,0.00072562817,0.0003095129,0.0008396891,0.00013004546,0.00018350003,0.0033330016],"category_scores_gemma":[0.0019265017,0.0000758892,0.00022302092,0.00056234957,0.00014090216,0.0002488481,0.0002598795,0.00027038273,0.00041939656],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098519995,0.0001732318,0.97684366,0.000036934183,0.000029186516,0.000102059785,0.0012240122,0.00003295679,0.0011053812,0.000037898244,0.0002065441,0.020109635],"study_design_scores_gemma":[0.0000048664074,0.00019666509,0.99623233,0.000011940239,0.00001178532,0.00019674333,0.0023353568,0.000096275835,0.00021113438,0.00006374894,0.0006320982,0.0000071722075],"about_ca_topic_score_codex":0.0019252425,"about_ca_topic_score_gemma":0.0038971915,"teacher_disagreement_score":0.0033330016,"about_ca_system_score_codex":0.00016623062,"about_ca_system_score_gemma":0.00016942724,"threshold_uncertainty_score":0.0111500025},"labels":[],"label_agreement":null},{"id":"W2896725502","doi":"10.5539/ies.v11n11p1","title":"The Relationship between Thinking Styles and the Need for Cognition of Students in the Faculty of Education","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cognitive style; Psychology; Scale (ratio); Cognition; Test (biology); Learning styles; Mathematics education; Need for cognition; Style (visual arts); Legislature; Critical thinking; Social psychology; Political science","score_opus":0.1550719394455996,"score_gpt":0.5050011388935982,"score_spread":0.3499291994479986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2896725502","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986298,0.00008362065,0.00006195643,0.00006397888,0.000006125152,0.000006166449,0.000017343702,0.0000024916776,0.0011285074],"genre_scores_gemma":[0.9993123,0.00010875822,0.00014810427,0.000027536333,0.0000068433037,0.000006494711,0.000040482235,0.0000015474445,0.0003479636],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99922085,0.00012647423,0.00009112717,0.00006119757,0.00035579363,0.00014458779],"domain_scores_gemma":[0.9941017,0.0013130333,0.0022703793,0.00017268413,0.0006945194,0.0014477229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080539455,0.0003259575,0.0002578028,0.0014942965,0.0005465322,0.0020824405,0.00026814925,0.00039573756,0.0022872067],"category_scores_gemma":[0.006009688,0.00015264632,0.00049492065,0.0007922393,0.00058838556,0.00048182078,0.00068863237,0.0009726056,0.0002424759],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060891573,0.000300846,0.9761101,0.00006453181,0.000055014156,0.00018705605,0.007259937,0.00006935624,0.00093329826,0.00017124173,0.0002483624,0.014539489],"study_design_scores_gemma":[0.000005330459,0.00014595153,0.9862278,0.000028460892,0.000015965326,0.00023876669,0.012002154,0.0001226581,0.00019847325,0.00033093218,0.0006672962,0.000016238424],"about_ca_topic_score_codex":0.0018471612,"about_ca_topic_score_gemma":0.0035772691,"teacher_disagreement_score":0.0022872067,"about_ca_system_score_codex":0.00070649345,"about_ca_system_score_gemma":0.0010021916,"threshold_uncertainty_score":0.0076514482},"labels":[],"label_agreement":null},{"id":"W2899391375","doi":"10.1007/s11423-018-9634-6","title":"Use of Felder and Silverman learning style model for online course design","year":2018,"lang":"en","type":"article","venue":"Educational Technology Research and Development","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":106,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"King Saud University","keywords":"Learning styles; Educational technology; Mathematics education; Instructional design; Style (visual arts); Course (navigation); Computer science; Synchronous learning; Experiential learning; Cognitive style; Active learning (machine learning); Teaching method; Cooperative learning; Psychology; Engineering; Artificial intelligence; Cognition","score_opus":0.25353200526476055,"score_gpt":0.46187074271461487,"score_spread":0.20833873744985432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2899391375","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28276965,0.00012199627,0.67853004,0.00048277222,0.00007127492,0.0021573026,0.00031101692,0.0011351719,0.03442083],"genre_scores_gemma":[0.5833691,0.00012365855,0.40388086,0.0001177521,0.000013034808,0.0013729832,0.0002567765,0.00011383195,0.0107521275],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99664575,0.0014289262,0.00028407632,0.00041901082,0.0010574998,0.0001647146],"domain_scores_gemma":[0.98699063,0.007906951,0.0007437647,0.0011966429,0.0028166056,0.00034547065],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005692413,0.0006590356,0.00040163434,0.0021015122,0.00093676196,0.0020587584,0.0011956277,0.00077614764,0.005045],"category_scores_gemma":[0.015481037,0.00038138972,0.0016922728,0.0010727344,0.0005724871,0.0021933017,0.0009864748,0.0015130925,0.0009887739],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053654076,0.0037052857,0.09802388,0.0004262064,0.0002884324,0.00023954114,0.006275914,0.037178636,0.009725079,0.06942504,0.004059537,0.77011585],"study_design_scores_gemma":[0.0005829627,0.004957646,0.11109881,0.0006197711,0.0007454195,0.0010505667,0.0050113755,0.63764626,0.033009574,0.17483057,0.030114897,0.00033204595],"about_ca_topic_score_codex":0.0031767918,"about_ca_topic_score_gemma":0.0063218395,"teacher_disagreement_score":0.005692413,"about_ca_system_score_codex":0.0020541383,"about_ca_system_score_gemma":0.0020835707,"threshold_uncertainty_score":0.030104697},"labels":[],"label_agreement":null},{"id":"W2901886710","doi":"10.5539/hes.v9n1p1","title":"Investigation of High School Students’ Geometry Course Achievement According to Their Learning Styles","year":2018,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Mathematics education; Psychology; Style (visual arts); Cognitive style; Academic achievement; Teaching method; Geography","score_opus":0.06807135394821358,"score_gpt":0.40201217841372383,"score_spread":0.33394082446551027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2901886710","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99916077,0.000033686294,0.00003992671,0.000014389565,0.0000013542862,0.000005216468,0.000023484283,0.00000141436,0.0007199292],"genre_scores_gemma":[0.9991843,0.00004903893,0.00010899036,0.000008750254,0.0000020920093,0.000006680583,0.00005598013,9.94887e-7,0.00058303826],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996055,0.000054334432,0.000035842586,0.00005496327,0.00015787623,0.000091436865],"domain_scores_gemma":[0.99875426,0.00016089178,0.00049182953,0.000050621053,0.0002595539,0.00028286496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00039797797,0.00024110563,0.00023508583,0.001094104,0.00040359638,0.00096639193,0.00020957695,0.0002404062,0.0020140547],"category_scores_gemma":[0.0014354495,0.000115865194,0.00027090422,0.00067303044,0.00026064925,0.00034795728,0.0004791641,0.00034512667,0.0003361348],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049841583,0.0002242847,0.97989845,0.000032027187,0.00001994271,0.0001099375,0.0026960364,0.000046895708,0.0011180207,0.00006856984,0.00013218354,0.015603729],"study_design_scores_gemma":[0.0000010890795,0.00014013483,0.9957522,0.000009086624,0.0000055282453,0.00007258897,0.0033288815,0.00007550521,0.00023740843,0.00003900652,0.00033448328,0.0000040461323],"about_ca_topic_score_codex":0.0019693382,"about_ca_topic_score_gemma":0.004018522,"teacher_disagreement_score":0.0020140547,"about_ca_system_score_codex":0.00022743401,"about_ca_system_score_gemma":0.00027068658,"threshold_uncertainty_score":0.0067376494},"labels":[],"label_agreement":null},{"id":"W2903228575","doi":"10.5539/ells.v8n4p30","title":"EFL Learning Styles Used by Female Undergraduate Students and Its Relationship to Achievement Level","year":2018,"lang":"en","type":"article","venue":"English Language and Literature Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Psychology; Mathematics education; Perception; Auditory learning; Test (biology); Style (visual arts); Significant difference; Cognitive style; Cognition; Medicine","score_opus":0.041117178228954304,"score_gpt":0.3641055837653992,"score_spread":0.3229884055364449,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2903228575","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99928904,0.00007680937,0.000028087838,0.000016286765,0.0000022155625,0.0000029452212,0.000023461731,0.0000010053519,0.0005599615],"genre_scores_gemma":[0.9991097,0.00009317788,0.000058033344,0.000010741634,0.0000036423112,0.00000429143,0.00003616106,8.746501e-7,0.0006833498],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997178,0.000035356286,0.00003923831,0.000033461154,0.00011871532,0.00005547745],"domain_scores_gemma":[0.99782526,0.00038555177,0.00083948043,0.00005947062,0.00043145134,0.00045886336],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036747463,0.0002659284,0.00020809054,0.0009174852,0.00035829793,0.0010002457,0.0001608305,0.00019428447,0.0021909634],"category_scores_gemma":[0.002056382,0.0001010268,0.00019560233,0.0004502104,0.00021565252,0.0002431554,0.0003155611,0.0003114957,0.0004738518],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008175818,0.00023376879,0.9829002,0.000028660324,0.000023110577,0.00018091785,0.0020303407,0.00003109723,0.0014301949,0.000044392138,0.000078416924,0.012937129],"study_design_scores_gemma":[0.0000036509823,0.00028815895,0.9948608,0.0000097776,0.0000103985585,0.0002770056,0.0037370587,0.00010267336,0.00026464422,0.000056601773,0.0003830238,0.0000061040896],"about_ca_topic_score_codex":0.0018599373,"about_ca_topic_score_gemma":0.0027673591,"teacher_disagreement_score":0.0021909634,"about_ca_system_score_codex":0.00018088333,"about_ca_system_score_gemma":0.00016489146,"threshold_uncertainty_score":0.0073295236},"labels":[],"label_agreement":null},{"id":"W2904580930","doi":"10.5539/elt.v12n1p90","title":"The Difference between EFL Students’ Preferred Learning Styles and EFL Teachers’ Preferred Teaching Styles in Saudi Arabia","year":2018,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Psychology; Style (visual arts); Mathematics education; Cognitive style; Teaching method; Visual learning; Blended learning; Pedagogy; Educational technology; Cognition","score_opus":0.021665558399942,"score_gpt":0.3270497643570313,"score_spread":0.3053842059570893,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2904580930","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999521,0.000058928385,0.000025001607,0.00002424034,0.000001659257,0.0000014323168,0.000011416752,4.593283e-7,0.00035582602],"genre_scores_gemma":[0.9995376,0.000072544375,0.00004723507,0.000019282772,0.0000014241992,0.0000019226443,0.000015965108,4.8995474e-7,0.00030365132],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996735,0.000052391497,0.000051566403,0.000038513135,0.000108680455,0.000075367956],"domain_scores_gemma":[0.9985839,0.00030659293,0.00045038268,0.000043542426,0.00034970962,0.0002658941],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006793487,0.00017426944,0.00014021006,0.00065660215,0.00045422063,0.0008546811,0.00015051545,0.00017399565,0.0018297152],"category_scores_gemma":[0.0016819807,0.00009545605,0.00014690426,0.00042357837,0.00036393252,0.0004155207,0.00036314494,0.00021594242,0.0002635565],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001139575,0.0001305005,0.95084226,0.00006365936,0.000019655334,0.00024284494,0.014241293,0.000060613813,0.001679259,0.00023315226,0.00020454235,0.03216812],"study_design_scores_gemma":[0.0000104793635,0.00017090703,0.97162014,0.000049983042,0.000011597885,0.0003640546,0.025340954,0.00021162306,0.0005312056,0.00014754382,0.0015284277,0.0000130570115],"about_ca_topic_score_codex":0.00872488,"about_ca_topic_score_gemma":0.011856617,"teacher_disagreement_score":0.00872488,"about_ca_system_score_codex":0.00049365393,"about_ca_system_score_gemma":0.00044590564,"threshold_uncertainty_score":0.01734817},"labels":[],"label_agreement":null},{"id":"W2910019977","doi":"10.24908/pceea.v0i0.13098","title":"Examining the use of a Personalized Learning Management System (PLMS) to Increase Student Engaagement in High School Physics","year":2018,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Natural Sciences and Engineering Research Council of Canada; University of Calgary","keywords":"Student engagement; Learning styles; Diversity (politics); Mathematics education; Science learning; Style (visual arts); Component (thermodynamics); Active learning (machine learning); Quality (philosophy); Computer science; Science education; Psychology; Artificial intelligence; Physics","score_opus":0.022151399376149027,"score_gpt":0.2581624147408477,"score_spread":0.2360110153646987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2910019977","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991277,0.00000672223,0.00021515886,0.00001947098,0.0000019763206,0.00006121749,0.000008284428,0.000011434494,0.0005479471],"genre_scores_gemma":[0.9955831,0.000036583904,0.0031660476,0.000034188586,0.000004103141,0.00010766953,0.00003478286,0.0000043474365,0.0010291162],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99853957,0.0005770382,0.000093013936,0.00017757312,0.00043995693,0.0001728973],"domain_scores_gemma":[0.99505925,0.002623696,0.00072561466,0.00027470454,0.00050750986,0.00080936967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019260296,0.0002980724,0.00020959391,0.0005200791,0.0004174602,0.0009189003,0.0005667193,0.00035523807,0.0017008521],"category_scores_gemma":[0.00861194,0.0001539656,0.0002296133,0.0002820911,0.00023381347,0.000605492,0.0006892965,0.00048226488,0.00027327865],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018255378,0.050461866,0.42541236,0.0007140235,0.00017524802,0.00025108972,0.0137366885,0.0022434131,0.025590353,0.00055257237,0.00083097775,0.47820592],"study_design_scores_gemma":[0.00024946418,0.040315624,0.9249316,0.00008126009,0.00015924026,0.00017063828,0.00874871,0.0055597173,0.014612187,0.00025235736,0.0048643155,0.000054846278],"about_ca_topic_score_codex":0.0019115945,"about_ca_topic_score_gemma":0.0049393303,"teacher_disagreement_score":0.0019260296,"about_ca_system_score_codex":0.0005718319,"about_ca_system_score_gemma":0.0011625882,"threshold_uncertainty_score":0.010185957},"labels":[],"label_agreement":null},{"id":"W2911686251","doi":"10.5430/wje.v9n1p79","title":"The Interface Function of Thinking Styles between Personality and Intelligence","year":2019,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Personality; Big Five personality traits; Cognitive style; Structural equation modeling; Social psychology; Function (biology); Big Five personality traits and culture; Cognition; Statistics","score_opus":0.026053710976526062,"score_gpt":0.3546225946849578,"score_spread":0.32856888370843174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911686251","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99615556,0.00016031745,0.0013681581,0.000046530527,0.000008307072,0.00001364464,0.000051533345,0.000011667152,0.0021843556],"genre_scores_gemma":[0.9987136,0.00005814066,0.0008062657,0.000011829149,0.0000068338245,0.000010415997,0.00004904898,0.0000030085164,0.00034092812],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984383,0.00079381705,0.00008507951,0.00020231343,0.00035974,0.00012078809],"domain_scores_gemma":[0.9864891,0.00879581,0.002558578,0.00084289594,0.0005945762,0.0007189938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002464731,0.00071650784,0.0002860907,0.0013678917,0.00019374983,0.0016070328,0.00028089734,0.00036278664,0.0052158907],"category_scores_gemma":[0.011347315,0.00024774586,0.0005642301,0.0008451468,0.00060707267,0.0009420894,0.000901239,0.00075353193,0.00039627403],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001755753,0.000116702664,0.9645917,0.000039316317,0.00013110238,0.000059613736,0.0012131634,0.00026621923,0.0010054854,0.00047373155,0.00008746821,0.03183994],"study_design_scores_gemma":[0.000005042984,0.00014098577,0.99717844,0.000017553884,0.000025937245,0.00009619979,0.00060215703,0.0010212385,0.00022649408,0.0005474962,0.00013021528,0.000008297794],"about_ca_topic_score_codex":0.0006376417,"about_ca_topic_score_gemma":0.00077785726,"teacher_disagreement_score":0.0052158907,"about_ca_system_score_codex":0.00025543178,"about_ca_system_score_gemma":0.00034142393,"threshold_uncertainty_score":0.017448843},"labels":[],"label_agreement":null},{"id":"W2920308399","doi":"10.5430/wje.v9n1p221","title":"Influence of Meta-cognitive Training and Cognitive Styles on Numeracy Achievement of Nigerian Pupils’ in Computer-mediated Classrooms","year":2019,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Numeracy; Analysis of covariance; Psychology; Cognition; Mathematics education; Achievement test; Cognitive style; Population; Developmental psychology; Pedagogy; Literacy; Statistics; Standardized test; Mathematics; Demography","score_opus":0.02960957510341501,"score_gpt":0.3261484443504873,"score_spread":0.2965388692470723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2920308399","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9265577,0.055423502,0.011814121,0.0010222764,0.00024998258,0.0006681774,0.0006069259,0.0002330134,0.0034242754],"genre_scores_gemma":[0.98894113,0.00379879,0.0063892216,0.000077284414,0.000031349104,0.0001886519,0.00022246398,0.00001687521,0.0003342084],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99307996,0.0035969692,0.0011388962,0.0008095412,0.0012443977,0.00013024267],"domain_scores_gemma":[0.9359058,0.05106641,0.005684204,0.00457883,0.0021228895,0.0006417701],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01798285,0.0011170731,0.0023011358,0.0029814905,0.0005766057,0.0033321623,0.0011110287,0.0005488372,0.0012161958],"category_scores_gemma":[0.054614488,0.00050052785,0.0062985304,0.0018544226,0.0006584975,0.0015590622,0.0011939496,0.00092820043,0.00009362288],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008003178,0.0017410553,0.4518281,0.04069793,0.19577421,0.0007336145,0.015949244,0.005672373,0.00931871,0.0019174052,0.0014153816,0.26694873],"study_design_scores_gemma":[0.0012619171,0.0064370385,0.66216284,0.007148586,0.2697879,0.0010295303,0.004501581,0.015550193,0.015922694,0.0070794187,0.008806048,0.00031229068],"about_ca_topic_score_codex":0.0023344362,"about_ca_topic_score_gemma":0.0054835295,"teacher_disagreement_score":0.01798285,"about_ca_system_score_codex":0.00086960354,"about_ca_system_score_gemma":0.002017845,"threshold_uncertainty_score":0.09510356},"labels":[],"label_agreement":null},{"id":"W2940137943","doi":"10.36834/cmej.43364","title":"Seeing beyond variables: applying a person-centered approach to identifying regulation strategy profiles among Finnish preclinical medical and dental students","year":2019,"lang":"en","type":"article","venue":"Canadian Medical Education Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Suomen Kulttuurirahasto; Academy of Finland","keywords":"Context (archaeology); Scale (ratio); Contrast (vision); Psychology; Quality (philosophy); Variable (mathematics); Medical education; Computer science; Medicine; Artificial intelligence; Biology; Mathematics","score_opus":0.04057987265907433,"score_gpt":0.357472793200372,"score_spread":0.3168929205412977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2940137943","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970668,0.000060779676,0.0021996931,0.000040149473,0.000004413274,0.0000901604,0.000033919598,0.0000048550783,0.0004992305],"genre_scores_gemma":[0.99702185,0.000042341624,0.002599834,0.000019170913,0.0000025501708,0.00012629463,0.000054482276,0.0000017076014,0.00013174926],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99841404,0.00070471736,0.00013578155,0.00025540387,0.00030188126,0.00018824489],"domain_scores_gemma":[0.99685705,0.0014223822,0.0006849131,0.00024935958,0.00048115355,0.00030503262],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031639223,0.00040934165,0.00045562786,0.0031413082,0.0010965326,0.0020568722,0.00049267476,0.00053557346,0.0010345313],"category_scores_gemma":[0.006829235,0.0001970093,0.00064144173,0.00142648,0.000901778,0.00087080826,0.001420077,0.00065414404,0.00010487927],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014475995,0.00030436704,0.9002876,0.000080918726,0.00007589818,0.00016277941,0.047511775,0.00022260153,0.001820024,0.00054406084,0.00015908827,0.04868621],"study_design_scores_gemma":[0.0000180703,0.0002952834,0.9495851,0.00006543135,0.00005488328,0.00018327482,0.044338092,0.002463025,0.0009830778,0.0012772323,0.00069117744,0.000045419456],"about_ca_topic_score_codex":0.008000087,"about_ca_topic_score_gemma":0.013941151,"teacher_disagreement_score":0.008000087,"about_ca_system_score_codex":0.0011059864,"about_ca_system_score_gemma":0.0017934394,"threshold_uncertainty_score":0.016732574},"labels":[],"label_agreement":null},{"id":"W2942392316","doi":"10.1007/s10798-019-09515-7","title":"Engineering design pedagogy: a performance analysis","year":2019,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Cornerstone; Personality; Engineering education; Learning styles; Curriculum; Mathematics education; Psychology; Personality type; Computer science; Applied psychology; Engineering; Pedagogy; Social psychology; Engineering management","score_opus":0.013961166315514927,"score_gpt":0.32498738095513446,"score_spread":0.31102621463961955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2942392316","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96641326,0.0002088661,0.006929153,0.00014259794,0.000041086496,0.00028604153,0.0011454007,0.00020696121,0.024626682],"genre_scores_gemma":[0.9901394,0.00008098547,0.00287425,0.000015417982,0.000025321311,0.00013679086,0.0006535193,0.00007531117,0.00599885],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99267757,0.0024403145,0.00059947744,0.00063296553,0.0030263318,0.00062334543],"domain_scores_gemma":[0.95701927,0.027791115,0.002598446,0.0019532305,0.008613085,0.0020248282],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076675904,0.00073007116,0.00096699334,0.0066858106,0.0012308664,0.002169857,0.0010057191,0.0006298486,0.010026763],"category_scores_gemma":[0.032407634,0.00020935923,0.0013624539,0.0050225244,0.0008665659,0.0018131135,0.0026841008,0.0008243459,0.0022960496],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005181261,0.0051372196,0.5031062,0.0005938464,0.00074467337,0.00026931343,0.008733511,0.014762058,0.0066326805,0.006765311,0.006992481,0.4410815],"study_design_scores_gemma":[0.00017410413,0.0066303234,0.94471306,0.0000841484,0.00036606193,0.00025294584,0.0067960164,0.024732986,0.0060486994,0.0024682458,0.007613318,0.00012008563],"about_ca_topic_score_codex":0.005169254,"about_ca_topic_score_gemma":0.0044641164,"teacher_disagreement_score":0.010026763,"about_ca_system_score_codex":0.00216374,"about_ca_system_score_gemma":0.0016778519,"threshold_uncertainty_score":0.04055053},"labels":[],"label_agreement":null},{"id":"W2947052520","doi":"10.4018/978-1-5225-7987-8.ch007","title":"Effects of Learning Traits and Information Display on Incidental Learning in 3D Virtual Environments","year":2019,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Salience (neuroscience); Style (visual arts); Learning styles; Salient; Incidental learning; Psychology; Auditory learning; Visual learning; Cognitive psychology; Mathematics education; Computer science; Artificial intelligence","score_opus":0.005701321041087911,"score_gpt":0.23773263460586397,"score_spread":0.23203131356477605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947052520","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99712116,0.00012953317,0.00051917933,0.000016489954,0.000004530479,0.000014081755,0.000024449788,0.000010220181,0.0021603578],"genre_scores_gemma":[0.99744874,0.00019224343,0.001066148,0.000016111995,0.000005156386,0.0000150900005,0.000053134027,0.000005860463,0.0011975588],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99934655,0.00019382425,0.00006901217,0.00007840309,0.00026921357,0.00004296135],"domain_scores_gemma":[0.9787718,0.017520752,0.0021992864,0.0005154039,0.00043680254,0.0005558867],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007034537,0.00024879616,0.00020807664,0.0004619375,0.00018194038,0.0010631664,0.0002696228,0.00020132046,0.0033163892],"category_scores_gemma":[0.011094545,0.00012920816,0.00033474292,0.00026592967,0.00034657528,0.0006051917,0.0006388802,0.00045999096,0.00026986044],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010143146,0.0012052334,0.81632745,0.0002476025,0.00012794758,0.00057118165,0.003647019,0.0008021365,0.014040405,0.00084977434,0.00028011962,0.16088668],"study_design_scores_gemma":[0.000012316885,0.0011788865,0.99131775,0.00004372916,0.000045938865,0.0005532483,0.000920025,0.0009768755,0.0035324176,0.000652136,0.0007489379,0.000017710368],"about_ca_topic_score_codex":0.00031249155,"about_ca_topic_score_gemma":0.00058887334,"teacher_disagreement_score":0.0033163892,"about_ca_system_score_codex":0.00014966591,"about_ca_system_score_gemma":0.0001315699,"threshold_uncertainty_score":0.011094451},"labels":[],"label_agreement":null},{"id":"W2947446201","doi":"10.5539/ies.v12n6p108","title":"Preferred Cognitive Learning Patterns (VAK) Among Secondary Students Admitted to King Saud University and its Effect on their Academic Achievement in Physics","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Psychology; Preference; Mathematics education; Cognition; Learning styles; Cognitive style; Academic achievement; Population; Mathematics; Demography; Statistics","score_opus":0.04075004593261742,"score_gpt":0.3851503303373328,"score_spread":0.3444002844047154,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947446201","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99932504,0.000078686346,0.000025932617,0.000032913154,0.0000035670425,0.0000042005067,0.000022942619,0.0000017089773,0.0005051482],"genre_scores_gemma":[0.9994128,0.00011430468,0.00006667403,0.000012440851,0.000003133838,0.000005628447,0.00003895762,0.0000011039207,0.00034497576],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994785,0.000059554386,0.00008422296,0.000053374893,0.00021278205,0.00011158496],"domain_scores_gemma":[0.99782926,0.00027639102,0.00085541763,0.00005898201,0.0004038149,0.00057614397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003844555,0.0003584476,0.0003435539,0.0011270237,0.0006946083,0.001174655,0.00030695807,0.00035988292,0.002022676],"category_scores_gemma":[0.0026636005,0.00016613887,0.0004876086,0.00069132017,0.00038518792,0.0002842666,0.0007613509,0.0005885541,0.00035694052],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065485554,0.0002449014,0.9871208,0.00005895946,0.000035944602,0.00020965934,0.0018013648,0.000043811986,0.0008017301,0.000039980423,0.0001280405,0.009449285],"study_design_scores_gemma":[0.000003255952,0.00022041865,0.99504197,0.000019351193,0.000013963848,0.00021853342,0.0037246926,0.00009733673,0.00018810017,0.00007132821,0.00039223148,0.000008672856],"about_ca_topic_score_codex":0.0039476035,"about_ca_topic_score_gemma":0.0051525915,"teacher_disagreement_score":0.0039476035,"about_ca_system_score_codex":0.00033177392,"about_ca_system_score_gemma":0.0005823325,"threshold_uncertainty_score":0.007849276},"labels":[],"label_agreement":null},{"id":"W296311707","doi":"10.5815/ijmecs.2015.04.05","title":"An Empirical Investigation of the Relationships between Learning Styles based on an Arabic version of the Felder-Silverman Model","year":2015,"lang":"en","type":"article","venue":"International Journal of Modern Education and Computer Science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Athabasca University","keywords":"Learning styles; Arabic; Dimension (graph theory); Computer science; Reliability (semiconductor); Mathematics education; Style (visual arts); Validity; Scale (ratio); Empirical research; Interdependence; Psychology; Artificial intelligence; Linguistics; Mathematics; Psychometrics; Statistics; Social science; Sociology","score_opus":0.08066150829641963,"score_gpt":0.3735638063292394,"score_spread":0.29290229803281975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W296311707","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97915447,0.00018148437,0.008321605,0.000275544,0.000021338521,0.00019307343,0.00012606711,0.00001727944,0.0117091015],"genre_scores_gemma":[0.98894715,0.00027513824,0.009647045,0.00005525546,0.0000082351,0.00012347462,0.00009194679,0.000005813012,0.0008458508],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969105,0.0012198318,0.0002464973,0.00022817198,0.001245313,0.00014967166],"domain_scores_gemma":[0.9751635,0.0154921515,0.0034174372,0.0015433519,0.0037904896,0.0005930525],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007170986,0.0005035028,0.00034916287,0.0025737993,0.0008583529,0.0016156305,0.0005559071,0.0003665459,0.0024425082],"category_scores_gemma":[0.025634049,0.00021963484,0.0006057385,0.0020405836,0.0011210201,0.0020062851,0.00097239664,0.0008701772,0.00031735504],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016818821,0.00042709344,0.830288,0.0001708741,0.00010897702,0.00023338445,0.015271982,0.0015781554,0.0013972438,0.0072238483,0.0008250059,0.14230724],"study_design_scores_gemma":[0.0000666168,0.0009451688,0.91612273,0.00052536494,0.00011866342,0.0010943001,0.036385436,0.017644374,0.0020885977,0.017954925,0.0069400347,0.00011392198],"about_ca_topic_score_codex":0.002456878,"about_ca_topic_score_gemma":0.0035536822,"teacher_disagreement_score":0.007170986,"about_ca_system_score_codex":0.0012478627,"about_ca_system_score_gemma":0.0017949688,"threshold_uncertainty_score":0.03792429},"labels":[],"label_agreement":null},{"id":"W2964979215","doi":"10.29309/tpmj/2019.26.08.3875","title":"Learning strategies of dental undergraduates of orthodontics and prosthodontics.","year":2019,"lang":"en","type":"article","venue":"The Professional Medical Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Collège Montmorency","funders":"","keywords":"Medicine; Medical education; Scale (ratio); Prosthodontics; Session (web analytics); Descriptive statistics; Dentistry; Orthodontics; Statistics; Computer science","score_opus":0.01612828298342366,"score_gpt":0.3453460770222971,"score_spread":0.3292177940388734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2964979215","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989416,0.00020366862,0.000031457555,0.00011177844,0.0000061092223,0.000011374076,0.000016461523,0.0000015075698,0.00067613163],"genre_scores_gemma":[0.9979923,0.0003336461,0.00016223591,0.000119257005,0.0000056903773,0.000008604686,0.000037481135,7.108052e-7,0.0013401369],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99967897,0.00004013797,0.000022620929,0.000024735598,0.00015765388,0.000075851414],"domain_scores_gemma":[0.99872845,0.0001518858,0.00034724895,0.000023104305,0.0001813553,0.0005679682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055720547,0.00019274048,0.00022055737,0.0005045273,0.00048062074,0.000986377,0.0002300939,0.00038818098,0.0024635904],"category_scores_gemma":[0.0022484814,0.00015858933,0.00023727417,0.00029314525,0.00023906014,0.00035930905,0.0005001597,0.00046669543,0.00035167372],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013945981,0.0019160834,0.89539295,0.00020918132,0.000034208508,0.00063518237,0.020963732,0.000097490294,0.0034837946,0.00018820314,0.0012126182,0.07572699],"study_design_scores_gemma":[0.00002801596,0.0011921623,0.95295215,0.00008251502,0.000026067963,0.002283177,0.0374717,0.00024159435,0.0008420883,0.0002636344,0.004591921,0.000024970006],"about_ca_topic_score_codex":0.0013419886,"about_ca_topic_score_gemma":0.0033777119,"teacher_disagreement_score":0.0024635904,"about_ca_system_score_codex":0.00040968225,"about_ca_system_score_gemma":0.0008714006,"threshold_uncertainty_score":0.008241475},"labels":[],"label_agreement":null},{"id":"W2970849907","doi":"10.5539/ijel.v9n5p257","title":"Relating Perceptual Learning Styles of Engineering Students with Scanning Information in Text Scores","year":2019,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Psychology; Affect (linguistics); Perception; Reading (process); Mathematics education; Style (visual arts); Test (biology); Likert scale; Developmental psychology; Visual arts","score_opus":0.009003902742603806,"score_gpt":0.28843004211554824,"score_spread":0.2794261393729444,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970849907","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987676,0.000038427737,0.00012689653,0.000017134675,0.0000025799418,0.000011153734,0.00004236879,0.0000032629825,0.0009904748],"genre_scores_gemma":[0.99890816,0.000048448757,0.00015379446,0.000008191548,0.0000028472607,0.000010847258,0.00005893602,0.0000020894333,0.0008067624],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993699,0.000104709776,0.00010989221,0.0000936037,0.0002524183,0.00006944954],"domain_scores_gemma":[0.9917178,0.0030569478,0.0026447228,0.00038418226,0.0012868212,0.0009094435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080235495,0.00024552463,0.00015396823,0.0012649484,0.00016908895,0.00081189844,0.00018504375,0.00026798926,0.0052516125],"category_scores_gemma":[0.0076819933,0.000117662996,0.00030231324,0.0004495569,0.00028281115,0.00040989651,0.0004386649,0.0004136691,0.0006349764],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000875612,0.00027358998,0.9840501,0.000033376684,0.000022230864,0.000105179606,0.0013968367,0.00011725645,0.0018891073,0.000054490796,0.00014577697,0.011824444],"study_design_scores_gemma":[0.000004460479,0.00041319942,0.9958687,0.000013231185,0.000013143252,0.00021884768,0.0016701152,0.00033321473,0.0009210089,0.00014343679,0.00039160892,0.000009108042],"about_ca_topic_score_codex":0.00061209936,"about_ca_topic_score_gemma":0.0008320933,"teacher_disagreement_score":0.0052516125,"about_ca_system_score_codex":0.0001589504,"about_ca_system_score_gemma":0.000174308,"threshold_uncertainty_score":0.01756841},"labels":[],"label_agreement":null},{"id":"W2987728079","doi":"","title":"Paramedic Learning Style Preferences and Continuing Medical Education Activities: A Cross-Sectional Survey Study.","year":2018,"lang":"en","type":"article","venue":"PubMed","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Learning styles; Demographics; Continuing medical education; Medical education; Continuing education; Psychology; Medicine; Style (visual arts); Pedagogy","score_opus":0.04305831188914385,"score_gpt":0.35101375468742546,"score_spread":0.30795544279828163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2987728079","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99933714,0.0000670233,0.000037424456,0.000048363552,0.0000030058447,0.000023137356,0.00025412953,0.0000019325005,0.000227855],"genre_scores_gemma":[0.9992398,0.00010040837,0.000102827136,0.00011891096,0.000005983185,0.000041140367,0.00021703127,0.0000012549574,0.00017269397],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992575,0.0001930595,0.00008821628,0.000107161926,0.00020688571,0.00014705048],"domain_scores_gemma":[0.9967616,0.0006284712,0.0014068949,0.00010935168,0.00044415297,0.0006496094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014600619,0.00019251861,0.00025305187,0.00071157544,0.00038708074,0.00060978805,0.000258721,0.00054665154,0.0022522116],"category_scores_gemma":[0.003954487,0.0003635381,0.00024762045,0.00085671333,0.0001938755,0.0008450131,0.00047196122,0.0007133475,0.000693652],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022818265,0.000146342,0.9977215,0.00001776663,0.0000116111305,0.000047478003,0.00046180142,0.000009655727,0.00008289515,0.000004674814,0.00013746826,0.0013359456],"study_design_scores_gemma":[0.000006374853,0.0002949194,0.9974841,0.00001566848,0.0000065411195,0.00020479535,0.0016356783,0.0000654144,0.00002697099,0.000006120763,0.0002494044,0.0000040692507],"about_ca_topic_score_codex":0.00349181,"about_ca_topic_score_gemma":0.005429,"teacher_disagreement_score":0.00349181,"about_ca_system_score_codex":0.00039064855,"about_ca_system_score_gemma":0.00045192518,"threshold_uncertainty_score":0.007721603},"labels":[],"label_agreement":null},{"id":"W2990356802","doi":"10.5539/gjhs.v11n13p104","title":"Learning Styles of Students and Professors of a Dental School in Latin America: A Cross-Sectional Study","year":2019,"lang":"en","type":"article","venue":"Global Journal of Health Science","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universidad de Antioquia","keywords":"Preference; Style (visual arts); Learning styles; Dental education; Test (biology); Psychology; Post hoc; Higher education; Cross-sectional study; Medicine; Confidence interval; Mathematics education; Medical education; Dentistry; Internal medicine; Mathematics","score_opus":0.040676734035060065,"score_gpt":0.4484037152480326,"score_spread":0.4077269812129725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2990356802","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994373,0.000093305105,0.0000226376,0.000031172123,0.000002521069,0.000012430776,0.000047308946,7.595105e-7,0.00035265088],"genre_scores_gemma":[0.99931407,0.00015590264,0.00006974101,0.000049118924,0.000006406984,0.000024079514,0.00009998734,9.2182256e-7,0.00027973342],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995339,0.00011026309,0.000059813145,0.000073744515,0.00011635346,0.0001060495],"domain_scores_gemma":[0.9986759,0.00022780239,0.0005155267,0.00005929068,0.00016790465,0.00035369984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009718844,0.00020726361,0.00036618594,0.0010974705,0.0006855606,0.0008381311,0.00024750645,0.0004428576,0.002398138],"category_scores_gemma":[0.0017909824,0.00024111668,0.00031132883,0.00096580415,0.00030038142,0.0005323158,0.000634321,0.0003915973,0.00025889152],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034824334,0.00014863914,0.99656576,0.000018048802,0.000010866996,0.00007167177,0.0010811831,0.000005501608,0.00012689433,0.000018924327,0.00005325854,0.0018643953],"study_design_scores_gemma":[0.000005573724,0.0002489766,0.99070543,0.000024276607,0.000012726968,0.00024802887,0.008020248,0.000053423748,0.000050443636,0.000026285295,0.00059947703,0.0000050918475],"about_ca_topic_score_codex":0.0028062835,"about_ca_topic_score_gemma":0.005566392,"teacher_disagreement_score":0.0028062835,"about_ca_system_score_codex":0.00039118406,"about_ca_system_score_gemma":0.00042456758,"threshold_uncertainty_score":0.008022547},"labels":[],"label_agreement":null},{"id":"W2992164681","doi":"10.5555/1088791.1088826","title":"Kinesthetic learning in the classroom","year":2005,"lang":"en","type":"article","venue":"Cornerstone (Minnesota State University, Mankato)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Kinesthetic learning; Session (web analytics); Computer science; Throwing; Multimedia; Variety (cybernetics); Mathematics education; Human–computer interaction; World Wide Web; Psychology; Artificial intelligence; Engineering","score_opus":0.01576614427859218,"score_gpt":0.24719221039844677,"score_spread":0.23142606611985458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992164681","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.32237718,0.00834585,0.12493605,0.0097418325,0.0006286918,0.00041573652,0.00024236286,0.0018916588,0.53142065],"genre_scores_gemma":[0.8380339,0.0077164276,0.052927252,0.0016097769,0.00024793774,0.00066073524,0.00022487792,0.00029570528,0.09828331],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992316,0.00026213104,0.000033319546,0.00014465927,0.00019581882,0.00013248312],"domain_scores_gemma":[0.9989944,0.0003458309,0.00008737314,0.000093493254,0.00008920304,0.00038962395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006851788,0.0006611497,0.00049693394,0.00056176726,0.00083262,0.0044000586,0.00081085,0.0009824651,0.01092766],"category_scores_gemma":[0.0019983621,0.000191397,0.00026248448,0.00040948277,0.0022544619,0.0029989234,0.0029097742,0.0014742146,0.0034346697],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023099892,0.002571266,0.011839925,0.0016850667,0.00003651725,0.0008189451,0.048837814,0.0033743451,0.023985252,0.1650227,0.053583827,0.6880133],"study_design_scores_gemma":[0.00021478326,0.0009310494,0.03370859,0.002137649,0.000038057045,0.0025543706,0.038720764,0.0045333076,0.012168724,0.2851261,0.61971194,0.00015463486],"about_ca_topic_score_codex":0.000543764,"about_ca_topic_score_gemma":0.0009358525,"teacher_disagreement_score":0.01092766,"about_ca_system_score_codex":0.0009834821,"about_ca_system_score_gemma":0.0010863122,"threshold_uncertainty_score":0.0365566},"labels":[],"label_agreement":null},{"id":"W2992891758","doi":"10.59876/a-8gsz-wc6q","title":"Styles d'apprentissage et management interculturel : Une étude comparée France - Allemagne - Québec","year":2006,"lang":"en","type":"article","venue":"Management international","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Sociology; Art","score_opus":0.011566930161216979,"score_gpt":0.2842213198236105,"score_spread":0.2726543896623935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992891758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99417853,0.0006115727,0.000285664,0.0002557405,0.000012736359,0.000019077394,0.00011708107,0.0000064775727,0.00451314],"genre_scores_gemma":[0.9935343,0.00070506363,0.00042574928,0.00008343011,0.00000757631,0.000024517929,0.000111847505,0.0000064024202,0.0051011406],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989139,0.00024587396,0.000047326128,0.00011307016,0.0004430926,0.00023684603],"domain_scores_gemma":[0.9976324,0.0006509438,0.0004200889,0.00009615817,0.00064754515,0.0005528647],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012668642,0.00045991642,0.00030314157,0.001753262,0.0026640734,0.003410545,0.000479265,0.00060092343,0.0029150373],"category_scores_gemma":[0.0031784065,0.00020277206,0.00044013045,0.0022909914,0.0013636858,0.0010165598,0.0006867831,0.0008982924,0.00023216804],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000120029676,0.00028517802,0.85185915,0.000069279624,0.00012734382,0.0005540409,0.041601237,0.0005976507,0.0018255909,0.0030703428,0.0017391832,0.09815103],"study_design_scores_gemma":[0.000009739843,0.00007709904,0.9779678,0.0000477079,0.0000145880185,0.0002664244,0.011074229,0.00044710658,0.00023264006,0.00010276054,0.009739376,0.000020596903],"about_ca_topic_score_codex":0.90273875,"about_ca_topic_score_gemma":0.9382886,"teacher_disagreement_score":0.09726125,"about_ca_system_score_codex":0.014553766,"about_ca_system_score_gemma":0.0075144526,"threshold_uncertainty_score":0.19566804},"labels":[],"label_agreement":null},{"id":"W2995693466","doi":"10.1007/978-3-030-32587-9_3","title":"An Introductory Multidisciplinary Data Science Course Incorporating Experiential Learning","year":2019,"lang":"en","type":"book-chapter","venue":"Studies in big data","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Experiential learning; Course (navigation); Multidisciplinary approach; Medical education; Experiential education; Computer science; Work (physics); Mathematics education; Psychology; Engineering; Sociology; Medicine; Social science; Mechanical engineering","score_opus":0.2518653885172361,"score_gpt":0.4470615775885048,"score_spread":0.19519618907126868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995693466","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06725154,0.006530491,0.09457236,0.025954053,0.014195423,0.0015328211,0.0025635452,0.0039402517,0.7834596],"genre_scores_gemma":[0.066276066,0.00472206,0.057257146,0.0061904197,0.0017425596,0.0009878748,0.00237718,0.0006836804,0.859763],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99945444,0.00007598278,0.000023812083,0.000105811356,0.00020556814,0.0001343623],"domain_scores_gemma":[0.99782455,0.00049786986,0.000060994676,0.00012023531,0.00039480018,0.0011015608],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014313973,0.0017003468,0.0008998459,0.001084104,0.0015994041,0.0038973927,0.002042899,0.0016534005,0.06450491],"category_scores_gemma":[0.0023042862,0.00063955644,0.0007342978,0.0013682937,0.0006742728,0.0027258717,0.0039448165,0.0032362721,0.030987395],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018285107,0.0050253803,0.002313226,0.0004457276,0.000019104118,0.0004846733,0.0013804318,0.0012835639,0.006196329,0.027707577,0.48872656,0.46623462],"study_design_scores_gemma":[0.000085285596,0.0008186141,0.013824471,0.0006859229,0.000018248693,0.0008495023,0.0018742186,0.0028837787,0.004889091,0.09488771,0.8791168,0.00006642796],"about_ca_topic_score_codex":0.0010487889,"about_ca_topic_score_gemma":0.004241664,"teacher_disagreement_score":0.06450491,"about_ca_system_score_codex":0.0016706932,"about_ca_system_score_gemma":0.0038202077,"threshold_uncertainty_score":0.21579039},"labels":[],"label_agreement":null},{"id":"W2998303885","doi":"10.1007/978-981-15-0618-5_9","title":"Considering Learning Styles When Designing for Emerging Learning Technologies","year":2020,"lang":"en","type":"book-chapter","venue":"Bridging human and machine: future education with intelligence","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Learning styles; Experiential learning; Active learning (machine learning); Learning sciences; Criticism; Learning theory; Style (visual arts); Open learning; Psychology; Educational technology; Cooperative learning; Mathematics education; Computer science; Artificial intelligence; Teaching method; Art; Literature","score_opus":0.033184223670746076,"score_gpt":0.3002518717124346,"score_spread":0.26706764804168853,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2998303885","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11573987,0.0031378535,0.3259376,0.00561887,0.0005091934,0.00017464475,0.00007479454,0.00026929515,0.54853785],"genre_scores_gemma":[0.6338036,0.004040719,0.23774934,0.0011089105,0.00013266814,0.00021769019,0.00010814942,0.00022383919,0.12261511],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9994381,0.00022605828,0.000026757993,0.000037401653,0.00022813307,0.000043505177],"domain_scores_gemma":[0.9976179,0.001776976,0.000113946735,0.000096007505,0.00023201811,0.00016307925],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012108277,0.00035986834,0.00011782984,0.00037166453,0.0004760628,0.0036809337,0.0005486787,0.00062173075,0.0054435204],"category_scores_gemma":[0.004003401,0.00019125378,0.0001837716,0.00029585583,0.0010339505,0.0039374284,0.00086664344,0.0012577514,0.00083688897],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003453658,0.00015838508,0.009329832,0.00039798208,0.000018796778,0.00053639064,0.018856814,0.004863743,0.008298951,0.27675667,0.012532905,0.668215],"study_design_scores_gemma":[0.000016093625,0.00021563344,0.013150984,0.0010224772,0.000050281244,0.0016822257,0.039613288,0.016227795,0.00797805,0.565748,0.35422954,0.000065722474],"about_ca_topic_score_codex":0.0006616902,"about_ca_topic_score_gemma":0.00273942,"teacher_disagreement_score":0.0054435204,"about_ca_system_score_codex":0.00053161173,"about_ca_system_score_gemma":0.0005813379,"threshold_uncertainty_score":0.018210351},"labels":[],"label_agreement":null},{"id":"W3001867935","doi":"","title":"Learning Styles: Moving Forward from the Myth","year":2019,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Mythology; Computer science; Artificial intelligence; Art; Literature","score_opus":0.17817697275739697,"score_gpt":0.5403813793456932,"score_spread":0.3622044065882962,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3001867935","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013391085,0.062371522,0.01837178,0.8641159,0.010602367,0.000075128526,0.000105054365,0.00014335668,0.030823713],"genre_scores_gemma":[0.46948522,0.13362901,0.060527094,0.28432244,0.03282101,0.0008040896,0.0002788104,0.00035560882,0.017776806],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99145246,0.0041406336,0.00057843997,0.001320714,0.0020956811,0.000412064],"domain_scores_gemma":[0.97152674,0.016920818,0.0018382919,0.002206453,0.0044386564,0.0030690178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018369976,0.0012369237,0.0016683501,0.0046183625,0.0038066239,0.012963263,0.0043395543,0.0053222454,0.0034676555],"category_scores_gemma":[0.016263686,0.000530896,0.00096032536,0.0017781876,0.045881722,0.030610181,0.0098128235,0.024879644,0.0014476528],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012986246,0.0002011771,0.009297018,0.0011774987,0.00008511472,0.0003145169,0.0497503,0.0003832565,0.00038851972,0.7459466,0.04298618,0.14934002],"study_design_scores_gemma":[0.000039811555,0.00015228847,0.0059902454,0.0036981266,0.000048856815,0.00085380767,0.026177019,0.00077748304,0.00022783919,0.6923324,0.2695934,0.00010881284],"about_ca_topic_score_codex":0.0050012525,"about_ca_topic_score_gemma":0.0054537007,"teacher_disagreement_score":0.018369976,"about_ca_system_score_codex":0.007217045,"about_ca_system_score_gemma":0.0072450424,"threshold_uncertainty_score":0.09715086},"labels":[],"label_agreement":null},{"id":"W3002485197","doi":"10.1136/bmjopen-2019-033315","title":"Are adverse events in newly trained home dialysis patients related to learning styles? A single-centre retrospective study from Toronto, Canada","year":2020,"lang":"en","type":"article","venue":"BMJ Open","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University Health Network; Health Sciences Centre; University of Toronto; Sunnybrook Health Science Centre","funders":"University Health Network","keywords":"Medicine; Adverse effect; Dialysis; Psychological intervention; Retrospective cohort study; Peritoneal dialysis; Logistic regression; Home hemodialysis; Emergency medicine; Internal medicine; Nursing","score_opus":0.04060671765107348,"score_gpt":0.32833222397306194,"score_spread":0.28772550632198846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3002485197","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997841,0.00029145097,0.00004225724,0.000037545426,0.0000039756046,0.000029723347,0.0011564502,0.000002926779,0.00059479364],"genre_scores_gemma":[0.99884844,0.00023179618,0.00003236643,0.00004116392,0.000004717471,0.000012692767,0.00060809363,0.0000012738199,0.00021938572],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994311,0.000047098427,0.0000805509,0.00012399993,0.00015633393,0.00016095307],"domain_scores_gemma":[0.99801564,0.0001166816,0.00074290583,0.00008998905,0.00052152324,0.000513237],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00038105968,0.00030890654,0.00036976265,0.0008473703,0.0013357068,0.00082418876,0.00057894224,0.0003384613,0.0016019234],"category_scores_gemma":[0.0011077452,0.0003476723,0.00054455415,0.0019334503,0.00049593736,0.00028006622,0.0006125193,0.0004339036,0.00021464365],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028268927,0.000008578092,0.9992974,0.000010932099,0.000011569702,0.00006361091,0.00014828565,0.000007882194,0.00005563847,0.0000045423635,0.00006534922,0.00029788245],"study_design_scores_gemma":[0.0000025699276,0.00003187242,0.9993697,0.000007913103,0.000009591847,0.00009224261,0.00034648232,0.00002707602,0.000015282378,0.000002208872,0.000092474,0.000002770887],"about_ca_topic_score_codex":0.74412906,"about_ca_topic_score_gemma":0.7804165,"teacher_disagreement_score":0.25587094,"about_ca_system_score_codex":0.0049972273,"about_ca_system_score_gemma":0.004199184,"threshold_uncertainty_score":0.5147556},"labels":[],"label_agreement":null},{"id":"W3004065162","doi":"10.5430/ijhe.v9n2p200","title":"Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand","year":2020,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince of Songkla University","keywords":"Learning styles; Multiculturalism; Style (visual arts); Mathematics education; Psychology; Pedagogy; Focus group; Pragmatism; Work (physics); Active learning (machine learning); Sociology; Computer science; Engineering; Artificial intelligence; Geography","score_opus":0.01929807687365678,"score_gpt":0.32891635780321427,"score_spread":0.3096182809295575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004065162","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99863964,0.00008070302,0.00020761097,0.00012899468,0.000003336884,0.000027545864,0.0000072911776,0.000002448547,0.00090247655],"genre_scores_gemma":[0.998307,0.00012526625,0.0006914763,0.000047669557,0.0000023206235,0.00003410356,0.00001246597,0.0000014335653,0.0007782592],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984566,0.0006432803,0.00012661504,0.0001254487,0.00030238685,0.00034554565],"domain_scores_gemma":[0.99777716,0.00041742888,0.0005348873,0.000092842456,0.0002854561,0.0008922431],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001609315,0.0002426066,0.00023643747,0.0006463585,0.0019249427,0.0031826166,0.00052828976,0.00042556968,0.0012729034],"category_scores_gemma":[0.002554358,0.00015087222,0.0002916363,0.00071404263,0.0007146982,0.0012665819,0.0018801849,0.0006252495,0.00015847127],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026408408,0.002182337,0.6096271,0.0007946419,0.000046546753,0.0014429996,0.16737886,0.0005353921,0.0058698454,0.0012375207,0.0006668774,0.20995383],"study_design_scores_gemma":[0.000033996792,0.0016604946,0.458362,0.0003058008,0.000045448807,0.0009357977,0.5234041,0.0013304413,0.0031334222,0.00155008,0.009157639,0.0000807579],"about_ca_topic_score_codex":0.0019437623,"about_ca_topic_score_gemma":0.0059986548,"teacher_disagreement_score":0.0031826166,"about_ca_system_score_codex":0.0015211543,"about_ca_system_score_gemma":0.0038271933,"threshold_uncertainty_score":0.011036813},"labels":[],"label_agreement":null},{"id":"W3029441815","doi":"10.3760/cma.j.issn.1674-6554.2011.02.011","title":"The characteristics of autobiographical memory and its correlators in chronicpain patients","year":2011,"lang":"en","type":"article","venue":"Zhonghua xingwei yixue yu naokexue zazhi","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Autobiographical memory; Beck Anxiety Inventory; McGill Pain Questionnaire; Beck Depression Inventory; Psychology; Chronic pain; Clinical psychology; Anxiety; Medicine; Physical therapy; Psychiatry; Cognition; Visual analogue scale","score_opus":0.01636501834602975,"score_gpt":0.24474402512272705,"score_spread":0.2283790067766973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3029441815","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990305,0.0004933099,0.00004718135,0.000030039124,0.000004185399,0.000005870876,0.00005497678,0.0000016622953,0.0003323283],"genre_scores_gemma":[0.9996019,0.00013462122,0.00004018148,0.000015777308,0.00000995932,0.0000043260593,0.00007726851,5.2978737e-7,0.000115291245],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997876,0.00004716009,0.00003288878,0.000037938244,0.000051807332,0.00004259113],"domain_scores_gemma":[0.998066,0.0003035587,0.0011998139,0.00008228772,0.00016430233,0.00018401814],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00028188003,0.00023319876,0.0003105815,0.0008380205,0.0002955677,0.00046747952,0.00016212618,0.00035490736,0.002235481],"category_scores_gemma":[0.0030647833,0.00011564245,0.00023223402,0.00056740927,0.00027385063,0.0004414702,0.00038661915,0.00035261622,0.000177349],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026626795,0.000107680215,0.98964113,0.000057581023,0.000069938935,0.00021472621,0.0007332292,0.000047491732,0.0008149004,0.000026088774,0.000085687294,0.007935375],"study_design_scores_gemma":[0.0000065774548,0.00017850302,0.9981413,0.000009764182,0.000022397762,0.0008462131,0.00040771565,0.00009369257,0.000088343244,0.00004495097,0.00015596522,0.000004496874],"about_ca_topic_score_codex":0.0010407903,"about_ca_topic_score_gemma":0.0013146938,"teacher_disagreement_score":0.002235481,"about_ca_system_score_codex":0.00018912123,"about_ca_system_score_gemma":0.00015076897,"threshold_uncertainty_score":0.007478416},"labels":[],"label_agreement":null},{"id":"W3034396759","doi":"10.1017/dsd.2020.71","title":"ENTREPRENEURIAL MINDSET DEVELOPMENT IN BUSINESS AND ENGINEERING EDUCATION – AN EXPERIMENT","year":2020,"lang":"en","type":"article","venue":"Proceedings of the Design Society DESIGN Conference","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Mindset; Entrepreneurship; Entrepreneurial education; Perception; Test (biology); Management; Psychology; Entrepreneurship education; Engineering ethics; Engineering; Political science; Computer science; Economics","score_opus":0.05448584421545178,"score_gpt":0.2747577236506977,"score_spread":0.22027187943524595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034396759","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984748,0.000006865102,0.00010806334,0.000029271288,0.000012291401,0.00045244716,0.000034962883,0.000004780047,0.0008765494],"genre_scores_gemma":[0.9887736,0.000040387145,0.0017766048,0.00015315722,0.000028520319,0.0024325517,0.000113776405,0.000007860063,0.006673448],"study_design_codex":"nonrandomized_trial","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9974855,0.0005929509,0.00014826558,0.00045122317,0.00065202615,0.0006699949],"domain_scores_gemma":[0.9904626,0.0044305557,0.0006013124,0.0009810041,0.0007684099,0.002756076],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038155904,0.00063977286,0.0008672688,0.0005106121,0.002906713,0.0018679597,0.0013413376,0.001570096,0.007855941],"category_scores_gemma":[0.006706427,0.0008295529,0.0005113398,0.000441457,0.0016394304,0.0011232755,0.0018954824,0.0027251109,0.00090246036],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.040375978,0.72001207,0.03538413,0.0003858512,0.000113372334,0.0008617221,0.043398388,0.0014829338,0.10449421,0.0033006028,0.0012956847,0.048895087],"study_design_scores_gemma":[0.020312928,0.5064445,0.342894,0.00016568815,0.00026013298,0.0004951051,0.02895392,0.006479129,0.0663421,0.0064779553,0.020643324,0.00053119],"about_ca_topic_score_codex":0.0045658797,"about_ca_topic_score_gemma":0.006601278,"teacher_disagreement_score":0.007855941,"about_ca_system_score_codex":0.0013192251,"about_ca_system_score_gemma":0.0027617444,"threshold_uncertainty_score":0.02628076},"labels":[],"label_agreement":null},{"id":"W3048196629","doi":"10.1097/acm.0000000000003643","title":"Idiosyncrasy in Assessment Comments: Do Faculty Have Distinct Writing Styles When Completing In-Training Evaluation Reports?","year":2020,"lang":"en","type":"article","venue":"Academic Medicine","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia; Western University; University of Northern British Columbia; The Wilson Centre","funders":"","keywords":"Generalizability theory; Categorization; Psychology; Sentence; Variety (cybernetics); Learning styles; Writing assessment; Post hoc; Medical education; Mathematics education; Computer science; Natural language processing; Medicine; Artificial intelligence; Developmental psychology","score_opus":0.232325261358611,"score_gpt":0.4655591323122797,"score_spread":0.23323387095366868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3048196629","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98793215,0.00035785505,0.0060628736,0.00078572705,0.00007817466,0.00020036259,0.0005549092,0.00009397094,0.003933976],"genre_scores_gemma":[0.99579704,0.00013550898,0.002669814,0.00033165666,0.00003904583,0.00022573536,0.00033861338,0.0000502169,0.00041238786],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9294801,0.03571513,0.01285098,0.0045652497,0.015586783,0.0018017261],"domain_scores_gemma":[0.63884544,0.217161,0.087710425,0.016391587,0.035196327,0.004695162],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.047452033,0.0003300539,0.00047069023,0.003167918,0.0011620584,0.0032580458,0.0009019828,0.0005782681,0.0014438212],"category_scores_gemma":[0.30965784,0.00031764596,0.00044518005,0.0025788832,0.0021437032,0.002649655,0.0029611601,0.00074921397,0.00057824823],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037032354,0.000112958354,0.82457584,0.0006113224,0.00016956266,0.00019240168,0.07653361,0.00026068144,0.003244168,0.0004998005,0.0024724675,0.09095686],"study_design_scores_gemma":[0.000023791254,0.0003577901,0.9120365,0.0007556163,0.000080239144,0.000638622,0.07125108,0.0011742902,0.0032451982,0.0014577308,0.008858756,0.00012035435],"about_ca_topic_score_codex":0.0017396235,"about_ca_topic_score_gemma":0.004596243,"teacher_disagreement_score":0.95254797,"about_ca_system_score_codex":0.0016341063,"about_ca_system_score_gemma":0.0015694548,"threshold_uncertainty_score":0.25095332},"labels":[],"label_agreement":null},{"id":"W3090722225","doi":"10.1080/13636820.2020.1771081","title":"A case study of teaching styles at One Ontario college","year":2020,"lang":"en","type":"article","venue":"Journal of Vocational Education and Training","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto; Institute for Christian Studies","funders":"","keywords":"Mathematics education; Psychology; Medical education; Medicine","score_opus":0.12394852889783224,"score_gpt":0.37168844662813416,"score_spread":0.2477399177303019,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3090722225","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9812228,0.0002991922,0.0011311374,0.0016068333,0.000056864785,0.00019417223,0.00005404803,0.000023107978,0.0154120205],"genre_scores_gemma":[0.98651683,0.00055444986,0.0016774981,0.00041440764,0.000024393024,0.00006353651,0.000029129911,0.000022374374,0.010697478],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99603194,0.0011738518,0.00017163581,0.00039285957,0.0009839681,0.0012456995],"domain_scores_gemma":[0.99530387,0.001272583,0.00061238906,0.00020896421,0.00055892236,0.0020432516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013210186,0.00035307775,0.00036644159,0.0013363346,0.015396827,0.0028976707,0.0020880576,0.0016442969,0.0048781415],"category_scores_gemma":[0.005476729,0.00047717537,0.0003724475,0.0023610878,0.0051319487,0.0012156554,0.0023751007,0.0020630744,0.00038908518],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011506724,0.00037092093,0.05185244,0.0002467682,0.000019657506,0.090289235,0.8053578,0.00060010987,0.005011665,0.0055871243,0.0033403568,0.03720886],"study_design_scores_gemma":[0.000014983078,0.00028445726,0.027526919,0.0002172316,0.000017735802,0.027955702,0.87808365,0.0006753048,0.0015117853,0.0005414239,0.06311354,0.000057283767],"about_ca_topic_score_codex":0.31471688,"about_ca_topic_score_gemma":0.68237257,"teacher_disagreement_score":0.6852831,"about_ca_system_score_codex":0.01998118,"about_ca_system_score_gemma":0.014240307,"threshold_uncertainty_score":0.62577003},"labels":[],"label_agreement":null},{"id":"W3093959056","doi":"10.5539/ibr.v13n11p77","title":"Flexibility in Learning and Teaching Styles in an Accounting Course. “Deming Towards Kolb”","year":2020,"lang":"en","type":"article","venue":"International Business Research","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Learning styles; Flexibility (engineering); PDCA; Psychology; Teaching method; Higher education; Teaching and learning center; Pedagogy; Mathematics education; Management; Service (business); Quality management; Marketing; Business; Political science","score_opus":0.14126638960752666,"score_gpt":0.48776720014819974,"score_spread":0.34650081054067305,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3093959056","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991498,0.000010403844,0.00014199452,0.000022403976,0.000001948392,0.000010396465,0.0000026487137,0.0000022299623,0.00065828767],"genre_scores_gemma":[0.9987853,0.000014973228,0.0006023186,0.000031795116,0.0000020983255,0.000017972208,0.000009609459,0.0000011666673,0.00053474936],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99859875,0.0005638228,0.00009177281,0.00017002568,0.00039490065,0.0001807318],"domain_scores_gemma":[0.99568,0.002039785,0.0007200942,0.00042424156,0.00016357459,0.00097229634],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021952624,0.0002872909,0.00021858943,0.00039864247,0.00051758665,0.001406424,0.0003317404,0.00032239992,0.0016709294],"category_scores_gemma":[0.0065151555,0.00017421096,0.00032456146,0.00025779422,0.00077356445,0.00063636375,0.001339121,0.00073925767,0.0002466826],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003600491,0.0237129,0.41613123,0.0003517629,0.00016938704,0.0009160086,0.045978434,0.004378222,0.07682234,0.0035761516,0.0009911185,0.423372],"study_design_scores_gemma":[0.00022773765,0.012394003,0.95314944,0.00008184025,0.000048480284,0.00071929407,0.013631824,0.0027955128,0.011243601,0.0022716986,0.0033340594,0.00010250306],"about_ca_topic_score_codex":0.00045754484,"about_ca_topic_score_gemma":0.0011611992,"teacher_disagreement_score":0.0021952624,"about_ca_system_score_codex":0.00064319413,"about_ca_system_score_gemma":0.0006584338,"threshold_uncertainty_score":0.011609852},"labels":[],"label_agreement":null},{"id":"W3096863949","doi":"10.21432/cjlt27882","title":"Use of Learning Objects for Computer Programming-Based Problem Solving","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Adaptability; Simplicity; Computer programming; Computer graphics; Exploit; Learning object; Artificial intelligence; Feature (linguistics); Reusability; Human–computer interaction; Multimedia; Software; Programming language","score_opus":0.02918789008491844,"score_gpt":0.2645378448242787,"score_spread":0.23534995473936027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096863949","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016184973,0.00015427306,0.9750336,0.000103636085,0.000034188655,0.00026327433,0.00002187813,0.0015707349,0.006633402],"genre_scores_gemma":[0.08936578,0.0002413734,0.90449893,0.00006959135,0.000017114115,0.00042145094,0.00007948771,0.00030302073,0.005003279],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986707,0.00048008925,0.00012594243,0.00019131391,0.00044357363,0.000088357396],"domain_scores_gemma":[0.9977913,0.0010978498,0.00020739129,0.0004888095,0.00026996763,0.0001445781],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014291417,0.00076826365,0.00046683446,0.00085089117,0.00047742817,0.0021135672,0.0018914911,0.000784937,0.0042311214],"category_scores_gemma":[0.0038071661,0.00038839827,0.00066118716,0.00054717093,0.000990313,0.0021762457,0.002027611,0.0010852907,0.0012206876],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021646553,0.0006416495,0.002498912,0.0009449499,0.00006828756,0.0004342522,0.003760504,0.017608413,0.061357908,0.166657,0.0021495384,0.74366206],"study_design_scores_gemma":[0.0002887326,0.0019045308,0.0049175937,0.0010302681,0.00028780728,0.002210288,0.0011068289,0.15876141,0.18572907,0.11770098,0.52578795,0.000274584],"about_ca_topic_score_codex":0.00039756866,"about_ca_topic_score_gemma":0.00032422313,"teacher_disagreement_score":0.0042311214,"about_ca_system_score_codex":0.00056119997,"about_ca_system_score_gemma":0.00076716044,"threshold_uncertainty_score":0.014154553},"labels":[],"label_agreement":null},{"id":"W3122209248","doi":"10.1136/annrheumdis-2020-eular.6099","title":"THU0626-HPR IMPORTANCE OF A SYSTEMATIC COGNITIVE ASSESSMENT: IMPLEMENTATION OF A COGNITIVE EVALUATION AND REHABILITATION CLINIC IN RHEUMATIC PATIENTS","year":2020,"lang":"en","type":"article","venue":"Annals of the Rheumatic Diseases","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Medicine; Montreal Cognitive Assessment; Cognition; Rehabilitation; Wechsler Adult Intelligence Scale; Physical therapy; Cognitive rehabilitation therapy; Neuropsychological assessment; Descriptive statistics; Outpatient clinic; Anxiety; Hospital Anxiety and Depression Scale; Neuropsychology; Psychiatry; Clinical psychology; Cognitive impairment; Internal medicine","score_opus":0.0764424480746438,"score_gpt":0.4392757430379162,"score_spread":0.36283329496327243,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3122209248","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79129094,0.0074969977,0.0048363763,0.11989839,0.0051851696,0.018009884,0.0021034693,0.0006563526,0.050522495],"genre_scores_gemma":[0.91385394,0.002182926,0.041100174,0.023616182,0.0019219344,0.01169261,0.0013425602,0.00009783083,0.0041918433],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9861187,0.009470033,0.0013408173,0.000510253,0.0012941945,0.0012660474],"domain_scores_gemma":[0.9614557,0.007094381,0.0029915653,0.0015378463,0.009510892,0.017409503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018561196,0.0003702946,0.0010718242,0.00072135066,0.0020692192,0.0020356723,0.0010518318,0.0022287376,0.009969827],"category_scores_gemma":[0.035473295,0.00037788192,0.0014378361,0.0004894909,0.0005317042,0.0010826034,0.0023552869,0.0020085415,0.0015653685],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008709215,0.014710987,0.14731422,0.0030085123,0.00046401875,0.00087580964,0.0024648248,0.0008292644,0.0023178025,0.000885668,0.07397209,0.7444476],"study_design_scores_gemma":[0.020329215,0.038022477,0.8322048,0.012344253,0.0008958001,0.0014682654,0.005649256,0.004638251,0.0019883227,0.0013411486,0.080701075,0.0004172157],"about_ca_topic_score_codex":0.0128796995,"about_ca_topic_score_gemma":0.02825087,"teacher_disagreement_score":0.018561196,"about_ca_system_score_codex":0.0031263551,"about_ca_system_score_gemma":0.032451577,"threshold_uncertainty_score":0.098162174},"labels":[],"label_agreement":null},{"id":"W3136947718","doi":"10.21810/sfuer.v11i1.755","title":"Lifelong Learning","year":2018,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Cognitive load; Cognition; Working memory; Lifelong learning; Psychology; Cognitive psychology; Dementia; Cognitive decline; Control (management); Computer science; Medicine; Pedagogy; Psychiatry; Artificial intelligence","score_opus":0.03239056837392116,"score_gpt":0.4163635176577571,"score_spread":0.3839729492838359,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3136947718","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008641437,0.0567437,0.0067646513,0.018829301,0.0037840477,0.0005097748,0.0011077258,0.00049040274,0.9031289],"genre_scores_gemma":[0.08040721,0.062506385,0.012253575,0.011693569,0.0018212199,0.00087774853,0.002209339,0.00016267458,0.82806826],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99923277,0.0002208997,0.00006864383,0.000094105126,0.0002774897,0.000106109896],"domain_scores_gemma":[0.99787104,0.0004449816,0.00014115742,0.00021515257,0.0004484716,0.0008791499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012940901,0.000336347,0.00045760747,0.0008338292,0.0010466909,0.0027826552,0.0010978783,0.0011399551,0.13610752],"category_scores_gemma":[0.0032900493,0.000107712556,0.0003725285,0.0010882606,0.0004690849,0.0021028286,0.003536192,0.0010751509,0.05027867],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017852884,0.00018600881,0.0007156978,0.0007031658,0.00001221366,0.000100754914,0.00070211774,0.000047505742,0.00017413075,0.015756104,0.21269895,0.76888555],"study_design_scores_gemma":[0.000008906154,0.00006959148,0.0017200607,0.0006239633,0.000003657882,0.0002002178,0.0004638673,0.00003704519,0.000060844053,0.008592385,0.98821485,0.0000046253544],"about_ca_topic_score_codex":0.00075989426,"about_ca_topic_score_gemma":0.0026768402,"teacher_disagreement_score":0.13610752,"about_ca_system_score_codex":0.0008932682,"about_ca_system_score_gemma":0.0031937365,"threshold_uncertainty_score":0.455325},"labels":[],"label_agreement":null},{"id":"W3168092689","doi":"10.2196/30115","title":"Predicting Writing Styles of Web-Based Materials for Children’s Health Education Using the Selection of Semantic Features: Machine Learning Approach","year":2021,"lang":"en","type":"article","venue":"JMIR Medical Informatics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Machine learning; Feature selection; Artificial intelligence; Random forest; Computer science; Naive Bayes classifier; Health promotion; Natural language processing; Public health; Support vector machine; Medicine; Nursing","score_opus":0.019578149479373672,"score_gpt":0.34115123383938917,"score_spread":0.32157308436001547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3168092689","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9575362,0.00030660475,0.038868748,0.00019543162,0.00003545544,0.00018744354,0.00072302157,0.00045987114,0.0016872382],"genre_scores_gemma":[0.9546863,0.00008796557,0.043490797,0.00003788819,0.000023326324,0.00012083541,0.0008895917,0.000014211419,0.0006492045],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99935526,0.00024220065,0.00008746557,0.00015482181,0.00011419177,0.000046001136],"domain_scores_gemma":[0.99405426,0.004237404,0.0006389621,0.00017803493,0.00072399125,0.00016737821],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017331303,0.0005722154,0.00044097268,0.002477252,0.00023552938,0.0009295178,0.00036329645,0.0005055662,0.0012573872],"category_scores_gemma":[0.0076243305,0.0001619769,0.0007023133,0.0008230653,0.00019363698,0.000511246,0.00034540283,0.0005488976,0.0004720827],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00091618893,0.0012085963,0.3853204,0.0002848101,0.00028027402,0.00026026453,0.00046491384,0.02755625,0.00909871,0.00034018594,0.002771227,0.57149816],"study_design_scores_gemma":[0.000086229695,0.00062569336,0.2811757,0.00012026472,0.00016463215,0.00033475482,0.0005004411,0.7037898,0.010754291,0.0012233787,0.001177522,0.000047462916],"about_ca_topic_score_codex":0.0016985947,"about_ca_topic_score_gemma":0.0025901957,"teacher_disagreement_score":0.002477252,"about_ca_system_score_codex":0.00047833397,"about_ca_system_score_gemma":0.00062452233,"threshold_uncertainty_score":0.009165764},"labels":[],"label_agreement":null},{"id":"W3179267649","doi":"10.24908/pceea.vi0.14898","title":"THE EFFECT OF EXPERIENTIAL ENGAGEMENT WITH VIRTUAL LEARNING ON UNDERGRADUATE STUDENT SUCCESS","year":2021,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto; York University","funders":"","keywords":"Experiential learning; Student engagement; Bridge (graph theory); Psychology; Experiential education; Medical education; Mathematics education; Medicine","score_opus":0.00445610852033759,"score_gpt":0.25448735475510426,"score_spread":0.2500312462347667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3179267649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971595,0.00004166955,0.00013633113,0.000082038634,0.000012358324,0.000017539778,0.000011449896,0.000007365543,0.0025317923],"genre_scores_gemma":[0.99908507,0.000034919223,0.00013445145,0.000022552449,0.000010802306,0.000017997123,0.000017710367,0.0000029984851,0.00067342696],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9958688,0.001585875,0.00023004989,0.00029924038,0.0011828877,0.00083317555],"domain_scores_gemma":[0.96401566,0.014252526,0.0042231297,0.0012871982,0.001643615,0.014577843],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031189718,0.00043571737,0.0003463713,0.0007148877,0.0008628083,0.0029310249,0.0006117623,0.0006050147,0.0072601484],"category_scores_gemma":[0.022998987,0.00016531274,0.0005571202,0.0004649754,0.00082414836,0.00095556263,0.0026881413,0.0013564555,0.00073555706],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024929638,0.022003487,0.7940165,0.00019292673,0.0003558697,0.0003941666,0.009467946,0.0006067107,0.0056446744,0.0009883413,0.001111523,0.16272491],"study_design_scores_gemma":[0.000059029237,0.004315974,0.9855811,0.000048114707,0.000055682827,0.000117096446,0.005924411,0.000512594,0.0012185392,0.0005946977,0.0015367793,0.0000359576],"about_ca_topic_score_codex":0.00075572095,"about_ca_topic_score_gemma":0.0014448322,"teacher_disagreement_score":0.9992443,"about_ca_system_score_codex":0.00051253894,"about_ca_system_score_gemma":0.00081223226,"threshold_uncertainty_score":0.024287581},"labels":[],"label_agreement":null},{"id":"W3196385630","doi":"10.36315/2021pad30","title":"ATTITUDES TOWARD LEARNING PREFERENCE:THE RELATION WITH PERSONALITY","year":2020,"lang":"en","type":"book-chapter","venue":"Advances in psychology and psychological trends","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Facet (psychology); Psychology; Big Five personality traits; Conscientiousness; Personality; Extraversion and introversion; Style (visual arts); Variance (accounting); Multilevel model; Preference; Agreeableness; Social psychology","score_opus":0.12550782801136343,"score_gpt":0.39684644073351105,"score_spread":0.27133861272214765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3196385630","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99685186,0.00027782135,0.00021606233,0.000112805756,0.000020045647,0.000013860367,0.00011787459,0.000005972747,0.0023837485],"genre_scores_gemma":[0.99719846,0.00019691217,0.00021868396,0.00007028214,0.0000127823605,0.000014850836,0.00012678503,0.0000030095093,0.002158142],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99972886,0.00009642348,0.000025892969,0.00003201425,0.00008318552,0.000033637563],"domain_scores_gemma":[0.9962662,0.0020036965,0.00078931963,0.00015842784,0.00024730404,0.0005351699],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070717145,0.0002423338,0.00016181651,0.0005159112,0.00032001227,0.00080088264,0.00021287559,0.0003129674,0.0066032703],"category_scores_gemma":[0.004902404,0.000116217074,0.00022647517,0.0004399945,0.00023702274,0.000450532,0.0004557343,0.00072310166,0.0009008757],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058449485,0.00015593471,0.9840799,0.000017198905,0.00002151738,0.00007665467,0.00047347066,0.000051283412,0.00017263611,0.00005101182,0.00026886223,0.014573085],"study_design_scores_gemma":[0.0000037652228,0.000121519064,0.99766976,0.000014179979,0.000009089764,0.00029146654,0.000915879,0.00026123456,0.00008337089,0.00013130174,0.0004936671,0.000004767465],"about_ca_topic_score_codex":0.0010870239,"about_ca_topic_score_gemma":0.0024011699,"teacher_disagreement_score":0.0066032703,"about_ca_system_score_codex":0.00017488084,"about_ca_system_score_gemma":0.00014508591,"threshold_uncertainty_score":0.022090137},"labels":[],"label_agreement":null},{"id":"W3199177554","doi":"10.58459/icce.2012.554","title":"A Framework for Analyzing Course Contents in Learning Management Systems with Respect to Learning Styles","year":2012,"lang":"en","type":"article","venue":"International Conference on Computers in Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Course (navigation); Computer science; Learning styles; Learning Management; Mathematics education; Knowledge management; Psychology; Engineering; Multimedia","score_opus":0.05770946140857206,"score_gpt":0.39338071613528314,"score_spread":0.33567125472671105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3199177554","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018139098,0.00036311016,0.9696657,0.00061606866,0.000044252578,0.00072406785,0.00026200226,0.00061595294,0.009569808],"genre_scores_gemma":[0.0872794,0.00017487307,0.9099306,0.000107604224,0.000024972403,0.0005947204,0.00044953477,0.000067465815,0.0013708964],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9941288,0.0022903194,0.0009018827,0.00092442357,0.0013897386,0.00036483482],"domain_scores_gemma":[0.99407935,0.0027251176,0.00071400945,0.00075891253,0.0012976314,0.00042509407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007777341,0.0016185312,0.00062595133,0.00597463,0.0017772814,0.006397489,0.0019215534,0.0014441279,0.0022998848],"category_scores_gemma":[0.009961179,0.000624723,0.0023031926,0.0035168352,0.004117732,0.0054823863,0.0023449243,0.0023728714,0.00080591737],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013230981,0.00073962694,0.020130143,0.00077551126,0.00019243272,0.0005620285,0.016605414,0.019921375,0.009976697,0.6099131,0.0042069512,0.31684434],"study_design_scores_gemma":[0.00012106474,0.00060883386,0.025682526,0.001344332,0.00024860958,0.001208054,0.012606769,0.1573456,0.0073728617,0.67832726,0.114858426,0.0002756033],"about_ca_topic_score_codex":0.010191107,"about_ca_topic_score_gemma":0.007938208,"teacher_disagreement_score":0.010191107,"about_ca_system_score_codex":0.003893924,"about_ca_system_score_gemma":0.0043889554,"threshold_uncertainty_score":0.04113102},"labels":[],"label_agreement":null},{"id":"W3201366167","doi":"10.7202/1080657ar","title":"Le Profil fonctionnel : les apports de la neuropsychologie à l’adaptation scolaire","year":2021,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Humanities; Psychology; Philosophy","score_opus":0.038657666820395176,"score_gpt":0.34326631540093827,"score_spread":0.3046086485805431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3201366167","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.71379584,0.016234912,0.06261525,0.009278195,0.0005999432,0.00020056809,0.0004405806,0.00077631715,0.19605839],"genre_scores_gemma":[0.96459174,0.0046933033,0.012756133,0.0006031107,0.0001536319,0.00009595059,0.000100768,0.00011039707,0.016894836],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9991097,0.0003501284,0.000063180625,0.00013299873,0.00023085995,0.00011325293],"domain_scores_gemma":[0.99784636,0.0008503073,0.00033018118,0.0003094724,0.0004926747,0.00017088687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018403786,0.0011234687,0.0002856824,0.002026767,0.0009996154,0.004104741,0.00074924476,0.0009514648,0.0067060827],"category_scores_gemma":[0.0056904647,0.00023572259,0.00052092253,0.0012406163,0.005542729,0.003665244,0.0012684701,0.0014780803,0.0010522803],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003184807,0.00011414128,0.08249118,0.00073023734,0.000115884905,0.0053968066,0.060016394,0.0015259284,0.022645518,0.06416833,0.0036143789,0.7588628],"study_design_scores_gemma":[0.00007174354,0.0010295863,0.4666826,0.0018962959,0.00020517549,0.035081796,0.06084355,0.004175129,0.031678945,0.115817755,0.28203404,0.0004833657],"about_ca_topic_score_codex":0.010697148,"about_ca_topic_score_gemma":0.008678968,"teacher_disagreement_score":0.010697148,"about_ca_system_score_codex":0.0018980858,"about_ca_system_score_gemma":0.0016913401,"threshold_uncertainty_score":0.022434115},"labels":[],"label_agreement":null},{"id":"W3210925645","doi":"10.5430/ijhe.v11n2p120","title":"Teaching Approaches Compatible with First-Year Accounting Student Teachers’ Learning Styles: Theoretical and Phenomenological Perspectives","year":2021,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructivism (international relations); Learning styles; Social constructivism; Mathematics education; Psychology; Constructivist teaching methods; Theory of multiple intelligences; Teaching method; Pedagogy","score_opus":0.023592651361493654,"score_gpt":0.339260045288848,"score_spread":0.3156673939273544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3210925645","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98754245,0.00036977482,0.0029183747,0.0008168238,0.000021146361,0.00005822217,0.000022548624,0.000012263636,0.0082385065],"genre_scores_gemma":[0.9975616,0.0002486246,0.000862462,0.000079888436,0.000005278121,0.00002919912,0.000012046337,0.0000041453304,0.0011968038],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980836,0.0009787908,0.00010334927,0.00018056709,0.0003907032,0.00026293812],"domain_scores_gemma":[0.99545276,0.0030675507,0.0005217065,0.0002157926,0.0004431372,0.00029909366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003520403,0.00023341322,0.00033204412,0.0016287861,0.0025899322,0.0056979894,0.00083796383,0.0007769394,0.0009968384],"category_scores_gemma":[0.006933941,0.00028940718,0.0002897401,0.0011648057,0.004935638,0.0029856025,0.001876197,0.0011582937,0.00014246948],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043217577,0.00014083495,0.025680214,0.00019669774,0.000007767811,0.00076320465,0.945294,0.00010744424,0.0017310566,0.0074382164,0.00029216846,0.018305162],"study_design_scores_gemma":[0.000006412348,0.00007275187,0.010951727,0.0001252269,0.000007101857,0.00070188503,0.9768759,0.00022624015,0.0007966768,0.0024506631,0.0077622165,0.000023256265],"about_ca_topic_score_codex":0.0022925176,"about_ca_topic_score_gemma":0.004101201,"teacher_disagreement_score":0.0056979894,"about_ca_system_score_codex":0.0024183989,"about_ca_system_score_gemma":0.0021117558,"threshold_uncertainty_score":0.018617868},"labels":[],"label_agreement":null},{"id":"W3212515403","doi":"10.48036/apims.v17i3.486","title":"The Preferred Learning Styles Among the Undergraduate Dental Students at Foundation University College of Dentistry, Islamabad","year":2021,"lang":"en","type":"article","venue":"Annals of PIMS-Shaheed Zulfiqar Ali Bhutto Medical University","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Abbott (Canada)","funders":"","keywords":"Learning styles; Preference; Psychology; Style (visual arts); Mathematics education; Population; Foundation (evidence); Reading (process); Dentistry; Medical education; Medicine; Mathematics; Statistics; Geography","score_opus":0.037366002391644615,"score_gpt":0.32272547430605414,"score_spread":0.2853594719144095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3212515403","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993254,0.00016585669,0.000019190758,0.00006636213,0.0000042772454,0.000008600417,0.000055416556,0.0000013959235,0.00035361323],"genre_scores_gemma":[0.9992755,0.00024505923,0.00009529207,0.000049409344,0.0000047707777,0.000007116903,0.000044455202,7.1264145e-7,0.00027770942],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994961,0.00006864569,0.000053636784,0.000049406775,0.00021455411,0.00011757233],"domain_scores_gemma":[0.9985971,0.00018506614,0.0005260768,0.000027426891,0.00022457763,0.0004397289],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00051383424,0.0001835345,0.000259964,0.00074343965,0.00039942743,0.0007448363,0.00023273386,0.00030306267,0.0023816163],"category_scores_gemma":[0.0020190561,0.0001648418,0.00021436611,0.0005248397,0.0002587822,0.00036796488,0.00040684003,0.00038356867,0.0003272734],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006323538,0.00017628551,0.98362494,0.000069845955,0.000011316761,0.00020766717,0.0018536437,0.000022359456,0.0007171904,0.000018575025,0.0002853458,0.012949668],"study_design_scores_gemma":[0.0000062395384,0.00038975163,0.99073774,0.000042158455,0.0000079846395,0.00094072724,0.006842618,0.00007735159,0.00018403085,0.000030037254,0.0007303889,0.0000108839195],"about_ca_topic_score_codex":0.0026476372,"about_ca_topic_score_gemma":0.004808892,"teacher_disagreement_score":0.0026476372,"about_ca_system_score_codex":0.00033253737,"about_ca_system_score_gemma":0.00050900195,"threshold_uncertainty_score":0.007967293},"labels":[],"label_agreement":null},{"id":"W330985409","doi":"10.28945/3002","title":"Getting Practical With Learning Styles In “Live” and Computer-based Training Settings","year":2006,"lang":"en","type":"article","venue":"Informing Science and IT Education Conference","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"British Columbia Institute of Technology","funders":"","keywords":"Learning styles; Computer science; Presentation (obstetrics); Experiential learning; Training (meteorology); Cognitive style; Active learning (machine learning); Mathematics education; Knowledge management; Psychology; Artificial intelligence; Cognition","score_opus":0.02862380465728408,"score_gpt":0.3336944180958001,"score_spread":0.305070613438516,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W330985409","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98822904,0.000083372666,0.003175719,0.000283994,0.000019670555,0.000042891,0.000024800594,0.00003388178,0.008106564],"genre_scores_gemma":[0.99526477,0.000091722,0.0023450418,0.00015353427,0.000008444529,0.000030959913,0.000035385056,0.000009613084,0.0020606115],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.998173,0.00079738797,0.00012508982,0.00025299174,0.00045809665,0.00019345066],"domain_scores_gemma":[0.98992145,0.004820359,0.0017047407,0.0008484831,0.0010911562,0.0016138443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021165642,0.0003109619,0.00020008252,0.0005544992,0.00050470984,0.0025319855,0.00047184428,0.0004891022,0.0037681442],"category_scores_gemma":[0.014981681,0.00014565785,0.00029280476,0.00026960918,0.0011188105,0.0018513632,0.0014188801,0.0011269968,0.000519445],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005333526,0.0025436627,0.44815248,0.00043995152,0.00009629469,0.00042238223,0.10961578,0.00072646124,0.017255,0.0037931018,0.0031830054,0.4132386],"study_design_scores_gemma":[0.000088499684,0.0029590793,0.80473536,0.0002592495,0.000060458922,0.0013665874,0.15499926,0.0027964576,0.007862953,0.009988808,0.014710447,0.00017282426],"about_ca_topic_score_codex":0.0005315398,"about_ca_topic_score_gemma":0.001649952,"teacher_disagreement_score":0.0037681442,"about_ca_system_score_codex":0.0005057397,"about_ca_system_score_gemma":0.00032179712,"threshold_uncertainty_score":0.012605727},"labels":[],"label_agreement":null},{"id":"W4200340158","doi":"10.1177/03064190211058379","title":"Unordinary: An evaluation of lecture-free activities using a repertory grid","year":2021,"lang":"en","type":"article","venue":"International Journal of Mechanical Engineering Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Prince Edward Island","funders":"University of Prince Edward Island","keywords":"Repertory grid; Formative assessment; Summative assessment; Construct (python library); Experiential learning; Personal construct theory; Mathematics education; Psychology; Ranking (information retrieval); Preference; Grid; Descriptive statistics; Computer science; Artificial intelligence; Social psychology; Mathematics","score_opus":0.037420784378705274,"score_gpt":0.3645833776684249,"score_spread":0.32716259328971964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200340158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9703312,0.00011617805,0.023464832,0.00006958923,0.00003523051,0.0011526664,0.00021162025,0.0002830604,0.0043356116],"genre_scores_gemma":[0.9477776,0.000175586,0.04822896,0.00004388553,0.000014136914,0.0009037733,0.00032087154,0.00009465345,0.0024405976],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.992183,0.0049138023,0.00072170515,0.0005953483,0.0013007497,0.00028532618],"domain_scores_gemma":[0.9766217,0.014397401,0.0010250501,0.0026068534,0.0039012348,0.0014477514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076145735,0.0006324195,0.0005845212,0.0017377109,0.0007150096,0.0012511285,0.001330811,0.00049393094,0.0020776016],"category_scores_gemma":[0.026019096,0.000239886,0.00038475305,0.001161119,0.00077753415,0.0012614736,0.002233337,0.0004060903,0.00052259327],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008101091,0.011751438,0.046829306,0.0026774067,0.0001655622,0.000546649,0.040551335,0.009239159,0.041671265,0.0033506465,0.0025224574,0.8325937],"study_design_scores_gemma":[0.0035806652,0.11544736,0.46231452,0.0014489383,0.00075823284,0.0024231412,0.09068742,0.09460796,0.15026233,0.011818382,0.06579236,0.0008586865],"about_ca_topic_score_codex":0.0013933191,"about_ca_topic_score_gemma":0.0027380497,"teacher_disagreement_score":0.0076145735,"about_ca_system_score_codex":0.00068127824,"about_ca_system_score_gemma":0.0008491651,"threshold_uncertainty_score":0.04027015},"labels":[],"label_agreement":null},{"id":"W4205753413","doi":"10.1080/02699931.2021.2023108","title":"Why might negative mood help or hinder inhibitory performance? An exploration of thinking styles using a Navon induction","year":2022,"lang":"en","type":"article","venue":"Cognition & Emotion","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Psychology; Cognitive psychology; Mood; Social psychology","score_opus":0.1110531598778926,"score_gpt":0.32946342018813496,"score_spread":0.21841026031024235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205753413","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97853136,0.00014175412,0.009134411,0.00029341702,0.000077527795,0.00028455854,0.00026902716,0.00008167354,0.011186299],"genre_scores_gemma":[0.9829305,0.00013587484,0.010636026,0.00020931596,0.00004126773,0.000873037,0.00024692772,0.00003957937,0.004887605],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99945825,0.00018775633,0.00005035502,0.00012749052,0.00012222317,0.000053894302],"domain_scores_gemma":[0.9973901,0.0014516138,0.00039217746,0.00036034727,0.00022775507,0.00017807276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013849938,0.0005146337,0.0004039867,0.00061920926,0.00043817525,0.0010704579,0.0004220904,0.00036149408,0.005522829],"category_scores_gemma":[0.005021319,0.00017854093,0.00052578805,0.0003904112,0.0007437387,0.0005050927,0.0006802807,0.000985942,0.000451176],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010691783,0.007038605,0.39194125,0.0006054047,0.0002410574,0.0009919272,0.02441946,0.0014331576,0.12246371,0.029062605,0.005882337,0.40522867],"study_design_scores_gemma":[0.0011178065,0.009985037,0.8687218,0.00020888257,0.00041730423,0.0010423452,0.008926583,0.022546768,0.030707294,0.040055305,0.01613073,0.00014018524],"about_ca_topic_score_codex":0.0006894157,"about_ca_topic_score_gemma":0.0011850118,"teacher_disagreement_score":0.005522829,"about_ca_system_score_codex":0.00056861463,"about_ca_system_score_gemma":0.0003828074,"threshold_uncertainty_score":0.018475652},"labels":[],"label_agreement":null},{"id":"W4221003138","doi":"10.5430/wjel.v12n2p226","title":"Integration of Instructional Models and Learning Styles for Open and Distance Learning Environment","year":2022,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Teknologi MARA","keywords":"Distance education; Deliverable; Learning styles; Computer science; Process (computing); Educational technology; Online learning; The Internet; Instructional simulation; Instructional design; Knowledge management; Mathematics education; Multimedia; Psychology; World Wide Web; Engineering","score_opus":0.01911612033975171,"score_gpt":0.2868205272415838,"score_spread":0.2677044069018321,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221003138","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42517078,0.008109082,0.47577235,0.005524645,0.0005744217,0.0023233641,0.00044047108,0.0012055557,0.08087936],"genre_scores_gemma":[0.62662494,0.0026028852,0.36259547,0.00064318103,0.00008738531,0.0010355677,0.0003607332,0.000109334724,0.0059405128],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9958353,0.001732396,0.00042493682,0.00031829393,0.0015642701,0.00012470884],"domain_scores_gemma":[0.98977077,0.004794046,0.0011084323,0.0009700182,0.002634222,0.00072260393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044044643,0.00052495475,0.00044412416,0.0015494145,0.00035721457,0.003386333,0.0008955269,0.0005345209,0.0013891911],"category_scores_gemma":[0.012087629,0.00019946384,0.0006828051,0.0006931046,0.00056674576,0.0021901932,0.0012926668,0.0013400288,0.00053973316],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027792706,0.0018057203,0.048073735,0.0014985073,0.00013635732,0.00015433415,0.006854892,0.0032222217,0.008132405,0.03222601,0.0028143045,0.8948036],"study_design_scores_gemma":[0.0006102569,0.007375409,0.25148115,0.009665485,0.0017468339,0.0033063344,0.04152874,0.097614765,0.04427824,0.20736493,0.33426017,0.0007676898],"about_ca_topic_score_codex":0.0009949711,"about_ca_topic_score_gemma":0.001706698,"teacher_disagreement_score":0.0044044643,"about_ca_system_score_codex":0.0017259767,"about_ca_system_score_gemma":0.002405829,"threshold_uncertainty_score":0.023293316},"labels":[],"label_agreement":null},{"id":"W4224084337","doi":"10.46747/cfp.6804308","title":"Applying constructive alignment and cognitive load in teaching","year":2022,"lang":"en","type":"article","venue":"Canadian Family Physician","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Constructive; Queen (butterfly); Primary care; Computer science; Field (mathematics); Cognition; Medical education; Data science; Mathematics education; Medicine; Psychology; Family medicine; Process (computing); Psychiatry","score_opus":0.016635122572515565,"score_gpt":0.26512355185476105,"score_spread":0.2484884292822455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224084337","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8200901,0.00045751635,0.04465893,0.0019450331,0.0001735475,0.000921531,0.00006791533,0.00035684337,0.13132858],"genre_scores_gemma":[0.97758377,0.00024201887,0.018220512,0.0002130207,0.000048605365,0.00045760212,0.00005442753,0.00005179306,0.0031282555],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9890182,0.0051866667,0.0003650992,0.0007209137,0.003941694,0.0007674006],"domain_scores_gemma":[0.96610135,0.023764659,0.002595786,0.0024296734,0.0024374737,0.0026711428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006892095,0.0007938966,0.000457268,0.002436092,0.0014104472,0.004828354,0.0012896489,0.0006632101,0.0050991047],"category_scores_gemma":[0.047183514,0.00031112143,0.0004757953,0.0020989068,0.0027911472,0.003486584,0.004693884,0.0017364548,0.00061869336],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008891631,0.0072226743,0.0778411,0.00046768776,0.0001098492,0.00020944592,0.02556023,0.0041368506,0.0059583234,0.036014464,0.0038083293,0.8377819],"study_design_scores_gemma":[0.0017223156,0.008968308,0.5595382,0.00092016096,0.0004240427,0.0009769687,0.05435055,0.04412833,0.019357888,0.27102315,0.03818019,0.0004098549],"about_ca_topic_score_codex":0.005418133,"about_ca_topic_score_gemma":0.007293595,"teacher_disagreement_score":0.006892095,"about_ca_system_score_codex":0.0038036504,"about_ca_system_score_gemma":0.005594526,"threshold_uncertainty_score":0.036449373},"labels":[],"label_agreement":null},{"id":"W4232497256","doi":"10.3410/f.734297923.793569860","title":"Faculty Opinions recommendation of Overexpression of striatal D2 receptors reduces motivation thereby decreasing food anticipatory activity.","year":2020,"lang":"en","type":"dataset","venue":"Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Receptor; Psychology; Dopamine receptor D2; Neuroscience; Chemistry; Food science; Biochemistry","score_opus":0.06932567920826538,"score_gpt":0.38626272087145813,"score_spread":0.31693704166319275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232497256","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010296474,0.00020494516,0.00013496133,0.00037981468,0.0001540278,0.000039045146,0.9959914,0.00053369405,0.0015323685],"genre_scores_gemma":[0.0014824499,0.00010379274,0.00054838875,0.00019882408,0.000025975718,0.000116777024,0.99530125,0.00005508791,0.0021674898],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992637,0.00013742286,0.000065011285,0.00023391245,0.000182484,0.00011738056],"domain_scores_gemma":[0.99838865,0.00045991087,0.00014842642,0.000320359,0.000429859,0.0002528141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013638767,0.0023850277,0.0013878709,0.0016355958,0.0008022556,0.0022266167,0.0023654015,0.002577939,0.048151847],"category_scores_gemma":[0.005198405,0.00052282773,0.0021028495,0.0018180913,0.0004009559,0.0009360385,0.0014617412,0.0016220387,0.058108777],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019629621,0.000065103144,0.0016222628,0.0005176427,0.000057457164,0.000022260985,0.000012491021,0.00020193793,0.00023198604,0.00014476888,0.99302846,0.0038993345],"study_design_scores_gemma":[0.0017990468,0.00016635582,0.022522807,0.000552247,0.00027488032,0.00021517328,0.0001457729,0.0030004522,0.0017386139,0.002238973,0.96725,0.00009568804],"about_ca_topic_score_codex":0.026433244,"about_ca_topic_score_gemma":0.07517123,"teacher_disagreement_score":0.048151847,"about_ca_system_score_codex":0.0012390139,"about_ca_system_score_gemma":0.0018513764,"threshold_uncertainty_score":0.161084},"labels":[],"label_agreement":null},{"id":"W4241901147","doi":"10.32920/14641896","title":"A New Look at Retest Learning in Older Adults: Learning in the Absence of Item-Specific Effects","year":2021,"lang":"en","type":"preprint","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Psychology; Memorization; Anxiety; Cognitive psychology; Perception; Session (web analytics); Developmental psychology; Clinical psychology; Computer science","score_opus":0.015387113898133188,"score_gpt":0.281839359421597,"score_spread":0.2664522455234638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241901147","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95778954,0.0042682705,0.030331219,0.001152388,0.00021243731,0.0002087558,0.00025901012,0.00023566122,0.005542718],"genre_scores_gemma":[0.9857379,0.0004891481,0.010359103,0.00073451677,0.00013113789,0.00011222469,0.0002625963,0.00015749519,0.0020158174],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9920101,0.0031978877,0.000581239,0.0020732828,0.0019166688,0.00022080181],"domain_scores_gemma":[0.90967274,0.050885342,0.009432435,0.021194812,0.007361732,0.001452871],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023756256,0.0006797852,0.0011837764,0.0014424634,0.000722354,0.002260432,0.001384331,0.0012497308,0.0015283754],"category_scores_gemma":[0.08555372,0.00057733903,0.0009771311,0.0008885128,0.0027142717,0.00465119,0.0018660511,0.0023164758,0.00026826918],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024707993,0.0019066498,0.637454,0.000977749,0.0015099257,0.0010771406,0.024083043,0.001767868,0.05079134,0.0052388143,0.0019096697,0.27081308],"study_design_scores_gemma":[0.000049711012,0.00410343,0.9534232,0.00021228376,0.00040736236,0.0014166693,0.0028043916,0.0021335369,0.019033622,0.009309597,0.0069229216,0.00018333072],"about_ca_topic_score_codex":0.0031214636,"about_ca_topic_score_gemma":0.0066837682,"teacher_disagreement_score":0.023756256,"about_ca_system_score_codex":0.000610227,"about_ca_system_score_gemma":0.0008732965,"threshold_uncertainty_score":0.12563658},"labels":[],"label_agreement":null},{"id":"W4245153966","doi":"10.4018/978-1-7998-0420-8.ch010","title":"Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Design Studio Courses","year":2019,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Kwantlen Polytechnic University","funders":"","keywords":"Teamwork; Studio; Outcome (game theory); Design studio; Set (abstract data type); Value (mathematics); Work (physics); Engineering management; Knowledge management; Engineering; Computer science; Psychology; Engineering ethics; Mathematics education; Management; Mechanical engineering","score_opus":0.05400330296081352,"score_gpt":0.3677083978630692,"score_spread":0.3137050949022557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245153966","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8171507,0.00060571765,0.12666191,0.0003671149,0.00004349653,0.0004062832,0.00090609654,0.00019578994,0.053662896],"genre_scores_gemma":[0.95424247,0.00026070207,0.037836887,0.00003633069,0.0000056356453,0.0004492182,0.0005877792,0.00007213591,0.0065088263],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990427,0.00045212285,0.00004598311,0.000083366205,0.0002682615,0.00010762584],"domain_scores_gemma":[0.99605995,0.0031228946,0.00027445576,0.00009575871,0.00030127692,0.00014576083],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022806397,0.00045756908,0.00030657582,0.0036470783,0.0005108872,0.00336934,0.000644257,0.00049506314,0.0034642564],"category_scores_gemma":[0.0065415544,0.00014033726,0.0007350053,0.0041868,0.0008393024,0.0015279375,0.0011699508,0.0010101714,0.00036052128],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001851452,0.0009997798,0.29032394,0.00051848305,0.00019059922,0.00034126043,0.015027664,0.028508011,0.0035969203,0.15364212,0.0048133484,0.5018527],"study_design_scores_gemma":[0.00003107372,0.00080706785,0.61329615,0.00067389035,0.000113513895,0.00039050166,0.027036386,0.19146697,0.004372669,0.14196514,0.01971564,0.00013104889],"about_ca_topic_score_codex":0.0062987953,"about_ca_topic_score_gemma":0.0076074246,"teacher_disagreement_score":0.0062987953,"about_ca_system_score_codex":0.0021262933,"about_ca_system_score_gemma":0.0015161544,"threshold_uncertainty_score":0.015427411},"labels":[],"label_agreement":null},{"id":"W4250016942","doi":"10.1007/978-1-4419-1428-6_152","title":"Personalized Learning Systems","year":2012,"lang":"en","type":"book-chapter","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Computer science; Human–computer interaction","score_opus":0.04512205728016206,"score_gpt":0.2968380279987569,"score_spread":0.25171597071859486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250016942","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007695882,0.006755717,0.22480084,0.0013996736,0.0010972035,0.00018229411,0.0011844442,0.010335375,0.7465486],"genre_scores_gemma":[0.043971743,0.005454654,0.052952766,0.0005318151,0.00038855048,0.00013019025,0.0020539202,0.0009382047,0.89357805],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99977976,0.000023835877,0.000008242567,0.00005208628,0.0001154656,0.000020578149],"domain_scores_gemma":[0.99987066,0.000026893085,0.0000048486586,0.000059537088,0.000023095903,0.00001492407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001765341,0.0005407912,0.00031402396,0.0006271426,0.0004778445,0.0021578728,0.00086261437,0.00082206825,0.06800581],"category_scores_gemma":[0.0005637401,0.0002734731,0.00026606736,0.001109603,0.00024743355,0.0032341196,0.0011880447,0.00096383377,0.028363463],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025368448,0.00006305664,0.00017582277,0.00017158923,0.0000145357335,0.000047747457,0.00016090412,0.0021095525,0.0026772597,0.061957832,0.14063272,0.7919636],"study_design_scores_gemma":[0.000007012001,0.00002073674,0.0005886329,0.00009294536,0.000013913148,0.00018423185,0.0000665251,0.0061993394,0.0024077613,0.037365314,0.9530354,0.00001820128],"about_ca_topic_score_codex":0.00079233217,"about_ca_topic_score_gemma":0.0013822477,"teacher_disagreement_score":0.06800581,"about_ca_system_score_codex":0.00046554554,"about_ca_system_score_gemma":0.00035460113,"threshold_uncertainty_score":0.22750205},"labels":[],"label_agreement":null},{"id":"W4250745262","doi":"10.24124/2013/bpgub1599","title":"A comparative study of Chinese ESL university students' learning styles and Canadian university students' learning styles","year":2013,"lang":"en","type":"dissertation","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Northern British Columbia","funders":"","keywords":"Learning styles; Experiential learning; Mathematics education; Psychology; Style (visual arts); Zhàng; Pedagogy; China; Geography","score_opus":0.014748508386996945,"score_gpt":0.31598936974425296,"score_spread":0.30124086135725603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250745262","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99890566,0.000051301693,0.000010089683,0.000026892792,0.0000028102309,0.000008316003,0.000041359024,4.398792e-7,0.00095314457],"genre_scores_gemma":[0.9983382,0.00018362982,0.00007821434,0.000058116533,0.0000039494375,0.000015793079,0.00011220014,0.0000013030582,0.0012085335],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99942076,0.00005233461,0.000036552246,0.00006630634,0.000175141,0.00024891846],"domain_scores_gemma":[0.99771273,0.00027787787,0.00021827986,0.00005960995,0.0009310996,0.00080038095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001121825,0.00037351224,0.00042172542,0.002575553,0.004732787,0.0012579287,0.0004928462,0.0003121688,0.002331117],"category_scores_gemma":[0.0021003096,0.00021584195,0.00051991874,0.0046441,0.0011567076,0.0005797059,0.0009511753,0.0005740602,0.0002066586],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027045736,0.0004666275,0.8622643,0.00008192985,0.000060691702,0.000387266,0.10496366,0.000038578542,0.0012075397,0.0005543138,0.00086515245,0.02883953],"study_design_scores_gemma":[0.000010424693,0.0001402497,0.9489934,0.000022861359,0.000023547947,0.00005600176,0.04952169,0.00006369945,0.000103492464,0.00004431304,0.0010029448,0.000017373171],"about_ca_topic_score_codex":0.79319996,"about_ca_topic_score_gemma":0.9059248,"teacher_disagreement_score":0.20680004,"about_ca_system_score_codex":0.009355762,"about_ca_system_score_gemma":0.01090509,"threshold_uncertainty_score":0.41603583},"labels":[],"label_agreement":null},{"id":"W4253396816","doi":"10.3410/f.1003090.201007","title":"Faculty Opinions recommendation of Selective attention determines emotional responses to novel visual stimuli.","year":2003,"lang":"en","type":"dataset","venue":"Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Selective attention; Visual attention; Psychology; Cognitive psychology; Neuroscience; Perception; Cognition","score_opus":0.05450902616817367,"score_gpt":0.4213704646695095,"score_spread":0.36686143850133585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253396816","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013390249,0.00014962874,0.00030119513,0.00026652464,0.00010786619,0.00007817591,0.994902,0.0008402715,0.0020151616],"genre_scores_gemma":[0.0022065737,0.00006464806,0.0006915719,0.000069652684,0.000023952498,0.00018288124,0.99376416,0.00008569004,0.0029107798],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99885225,0.00019899585,0.00011670949,0.0003805117,0.00028171996,0.00016975804],"domain_scores_gemma":[0.9963237,0.000841116,0.00030227317,0.0010348932,0.0011233927,0.0003747529],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021354214,0.0028819921,0.0017684081,0.0027935847,0.000909698,0.003137355,0.0039081727,0.0026620217,0.051972028],"category_scores_gemma":[0.010940738,0.00078063074,0.0020411091,0.0028829968,0.00040564162,0.0010091575,0.0015929654,0.0017065387,0.07688707],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022989306,0.000079459365,0.0025915091,0.0004995405,0.0000586071,0.00001708118,0.00001492055,0.00022714365,0.00028712608,0.00013785646,0.9889333,0.0069234846],"study_design_scores_gemma":[0.0017242302,0.00013231616,0.061132073,0.0005055121,0.00040396486,0.00019159922,0.00014627945,0.0064809276,0.0042770877,0.0018656271,0.9230325,0.00010795932],"about_ca_topic_score_codex":0.0324285,"about_ca_topic_score_gemma":0.06323647,"teacher_disagreement_score":0.051972028,"about_ca_system_score_codex":0.0016173149,"about_ca_system_score_gemma":0.002707362,"threshold_uncertainty_score":0.17386377},"labels":[],"label_agreement":null},{"id":"W4280516169","doi":"10.1097/acm.0000000000004738","title":"Debunking the Learning-Styles Hypothesis in Medical Education","year":2022,"lang":"en","type":"article","venue":"Academic Medicine","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Learning styles; Psychology; Medical education; Mathematics education; Medicine","score_opus":0.041603476344155496,"score_gpt":0.37017649463686314,"score_spread":0.32857301829270763,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4280516169","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86037713,0.005807104,0.004158135,0.08805321,0.0011901992,0.00003679304,0.00019634757,0.00003860635,0.040142536],"genre_scores_gemma":[0.9909208,0.0006411953,0.00076503976,0.0052863136,0.0006980649,0.000020890337,0.000043693766,0.000022750755,0.0016012792],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9951396,0.0022235308,0.00019025027,0.0008656993,0.0012427202,0.0003381495],"domain_scores_gemma":[0.90108204,0.07748601,0.0056199366,0.0061279265,0.004156317,0.0055277557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01667488,0.0005252275,0.00061974826,0.0016013377,0.001621465,0.0045270133,0.0021197824,0.0024601559,0.012970766],"category_scores_gemma":[0.054541465,0.00027106647,0.00073593535,0.0012968996,0.009053612,0.007207054,0.0035255922,0.006116325,0.00079147005],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015795238,0.0020020765,0.4718327,0.0003640562,0.0008212854,0.00046947095,0.014575657,0.0016662996,0.0014445479,0.2851238,0.009956313,0.21016419],"study_design_scores_gemma":[0.00037942576,0.00044108706,0.6270502,0.00036164268,0.0002581871,0.00025197875,0.013297354,0.0033389772,0.00085812074,0.34575534,0.007898344,0.00010918638],"about_ca_topic_score_codex":0.0068712155,"about_ca_topic_score_gemma":0.0069953403,"teacher_disagreement_score":0.01667488,"about_ca_system_score_codex":0.0016937436,"about_ca_system_score_gemma":0.0026763119,"threshold_uncertainty_score":0.088186204},"labels":[],"label_agreement":null},{"id":"W4306698124","doi":"10.24071/llt.v25i2.4432","title":"EXPLORING THE LEVEL OF STUDENTS’ SELF-EFFICACY IN SPEAKING CLASS","year":2022,"lang":"en","type":"article","venue":"LLT Journal A Journal on Language and Language Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Saint Paul University","funders":"","keywords":"Generality; Dimension (graph theory); Psychology; Self-efficacy; Class (philosophy); Mathematics education; Social psychology; Mathematics; Computer science","score_opus":0.09680503077452782,"score_gpt":0.364291775013353,"score_spread":0.26748674423882524,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306698124","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999173,0.000005914381,0.000023914097,0.0000061665683,7.735078e-7,0.0000055128617,0.00000670005,9.148084e-7,0.00077724917],"genre_scores_gemma":[0.99955183,0.000008901882,0.000038082468,0.0000031404434,0.0000010429895,0.0000063577763,0.0000132130635,4.2292447e-7,0.000377008],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99944586,0.00012791275,0.00004887022,0.00005397063,0.00017723988,0.0001461679],"domain_scores_gemma":[0.9968996,0.0011560061,0.0007964945,0.00016682349,0.00040972958,0.00057137024],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011163906,0.00020864047,0.00025256138,0.0009195164,0.000513435,0.0014572921,0.00023733299,0.0003253189,0.0021365727],"category_scores_gemma":[0.0032088417,0.00014409132,0.00030533146,0.00038751325,0.00064100453,0.00037928097,0.0004923372,0.0006534649,0.0003658494],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010597782,0.00090571935,0.9687168,0.000035781417,0.000042276934,0.00018248426,0.015798204,0.000118814554,0.0043968894,0.00025397917,0.00009213213,0.009350869],"study_design_scores_gemma":[0.0000030781302,0.00026902472,0.99047345,0.000008528838,0.000008540201,0.00006664757,0.007829798,0.0001606365,0.0008195141,0.000060198254,0.0002912079,0.000009348676],"about_ca_topic_score_codex":0.0010018093,"about_ca_topic_score_gemma":0.0017720028,"teacher_disagreement_score":0.0021365727,"about_ca_system_score_codex":0.00031190432,"about_ca_system_score_gemma":0.00033097336,"threshold_uncertainty_score":0.007147491},"labels":[],"label_agreement":null},{"id":"W4307743409","doi":"10.37213/cjal.2022.32478","title":"Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Style (visual arts); Learning styles; Corrective feedback; Psychology; Malleability; Cognitive style; Cognitive psychology; Mathematics education; Linguistics; Computer science; Cognition; Philosophy","score_opus":0.010439729818560624,"score_gpt":0.26251720528175554,"score_spread":0.2520774754631949,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307743409","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99610776,0.000070051174,0.00054135843,0.00007564708,0.000014434551,0.000039205945,0.00002925762,0.00000944766,0.0031127606],"genre_scores_gemma":[0.997566,0.00006275335,0.0011522234,0.000037321985,0.000008302205,0.000042587042,0.00003638573,0.000008486484,0.0010859478],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975648,0.0007152922,0.00024162082,0.0005373027,0.0007284233,0.00021266466],"domain_scores_gemma":[0.96637326,0.023005258,0.0052882982,0.0018710804,0.0017307445,0.0017313141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030928233,0.00049188477,0.00043739047,0.00060135574,0.00043063672,0.0020802142,0.00068178325,0.00092508993,0.006821687],"category_scores_gemma":[0.029956853,0.00031878936,0.0003634643,0.00043329247,0.0010453794,0.0012114639,0.0010655182,0.0011990829,0.0005156393],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0040667746,0.0051340503,0.8689077,0.00048956776,0.0004289602,0.00074463454,0.017675169,0.0011212903,0.030689579,0.0027594685,0.00040638185,0.067576386],"study_design_scores_gemma":[0.00024438676,0.0017499153,0.9834236,0.00011115286,0.00023572952,0.00035075995,0.0031618623,0.0031858452,0.004087555,0.002619333,0.0007871038,0.000042797456],"about_ca_topic_score_codex":0.0017076235,"about_ca_topic_score_gemma":0.0015161696,"teacher_disagreement_score":0.006821687,"about_ca_system_score_codex":0.00045054485,"about_ca_system_score_gemma":0.0009609917,"threshold_uncertainty_score":0.02282083},"labels":[],"label_agreement":null},{"id":"W4308363176","doi":"10.1016/j.asoc.2022.109779","title":"Improving online education through automatic learning style identification using a multi-step architecture with ant colony system and artificial neural networks","year":2022,"lang":"en","type":"article","venue":"Applied Soft Computing","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":23,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University; McMaster University; Vector Institute","funders":"Innotech Alberta; Alberta Innovates; Natural Sciences and Engineering Research Council of Canada; Athabasca University","keywords":"Computer science; Ant colony optimization algorithms; Artificial intelligence; Identification (biology); Architecture; Artificial neural network; Style (visual arts); Machine learning; ANT; Ant colony; Biology; Ecology; Operating system","score_opus":0.020383377312977777,"score_gpt":0.29061430087571904,"score_spread":0.27023092356274125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4308363176","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2292385,0.00034446878,0.76130015,0.00023521158,0.0001864,0.0001976448,0.00008832026,0.0029043609,0.005504958],"genre_scores_gemma":[0.8079213,0.00010273999,0.188153,0.00008991729,0.00002866727,0.00010765251,0.00009606826,0.000062987245,0.0034376227],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99961996,0.000069081354,0.000022885572,0.0001106666,0.00013457358,0.000042874613],"domain_scores_gemma":[0.9994143,0.00014329563,0.000049038852,0.00005631003,0.00029200572,0.00004501573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048980716,0.00063620065,0.0006647412,0.00072401325,0.00042802785,0.0007327878,0.0009008654,0.0006547824,0.0014910905],"category_scores_gemma":[0.0012660368,0.00031205482,0.000547328,0.00056010584,0.00021326564,0.0009082335,0.0007299745,0.00071353314,0.000546151],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034830856,0.0009809519,0.008510915,0.000144969,0.00019003966,0.00011130275,0.00014619592,0.1459219,0.044716552,0.0012056322,0.0021295059,0.79559374],"study_design_scores_gemma":[0.000015999185,0.000109314475,0.0028517349,0.0000069108637,0.000036630394,0.000033483466,0.000020260193,0.9884212,0.007615175,0.000426904,0.0004483697,0.000014107481],"about_ca_topic_score_codex":0.0044084154,"about_ca_topic_score_gemma":0.005393155,"teacher_disagreement_score":0.0044084154,"about_ca_system_score_codex":0.0003955571,"about_ca_system_score_gemma":0.00054082443,"threshold_uncertainty_score":0.008765519},"labels":[],"label_agreement":null},{"id":"W4308914722","doi":"10.1186/s12888-022-04334-y","title":"Development of a novel, theoretically motivated scale to assess cognitive learning styles related to the autism spectrum","year":2022,"lang":"en","type":"article","venue":"BMC Psychiatry","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Psychology; Confirmatory factor analysis; Cognition; Autism spectrum disorder; Autism; Cognitive psychology; Exploratory factor analysis; Population; CLARITY; Cognitive style; Developmental psychology; Psychometrics; Structural equation modeling; Machine learning; Computer science; Medicine","score_opus":0.029325751724078204,"score_gpt":0.31096068690720047,"score_spread":0.28163493518312227,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4308914722","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9718033,0.00012939931,0.020113746,0.00031460548,0.00007977642,0.0018666842,0.000727544,0.000121658224,0.0048433067],"genre_scores_gemma":[0.8698313,0.00019195405,0.12163461,0.00022488194,0.00004750562,0.0046616136,0.0012061235,0.00003360711,0.002168413],"study_design_codex":"observational","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99891233,0.0003403108,0.00014210625,0.000115654584,0.0004351193,0.000054473152],"domain_scores_gemma":[0.99423146,0.0027876142,0.0009654914,0.00032118184,0.0012717588,0.0004225398],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026706313,0.00041624566,0.00035174028,0.001491163,0.00033981618,0.0007847557,0.000690787,0.0005651149,0.0021101746],"category_scores_gemma":[0.009188656,0.00018974075,0.00067330763,0.0005111948,0.0003430543,0.0007257115,0.0009104841,0.0010090057,0.00039543473],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004396498,0.0017885789,0.7237914,0.00027246104,0.00020013202,0.00020282585,0.0040950687,0.0011378048,0.011434881,0.001646592,0.0033442755,0.25164628],"study_design_scores_gemma":[0.00024167018,0.0016941032,0.9770546,0.00011005094,0.00007129138,0.0005056437,0.0020360872,0.007239297,0.0026401535,0.0026566149,0.0056981947,0.00005239695],"about_ca_topic_score_codex":0.00069136726,"about_ca_topic_score_gemma":0.0022818139,"teacher_disagreement_score":0.0026706313,"about_ca_system_score_codex":0.0005745224,"about_ca_system_score_gemma":0.0011226395,"threshold_uncertainty_score":0.014123797},"labels":[],"label_agreement":null},{"id":"W4321128668","doi":"10.7554/elife.81622.sa2","title":"Author response: Quantifying changes in the T cell receptor repertoire during thymic development","year":2022,"lang":"en","type":"peer-review","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institute of Infection and Immunity","funders":"","keywords":"Repertoire; Biology; Receptor; Neuroscience; Communication; Zoology; Psychology; Art; Genetics; Literature","score_opus":0.11648560990636368,"score_gpt":0.3874861232472384,"score_spread":0.2710005133408747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4321128668","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.043831233,0.0024784156,0.006679048,0.5438159,0.21845326,0.0010335718,0.0060856175,0.0012735787,0.17634936],"genre_scores_gemma":[0.10527022,0.0016437183,0.00435631,0.09218993,0.022496192,0.0005871379,0.0023245362,0.0006971451,0.7704348],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99592125,0.001242653,0.00022940978,0.0004025353,0.0018964683,0.00030772403],"domain_scores_gemma":[0.9411554,0.021690855,0.0015239961,0.0020829237,0.029785512,0.0037613583],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.007159432,0.00034419287,0.00049648696,0.0006715264,0.001060211,0.0017064909,0.0006007611,0.0024715788,0.10604399],"category_scores_gemma":[0.060605038,0.000158998,0.00025829833,0.0004387138,0.00065546925,0.000680364,0.0011226748,0.002117214,0.025148453],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035420363,0.0000475887,0.0025373793,0.00023388132,0.000019442317,0.00019779296,0.00021288761,0.00013178553,0.0027588075,0.001220144,0.9490737,0.04321239],"study_design_scores_gemma":[0.00010056867,0.00019028007,0.016777575,0.00015470943,0.000029933328,0.00034930173,0.0012108239,0.00044292398,0.00529942,0.0023826864,0.9730103,0.000051470688],"about_ca_topic_score_codex":0.0020550173,"about_ca_topic_score_gemma":0.00668653,"teacher_disagreement_score":0.9928406,"about_ca_system_score_codex":0.0009886477,"about_ca_system_score_gemma":0.0023014555,"threshold_uncertainty_score":0.35475248},"labels":[],"label_agreement":null},{"id":"W4367314076","doi":"10.3390/educsci13050457","title":"Personalized Learning in Virtual Learning Environments Using Students’ Behavior Analysis","year":2023,"lang":"en","type":"article","venue":"Education Sciences","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Synchronous learning; Personalized learning; Active learning (machine learning); Educational technology; Style (visual arts); Computer science; Experiential learning; Learning styles; Quarter (Canadian coin); Virtual learning environment; Collaborative learning; Open learning; Instructional simulation; Cooperative learning; Mathematics education; Artificial intelligence; Psychology; Multimedia; Teaching method; Knowledge management","score_opus":0.07635137550816308,"score_gpt":0.4432628704125534,"score_spread":0.36691149490439035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367314076","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92813957,0.00012066193,0.06858295,0.000078476834,0.00001288157,0.00013471753,0.0002625006,0.0006086164,0.0020597395],"genre_scores_gemma":[0.97841656,0.00005425304,0.020600274,0.000013326622,0.0000056963536,0.00006412457,0.00018209212,0.000016060463,0.00064759265],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992167,0.00026047297,0.000055307577,0.00020518553,0.00020114282,0.00006114709],"domain_scores_gemma":[0.99839264,0.0007754435,0.0002704889,0.00017358422,0.00020953953,0.00017817781],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009963737,0.00040827168,0.00047755853,0.0016812531,0.00021061821,0.0011187482,0.000406577,0.00034725177,0.000965692],"category_scores_gemma":[0.0034055293,0.00017182219,0.00041832565,0.00083566894,0.00015764627,0.00083014194,0.0005022345,0.00036080633,0.00030308665],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005960129,0.0019237698,0.3799225,0.00018737101,0.00036402853,0.00018765542,0.0013149659,0.058173496,0.014148079,0.0010064992,0.0012025563,0.5409732],"study_design_scores_gemma":[0.000039633607,0.0011255716,0.3745759,0.000034396857,0.00017463035,0.00019263093,0.0010555913,0.60611594,0.011158914,0.0031246473,0.002283768,0.00011835288],"about_ca_topic_score_codex":0.0021541212,"about_ca_topic_score_gemma":0.0031259432,"teacher_disagreement_score":0.0021541212,"about_ca_system_score_codex":0.00044098595,"about_ca_system_score_gemma":0.00024589596,"threshold_uncertainty_score":0.005269408},"labels":[],"label_agreement":null},{"id":"W4367681312","doi":"10.32920/22732514","title":"Understanding University Students’ Learning Styles: A Canadian Perspective","year":2023,"lang":"en","type":"preprint","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Learning styles; Mathematics education; Psychology; Pedagogy; Sociology; Computer science; Artificial intelligence","score_opus":0.20806689687103255,"score_gpt":0.361272113690322,"score_spread":0.15320521681928947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367681312","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7833005,0.007648937,0.0019491642,0.03646567,0.00023026671,0.00007671982,0.0012852559,0.000049236198,0.16899426],"genre_scores_gemma":[0.98476356,0.0037738013,0.0010594142,0.0014764402,0.00003486845,0.000018083254,0.00019401139,0.0000255642,0.008654385],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9977324,0.00033060572,0.000049922946,0.00024863114,0.000908689,0.0007296903],"domain_scores_gemma":[0.9907267,0.0015609647,0.0005929443,0.00017760876,0.003697398,0.0032444007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033025746,0.0004995458,0.0005195975,0.00436596,0.013977204,0.010547488,0.0011017885,0.000986488,0.005581492],"category_scores_gemma":[0.0064524845,0.00029111293,0.0004198344,0.0066398387,0.005640801,0.0030885274,0.002381596,0.0031795336,0.00038654215],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032203834,0.00029365913,0.29514933,0.00039183372,0.00008633514,0.00071677286,0.37768435,0.0009532535,0.002988649,0.11217081,0.031249734,0.17799328],"study_design_scores_gemma":[0.00003738151,0.00010113338,0.45068792,0.00072035816,0.00008679186,0.00024307998,0.3884514,0.0010289915,0.00093968865,0.013560366,0.14393017,0.00021267445],"about_ca_topic_score_codex":0.99062854,"about_ca_topic_score_gemma":0.99565244,"teacher_disagreement_score":0.07189771,"about_ca_system_score_codex":0.07189771,"about_ca_system_score_gemma":0.08411384,"threshold_uncertainty_score":0.5216568},"labels":[],"label_agreement":null},{"id":"W4367681424","doi":"10.32920/22732514.v1","title":"Understanding University Students’ Learning Styles: A Canadian Perspective","year":2023,"lang":"en","type":"preprint","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Learning styles; Mathematics education; Psychology; Sociology; Pedagogy; Computer science; Artificial intelligence","score_opus":0.20806689687103255,"score_gpt":0.361272113690322,"score_spread":0.15320521681928947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367681424","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7833005,0.007648937,0.0019491642,0.03646567,0.00023026671,0.00007671982,0.0012852559,0.000049236198,0.16899426],"genre_scores_gemma":[0.98476356,0.0037738013,0.0010594142,0.0014764402,0.00003486845,0.000018083254,0.00019401139,0.0000255642,0.008654385],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9977324,0.00033060572,0.000049922946,0.00024863114,0.000908689,0.0007296903],"domain_scores_gemma":[0.9907267,0.0015609647,0.0005929443,0.00017760876,0.003697398,0.0032444007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033025746,0.0004995458,0.0005195975,0.00436596,0.013977204,0.010547488,0.0011017885,0.000986488,0.005581492],"category_scores_gemma":[0.0064524845,0.00029111293,0.0004198344,0.0066398387,0.005640801,0.0030885274,0.002381596,0.0031795336,0.00038654215],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032203834,0.00029365913,0.29514933,0.00039183372,0.00008633514,0.00071677286,0.37768435,0.0009532535,0.002988649,0.11217081,0.031249734,0.17799328],"study_design_scores_gemma":[0.00003738151,0.00010113338,0.45068792,0.00072035816,0.00008679186,0.00024307998,0.3884514,0.0010289915,0.00093968865,0.013560366,0.14393017,0.00021267445],"about_ca_topic_score_codex":0.99062854,"about_ca_topic_score_gemma":0.99565244,"teacher_disagreement_score":0.07189771,"about_ca_system_score_codex":0.07189771,"about_ca_system_score_gemma":0.08411384,"threshold_uncertainty_score":0.5216568},"labels":[],"label_agreement":null},{"id":"W4372238165","doi":"10.1097/01.asw.0000933988.18649.7c","title":"Wound Care Nursing Education in the Acute Care Setting","year":2023,"lang":"en","type":"article","venue":"Advances in Skin & Wound Care","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Royal Victoria Regional Health Centre","funders":"","keywords":"Medicine; Wound care; Nursing; Acute care; MEDLINE; Intensive care medicine; Medical emergency; Health care","score_opus":0.009538631895996052,"score_gpt":0.3755644484534745,"score_spread":0.3660258165574784,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4372238165","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982804,0.00008510662,0.00022522651,0.00020531706,0.00001298924,0.00017724658,0.000021355672,0.0000029933515,0.0009894569],"genre_scores_gemma":[0.99796605,0.00021761395,0.0009487237,0.00031683306,0.000014852292,0.00021718665,0.000028575081,0.0000014317438,0.00028878916],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9956878,0.002744494,0.00025278822,0.00014500631,0.00064369576,0.00052622217],"domain_scores_gemma":[0.98774,0.0048013083,0.0024231519,0.0003325807,0.0018496849,0.002853249],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067682057,0.00016987548,0.00023861132,0.0003615563,0.0009231424,0.0011431893,0.00038338607,0.00043507133,0.0038226964],"category_scores_gemma":[0.020854237,0.00018945114,0.00021038258,0.00026488685,0.0004324919,0.0008212528,0.0011094565,0.00082306255,0.00043404484],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007916871,0.010734173,0.8538444,0.00088485546,0.000058081587,0.00042262694,0.029486831,0.00019738993,0.0022720387,0.00019978681,0.0015919692,0.09951614],"study_design_scores_gemma":[0.00035134234,0.019852871,0.86771816,0.0007682242,0.00005347737,0.00090617273,0.100932695,0.00082725455,0.0013918652,0.00028370335,0.0068611843,0.000053152926],"about_ca_topic_score_codex":0.0011180765,"about_ca_topic_score_gemma":0.002959111,"teacher_disagreement_score":0.0067682057,"about_ca_system_score_codex":0.0007306896,"about_ca_system_score_gemma":0.0024575114,"threshold_uncertainty_score":0.03579414},"labels":[],"label_agreement":null},{"id":"W4382602490","doi":"10.5539/jel.v12n5p1","title":"Learner-Centeredness vs. Teacher-Centeredness: How Are They Different?","year":2023,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Psychology; Style (visual arts); Metacognition; Interpersonal communication; Mathematics education; Learning styles; Teaching method; Cognitive style; Pedagogy; Social psychology; Cognition","score_opus":0.03316634082946968,"score_gpt":0.33001293467747805,"score_spread":0.2968465938480084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4382602490","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.843641,0.08460778,0.0065268124,0.040816907,0.002373496,0.00018724382,0.0002885041,0.00007575506,0.021482646],"genre_scores_gemma":[0.98758,0.0070280624,0.0012398183,0.002400872,0.0006771093,0.00008334461,0.000091337075,0.00002945742,0.00087000726],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99469995,0.002168872,0.00055165135,0.00058564317,0.0014631392,0.00053083553],"domain_scores_gemma":[0.9749551,0.01373221,0.004089713,0.0007163869,0.00368938,0.002817192],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009492929,0.00046459484,0.0012420865,0.0026995505,0.00095930125,0.0042788177,0.0011501461,0.001693833,0.0027935398],"category_scores_gemma":[0.033251908,0.00028531847,0.0012551862,0.0020317817,0.003832156,0.0064429995,0.0018040858,0.0029768604,0.0004308211],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043948472,0.00029021528,0.64914334,0.0006580067,0.0005454401,0.0003615089,0.021032924,0.00010520357,0.00048995833,0.011862993,0.0028031103,0.3122678],"study_design_scores_gemma":[0.000119749624,0.00044477955,0.9075647,0.001983715,0.000443822,0.0011241431,0.054359287,0.00095213455,0.00040376975,0.022028465,0.010442284,0.00013317823],"about_ca_topic_score_codex":0.005065785,"about_ca_topic_score_gemma":0.007322993,"teacher_disagreement_score":0.009492929,"about_ca_system_score_codex":0.0021864208,"about_ca_system_score_gemma":0.0025145342,"threshold_uncertainty_score":0.05020404},"labels":[],"label_agreement":null},{"id":"W4387005937","doi":"10.1016/j.profnurs.2023.09.006","title":"Implications of understanding the undergraduate nursing students' learning styles: A discussion paper","year":2023,"lang":"en","type":"article","venue":"Journal of Professional Nursing","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Nova Scotia Health Authority; Dalhousie University","funders":"","keywords":"Learning styles; Style (visual arts); Nursing; Nurse education; Psychology; Medical education; Medicine; Pedagogy","score_opus":0.05755132542621117,"score_gpt":0.4225502862450307,"score_spread":0.36499896081881955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387005937","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5431343,0.0059808525,0.006828612,0.37286454,0.004050479,0.000409021,0.00012635837,0.000026152702,0.066579744],"genre_scores_gemma":[0.97223896,0.0023874298,0.0015209555,0.017146787,0.0006907855,0.00019586305,0.000038238693,0.000018915487,0.0057620825],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9913538,0.005718412,0.00029551116,0.0005653745,0.0012474774,0.0008193657],"domain_scores_gemma":[0.8942932,0.089663446,0.0025440226,0.0010867977,0.00784511,0.004567534],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022552604,0.00051653344,0.00040285027,0.0012676779,0.006691923,0.007979203,0.0018517316,0.0033440113,0.0067624804],"category_scores_gemma":[0.06378728,0.00025590492,0.00072057225,0.00093120645,0.005579769,0.00807292,0.005056442,0.0069270073,0.00040053145],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000607935,0.0015714313,0.07906127,0.0011596874,0.00012900453,0.0024023692,0.5329158,0.00040944453,0.0018079123,0.113457486,0.02766884,0.23880887],"study_design_scores_gemma":[0.000084037056,0.00027585114,0.034782715,0.001453837,0.00009829623,0.00060720847,0.8615878,0.0004191687,0.0014290204,0.035198014,0.06400151,0.00006251903],"about_ca_topic_score_codex":0.0055731717,"about_ca_topic_score_gemma":0.0071438407,"teacher_disagreement_score":0.022552604,"about_ca_system_score_codex":0.0056452937,"about_ca_system_score_gemma":0.01056028,"threshold_uncertainty_score":0.11927104},"labels":[],"label_agreement":null},{"id":"W4387703407","doi":"10.1038/s41539-023-00190-x","title":"Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential","year":2023,"lang":"en","type":"article","venue":"npj Science of Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of British Columbia","funders":"","keywords":"Affect (linguistics); Mythology; Psychology; Developmental psychology; Pedagogy; Mathematics education; Literature; Art; Communication","score_opus":0.014831597546393765,"score_gpt":0.30961204140747495,"score_spread":0.29478044386108115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387703407","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99978215,0.0000046747136,0.000018398407,0.0000065989193,6.90664e-7,0.00000345535,0.000009264597,6.716559e-7,0.00017411132],"genre_scores_gemma":[0.99939585,0.000013806667,0.00020683564,0.000018288612,0.0000020703378,0.00003724219,0.000049576494,0.0000014891759,0.00027498128],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989801,0.00044745477,0.00006608209,0.00018133562,0.0001905993,0.0001344277],"domain_scores_gemma":[0.97308445,0.014880899,0.0077642663,0.0012601494,0.00058587024,0.0024242888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032137134,0.00034765457,0.00021953309,0.00048442776,0.0004444077,0.0015011051,0.0004588567,0.00060160627,0.0027474458],"category_scores_gemma":[0.0117504075,0.0003140512,0.00034642217,0.00027406402,0.0011411242,0.00073806377,0.0007771046,0.001048646,0.00024227741],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020537395,0.0034966466,0.96145153,0.00004680416,0.00009039669,0.00021587152,0.014789013,0.0002829074,0.005326906,0.00025467822,0.0002342977,0.011757288],"study_design_scores_gemma":[0.000077517936,0.0015039128,0.98988813,0.000013894556,0.00002947051,0.000068822315,0.005370166,0.00045771603,0.0021130047,0.00023856993,0.00021578438,0.000022952227],"about_ca_topic_score_codex":0.0026517098,"about_ca_topic_score_gemma":0.004473191,"teacher_disagreement_score":0.0032137134,"about_ca_system_score_codex":0.00057351193,"about_ca_system_score_gemma":0.00038577808,"threshold_uncertainty_score":0.016995966},"labels":[],"label_agreement":null},{"id":"W4389256437","doi":"10.46990/iquatro.2023.12.1.10","title":"Capítulo 10. Relación entre los estilos de aprendizaje con el compromiso de los estudiantes universitarios en Ciencias exactas e Ingenierías de los estudiantes de la Universidad de Guadalajara, México.","year":2023,"lang":"es","type":"book-chapter","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Impact","funders":"","keywords":"Humanities; Art; Psychology","score_opus":0.015514636957758234,"score_gpt":0.29847453036725624,"score_spread":0.282959893409498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389256437","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009244959,0.023011412,0.007962238,0.0122010475,0.006937737,0.00014754265,0.0016983489,0.00048959913,0.93830717],"genre_scores_gemma":[0.03032963,0.013799243,0.0030908098,0.0016855708,0.0016561176,0.0001345799,0.0014921812,0.00030408363,0.9475078],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99982786,0.000034700533,0.0000067133988,0.000032937343,0.00007597718,0.000021880634],"domain_scores_gemma":[0.9992982,0.00033123035,0.000056278423,0.000024949379,0.0002351359,0.000054252137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037832416,0.00045337735,0.0002079624,0.0015620072,0.001034081,0.0027253455,0.00062404305,0.0007533535,0.059478752],"category_scores_gemma":[0.0013137608,0.00017722762,0.00027220807,0.002391268,0.00073267927,0.0015296158,0.0007060812,0.0014055624,0.008814237],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059722217,0.000058470312,0.0016641654,0.0005483579,0.000007436382,0.00041540284,0.00354784,0.00029263555,0.0013992718,0.07867042,0.68773437,0.22560184],"study_design_scores_gemma":[0.0000027901065,0.000016482843,0.004926092,0.00032624658,0.0000053823555,0.00031050554,0.00094377785,0.0001344705,0.0003554332,0.00507825,0.98789436,0.0000061751393],"about_ca_topic_score_codex":0.012587284,"about_ca_topic_score_gemma":0.029746404,"teacher_disagreement_score":0.059478752,"about_ca_system_score_codex":0.002004407,"about_ca_system_score_gemma":0.0014565074,"threshold_uncertainty_score":0.19897628},"labels":[],"label_agreement":null},{"id":"W4389980458","doi":"10.5539/jel.v13n1p1","title":"A Teaching Styles Typology of Practicing Teachers","year":2023,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Typology; Psychology; Style (visual arts); Mathematics education; Cognitive style; Learning styles; Descriptive statistics; Teaching method; Pedagogy; Sociology; Cognition; Mathematics; Statistics","score_opus":0.028797176182192786,"score_gpt":0.39455902789915764,"score_spread":0.36576185171696485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389980458","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9380332,0.0006400182,0.024573099,0.00052264496,0.00008883388,0.0002581032,0.00032809976,0.00018678851,0.03536911],"genre_scores_gemma":[0.9866105,0.00024013701,0.008809498,0.00011252903,0.000032342716,0.00019412923,0.00025990224,0.000042283787,0.0036987443],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979631,0.0005166529,0.00028311677,0.00022595986,0.00074719696,0.00026400914],"domain_scores_gemma":[0.99472445,0.0012773689,0.0012968405,0.0005118629,0.0014517133,0.0007378063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014991745,0.0004838025,0.00032063865,0.0035695557,0.0011218404,0.0022538526,0.00066475134,0.00045726448,0.0022638256],"category_scores_gemma":[0.0070412955,0.00016570286,0.0004333788,0.0016387127,0.0016401253,0.0015197768,0.0017149044,0.00068365806,0.0005883171],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020573002,0.0002766435,0.638702,0.0003663049,0.00007450905,0.0013509564,0.09780792,0.00092135085,0.011202664,0.016573844,0.003609457,0.22890858],"study_design_scores_gemma":[0.00011806498,0.00086607784,0.66692096,0.00062311615,0.000087044114,0.013734035,0.13885163,0.0076434785,0.0047656093,0.06801491,0.098171264,0.00020384863],"about_ca_topic_score_codex":0.0018885343,"about_ca_topic_score_gemma":0.0019715296,"teacher_disagreement_score":0.0035695557,"about_ca_system_score_codex":0.0010124993,"about_ca_system_score_gemma":0.0008962542,"threshold_uncertainty_score":0.007928491},"labels":[],"label_agreement":null},{"id":"W4392681917","doi":"10.22318/icls2023.644897","title":"Do Thinking Styles Change With Task Complexity in Problem-Solving?","year":2023,"lang":"en","type":"article","venue":"Proceedings.","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Think aloud protocol; Metacognition; Task (project management); Psychology; Computer science; Cognitive style; Reflection (computer programming); Cognitive psychology; Critical thinking; Intelligent tutoring system; Mathematics education; Cognition; Human–computer interaction; Engineering","score_opus":0.09833299659688761,"score_gpt":0.3310124268494439,"score_spread":0.23267943025255627,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392681917","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980716,0.00011927501,0.0010020318,0.00004639312,0.0000070413375,0.00001739218,0.000021971122,0.000011472353,0.00070283964],"genre_scores_gemma":[0.9988273,0.000057059704,0.00084804813,0.000024636796,0.000011079551,0.000020501744,0.00004361106,0.0000076853985,0.00016006482],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984262,0.0003838855,0.00017680005,0.00030395974,0.00059708505,0.000112049405],"domain_scores_gemma":[0.9725189,0.01401302,0.009027946,0.0014221258,0.0014584811,0.0015594973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001969403,0.00038273243,0.0002850732,0.0012471623,0.00022078102,0.0018230017,0.0003412072,0.00042711853,0.0013488837],"category_scores_gemma":[0.02798773,0.00025102065,0.0003696848,0.00057292596,0.00060944,0.001198552,0.000782423,0.00071611226,0.000266845],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00056105806,0.00057169085,0.8980655,0.00018293574,0.00031227924,0.00019280303,0.009901493,0.0006407444,0.009282646,0.00028111058,0.0002579276,0.079749815],"study_design_scores_gemma":[0.00001715739,0.00027533868,0.99489486,0.000027167902,0.000029385423,0.00026712022,0.0017778294,0.0006856752,0.0007936294,0.0009093193,0.000299487,0.000023035074],"about_ca_topic_score_codex":0.0003630167,"about_ca_topic_score_gemma":0.0005670894,"teacher_disagreement_score":0.001969403,"about_ca_system_score_codex":0.00024888795,"about_ca_system_score_gemma":0.00025005132,"threshold_uncertainty_score":0.010415316},"labels":[],"label_agreement":null},{"id":"W4394435739","doi":"10.6084/m9.figshare.14424377","title":"PREDICTION OF COGNITIVE IMPAIRMENT IN PD BY MOCA.sav","year":2021,"lang":"en","type":"dataset","venue":"Figshare","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Montreal Cognitive Assessment; Cognitive impairment; Cognition; Psychology; Environmental science; Neuroscience","score_opus":0.045378815262016925,"score_gpt":0.3142828082818081,"score_spread":0.2689039930197912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4394435739","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0073022377,0.00024663276,0.00017944504,0.000093436945,0.000037841226,0.000043084023,0.991178,0.00025026302,0.0006690128],"genre_scores_gemma":[0.009455787,0.00006973196,0.00036369287,0.000054481094,0.000013864625,0.00017282084,0.9892896,0.000042560903,0.00053738843],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99940217,0.00010517483,0.00009155892,0.00021587762,0.00010742682,0.000077754856],"domain_scores_gemma":[0.99836963,0.0004919752,0.00025738476,0.00037362293,0.00032763663,0.00017967308],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012706182,0.0016782114,0.0015021568,0.0016886025,0.00048553472,0.0013989353,0.0021201316,0.0017003169,0.0156217525],"category_scores_gemma":[0.005967382,0.0004909477,0.0018997905,0.0016012242,0.0002299279,0.0004514083,0.0011730801,0.001111951,0.014780533],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018417898,0.00023598918,0.06476037,0.0022600507,0.0011413472,0.00027354062,0.000060577564,0.0021174252,0.0004887348,0.00035814536,0.9047337,0.02172822],"study_design_scores_gemma":[0.0077196024,0.0006628753,0.4318777,0.002564434,0.0025548493,0.0022583187,0.00025636124,0.0119255185,0.00242013,0.0033863285,0.53410006,0.00027383538],"about_ca_topic_score_codex":0.017910693,"about_ca_topic_score_gemma":0.026737839,"teacher_disagreement_score":0.017910693,"about_ca_system_score_codex":0.00077101355,"about_ca_system_score_gemma":0.0011319498,"threshold_uncertainty_score":0.05225998},"labels":[],"label_agreement":null},{"id":"W4394808867","doi":"10.1097/01.ju.0001008644.01945.6c.03","title":"MP39-03 THE LEARNING STYLES OF GRADUATING CANADIAN UROLOGY RESIDENTS","year":2024,"lang":"en","type":"article","venue":"The Journal of Urology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Learning styles; Experiential learning; Style (visual arts); Psychology; Curriculum; Medical education; Medicine; Mathematics education; Pedagogy; Geography","score_opus":0.027648619910491844,"score_gpt":0.31954982679685673,"score_spread":0.2919012068863649,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4394808867","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5907676,0.0017154744,0.0006673076,0.009967577,0.0008303716,0.00064908585,0.025324307,0.0006028685,0.3694754],"genre_scores_gemma":[0.5180437,0.0024065662,0.0022368792,0.0011955913,0.00015094149,0.00027874752,0.011726319,0.00017226867,0.46378902],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9994307,0.00002164448,0.000009831418,0.000035057557,0.00032619401,0.00017641643],"domain_scores_gemma":[0.9956434,0.00014315866,0.00012839171,0.00007662372,0.0020064653,0.0020020094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009144586,0.00028679665,0.000192152,0.0012530396,0.0019564005,0.0014227458,0.0008621279,0.0005138717,0.16109829],"category_scores_gemma":[0.002746094,0.00019963298,0.00021840275,0.0010397523,0.00045815544,0.00043162206,0.0011925078,0.00042534273,0.019346248],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002152344,0.00032929258,0.18335705,0.00020590544,0.000018308658,0.00025159348,0.0031321694,0.00013635334,0.00123168,0.00082080055,0.48811087,0.32219073],"study_design_scores_gemma":[0.000025422265,0.00018848179,0.8064486,0.00031441913,0.000007509148,0.00024098295,0.004366133,0.00018662786,0.0005617483,0.00014736246,0.18747373,0.00003897146],"about_ca_topic_score_codex":0.69362146,"about_ca_topic_score_gemma":0.86800563,"teacher_disagreement_score":0.30637854,"about_ca_system_score_codex":0.006731468,"about_ca_system_score_gemma":0.010640702,"threshold_uncertainty_score":0.61636573},"labels":[],"label_agreement":null},{"id":"W4399097161","doi":"10.1111/teth.12663","title":"Learning Style Approaches in Christian Education","year":2024,"lang":"en","type":"article","venue":"Teaching Theology & Religion","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster Divinity College","funders":"","keywords":"Style (visual arts); Mathematics education; Psychology; Art; Visual arts","score_opus":0.02500617508885258,"score_gpt":0.31791524634721297,"score_spread":0.2929090712583604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399097161","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91779494,0.0016394613,0.002197395,0.002912061,0.0001247357,0.00004508486,0.00002330831,0.000021297921,0.07524184],"genre_scores_gemma":[0.99687165,0.0002665086,0.00049479085,0.00020779893,0.000014126742,0.000011688952,0.0000054566276,0.0000030656556,0.0021248548],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987043,0.00062347087,0.000048546026,0.00010497498,0.00036800533,0.00015061887],"domain_scores_gemma":[0.99590933,0.001445049,0.00054884056,0.00017444661,0.00045861042,0.0014636815],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018937277,0.00022202333,0.00014177374,0.0017822235,0.0013428151,0.0036725474,0.0004481554,0.00041741983,0.0029150404],"category_scores_gemma":[0.004398225,0.00007851557,0.00021312192,0.00070589146,0.00334617,0.0010697534,0.0023221425,0.0016535178,0.00014495564],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020805614,0.0014733087,0.20883487,0.00042366007,0.00007332378,0.0012765212,0.24757497,0.00079022575,0.0025879145,0.17768379,0.004595619,0.35447773],"study_design_scores_gemma":[0.00016832122,0.00080749503,0.3754623,0.0012674468,0.00006483707,0.0025589592,0.30360436,0.0038326283,0.0020071543,0.203687,0.10636692,0.0001725001],"about_ca_topic_score_codex":0.002042789,"about_ca_topic_score_gemma":0.002568437,"teacher_disagreement_score":0.0036725474,"about_ca_system_score_codex":0.0028958856,"about_ca_system_score_gemma":0.0013835634,"threshold_uncertainty_score":0.021011233},"labels":[],"label_agreement":null},{"id":"W4400174342","doi":"10.5539/elt.v17n7p94","title":"The Correlation of Field Cognitive Style and Working Memory Capacity with English Reading Strategy of Second Language Learners","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Reading (process); Cognitive style; Fluency; Working memory; Vocabulary; Cognitive psychology; Reading comprehension; Cognition; Metacognition; Linguistics; Mathematics education","score_opus":0.011960042742991908,"score_gpt":0.2754961526088775,"score_spread":0.2635361098658856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400174342","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992933,0.00006922442,0.000059080212,0.000011447411,0.0000015898228,0.00000475937,0.00002566539,0.0000016291175,0.0005333814],"genre_scores_gemma":[0.99937075,0.000063129795,0.000101031415,0.0000050412855,0.0000034304044,0.000007676625,0.00005209994,0.0000011101391,0.00039574527],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999752,0.000033316464,0.000045107663,0.000040813993,0.00008402143,0.000044790024],"domain_scores_gemma":[0.9957808,0.0014097485,0.0015634672,0.0002285263,0.00044104602,0.00057638093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005731103,0.00023490592,0.00018474634,0.0010109927,0.00021275322,0.00082838774,0.00030420785,0.00027820625,0.0027909651],"category_scores_gemma":[0.0043424605,0.00012058316,0.00036277313,0.00044232325,0.00029573598,0.00036735428,0.00040541298,0.00039227732,0.00035199572],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032100033,0.000118746764,0.9933083,0.0000145218,0.000023150222,0.00007829424,0.00046552482,0.00004806137,0.00073994463,0.000028406257,0.000035484973,0.005107403],"study_design_scores_gemma":[0.0000015587017,0.00013051702,0.9986002,0.0000072986672,0.000009705739,0.0001394537,0.00059216114,0.00013733671,0.0002053889,0.000058804573,0.00011445457,0.0000032058917],"about_ca_topic_score_codex":0.0017048597,"about_ca_topic_score_gemma":0.0018502692,"teacher_disagreement_score":0.0027909651,"about_ca_system_score_codex":0.00016807209,"about_ca_system_score_gemma":0.0002999902,"threshold_uncertainty_score":0.00933671},"labels":[],"label_agreement":null},{"id":"W4401854945","doi":"10.5430/wjel.v15n1p70","title":"ESP in Vocational Institutes: A Mixed-Method Study of Students’ ESP Learning Style Preferences","year":2024,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Learning styles; Vocational education; Preference; Mathematics education; Style (visual arts); Auditory learning; Perception; Psychology; Cognitive style; Curriculum; Experiential learning; Pedagogy; Cognition","score_opus":0.01764660211541717,"score_gpt":0.3594477778015664,"score_spread":0.3418011756861492,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401854945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993186,0.00003309493,0.00025052496,0.000009893063,0.0000025065112,0.00022838723,0.000031396852,0.0000013684735,0.00012421641],"genre_scores_gemma":[0.9956819,0.00012648203,0.0020078465,0.00010420225,0.000009277672,0.001264874,0.00011383965,0.0000041060334,0.00068745035],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977029,0.0010088286,0.0002679853,0.0003781951,0.0003391049,0.00030307897],"domain_scores_gemma":[0.9971156,0.0013859223,0.00045929244,0.00025719538,0.00050197134,0.00028003225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055760243,0.00056585326,0.0009397571,0.0013172025,0.0015531502,0.0011357735,0.00071967253,0.0007579571,0.0016576793],"category_scores_gemma":[0.004935362,0.0006652479,0.0008415426,0.0011468459,0.00076660427,0.0009061978,0.0009575622,0.0007542285,0.00030190742],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016857699,0.012958173,0.65568846,0.0008621298,0.00031106724,0.0011202928,0.23061766,0.00027755107,0.0135485465,0.0004919609,0.0004859346,0.08195253],"study_design_scores_gemma":[0.00039647784,0.0153327845,0.7242675,0.00019144824,0.00022588127,0.00056835735,0.24994732,0.0010625902,0.004215388,0.0004947152,0.0031705357,0.00012698589],"about_ca_topic_score_codex":0.0021887491,"about_ca_topic_score_gemma":0.005644319,"teacher_disagreement_score":0.0055760243,"about_ca_system_score_codex":0.00085522974,"about_ca_system_score_gemma":0.0014600465,"threshold_uncertainty_score":0.02948922},"labels":[],"label_agreement":null},{"id":"W4402145412","doi":"10.60027/ijsasr.2024.4730","title":"The Factors Affecting Learning Achievement in English Language Studies of The Students at North Bangkok University","year":2024,"lang":"en","type":"article","venue":"International Journal of Sociologies and Anthropologies Science Reviews","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Science North","funders":"","keywords":"Mathematics education; Psychology; English language","score_opus":0.06092073348351294,"score_gpt":0.42757100999145786,"score_spread":0.3666502765079449,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402145412","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998898,0.00009779225,0.000018065972,0.000054587872,0.0000034279904,0.000010768957,0.00006663505,0.0000011344553,0.0008494604],"genre_scores_gemma":[0.99924976,0.00010467981,0.000043808624,0.000010224989,0.0000017139259,0.000011435663,0.00007855049,6.6093423e-7,0.00049920235],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992737,0.00014726029,0.00015274114,0.0000842912,0.00020977246,0.00013221217],"domain_scores_gemma":[0.9965718,0.0006181298,0.0010403864,0.0000985117,0.00044300623,0.0012281929],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008861105,0.0002930276,0.00024012467,0.0009165686,0.00093165995,0.0015350627,0.00030867042,0.000278767,0.0025381288],"category_scores_gemma":[0.0024238694,0.00016994741,0.0003373485,0.00075324014,0.00043813474,0.00033103806,0.0010026266,0.00066935905,0.00045466961],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002083886,0.00006136668,0.99502593,0.000029648681,0.000012514356,0.0000938676,0.0012667892,0.00003195732,0.00021494544,0.000026224674,0.00009504912,0.003120865],"study_design_scores_gemma":[6.961927e-7,0.000028959565,0.99741864,0.000017735916,0.000004544126,0.000034381283,0.0021708366,0.00003415337,0.00007099997,0.000010182617,0.0002061925,0.0000027559886],"about_ca_topic_score_codex":0.019001953,"about_ca_topic_score_gemma":0.028651098,"teacher_disagreement_score":0.019001953,"about_ca_system_score_codex":0.00080227887,"about_ca_system_score_gemma":0.0016008036,"threshold_uncertainty_score":0.03778273},"labels":[],"label_agreement":null},{"id":"W4402752754","doi":"10.5539/elt.v17n10p46","title":"Cognitive Styles and Influences on Academic Writing: An Empirical Investigation among English Language Learners","year":2024,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Cognition; Linguistics; Cognitive style; Empirical research; Language assessment; Mathematics education","score_opus":0.02402596768840717,"score_gpt":0.3606919255065677,"score_spread":0.33666595781816055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402752754","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996331,0.000039313043,0.000022008435,0.000009359902,0.000001149889,0.000002942916,0.0000055558276,4.124874e-7,0.00028614965],"genre_scores_gemma":[0.99957544,0.00006935288,0.000055686494,0.000012296585,0.0000024373062,0.0000060607617,0.0000115637085,0.0000011183218,0.0002661863],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988727,0.0003372714,0.00013105912,0.00011369881,0.00041166396,0.00013355534],"domain_scores_gemma":[0.99100655,0.004443422,0.0021537258,0.00025426925,0.00095696,0.0011850905],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014198438,0.00026717494,0.0003609579,0.0010609021,0.00069058227,0.0016742526,0.00031676923,0.00035586482,0.0012648387],"category_scores_gemma":[0.009410748,0.00017884899,0.00031049887,0.00063865585,0.0006543981,0.00058326626,0.000824179,0.0005368159,0.00023496774],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000076769524,0.00032909107,0.9599405,0.000045654095,0.000040011077,0.00030059952,0.026002951,0.000026374453,0.00081329385,0.000052845455,0.000067332636,0.012304679],"study_design_scores_gemma":[0.0000061364062,0.00026884835,0.9615384,0.000030715964,0.000023420771,0.00041643143,0.036622144,0.00015278991,0.0003049378,0.00008294876,0.0005415081,0.00001180951],"about_ca_topic_score_codex":0.0020744256,"about_ca_topic_score_gemma":0.0036865056,"teacher_disagreement_score":0.0020744256,"about_ca_system_score_codex":0.00032448597,"about_ca_system_score_gemma":0.0004879969,"threshold_uncertainty_score":0.0075089335},"labels":[],"label_agreement":null},{"id":"W4402785330","doi":"10.5430/wje.v14n3p113","title":"Assessing Student-User Experience in Building Design Studios Using Advanced Intelligent Tools: A Pilot Study at the University","year":2024,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Studio; Psychology; Mathematics education; Multimedia; Engineering; Pedagogy; Computer science","score_opus":0.17191222154457064,"score_gpt":0.4562069589654525,"score_spread":0.28429473742088185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402785330","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99922585,0.0000079368365,0.00035978336,0.000020484358,0.0000019138906,0.00004011354,0.000011571842,0.000011573906,0.00032069554],"genre_scores_gemma":[0.99700564,0.000040197883,0.0016651244,0.000033841978,0.000003154162,0.00007828436,0.00002891744,0.000009025591,0.00113571],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9978084,0.0011289156,0.00011773008,0.0002534977,0.0003244843,0.00036694764],"domain_scores_gemma":[0.9936279,0.0024322788,0.00045451176,0.00050782383,0.001094178,0.0018834362],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004779024,0.0005774667,0.0008484792,0.0009808429,0.0016028129,0.0020759967,0.0009703393,0.0010569224,0.0032451304],"category_scores_gemma":[0.0082191955,0.00065145944,0.000726733,0.00047305936,0.0010898074,0.0009810055,0.0016358948,0.0014767274,0.0009423771],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011310343,0.03403973,0.2866689,0.00051802926,0.00009591363,0.0031573237,0.51003766,0.0019010798,0.05094043,0.00066655816,0.0015390833,0.10930426],"study_design_scores_gemma":[0.00029775326,0.047067065,0.5040281,0.00019884093,0.00019274584,0.0030581225,0.38831303,0.008654906,0.030584106,0.00061997445,0.016599271,0.00038618475],"about_ca_topic_score_codex":0.0010400837,"about_ca_topic_score_gemma":0.0026532349,"teacher_disagreement_score":0.004779024,"about_ca_system_score_codex":0.00063665706,"about_ca_system_score_gemma":0.000889598,"threshold_uncertainty_score":0.025274217},"labels":[],"label_agreement":null},{"id":"W4403323548","doi":"10.5539/ijel.v14n5p105","title":"A Comparative Analysis of Students Learning Styles: A Case Study in Oman and Iran","year":2024,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Mathematics education; Psychology","score_opus":0.0455391978043123,"score_gpt":0.42428785762329846,"score_spread":0.37874865981898614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403323548","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991211,0.000067536304,0.000059722566,0.00006781894,0.0000030319616,0.000012653346,0.000007738473,0.0000012675973,0.0006592806],"genre_scores_gemma":[0.9989779,0.00017093257,0.00025954592,0.000038746115,0.000004091795,0.000012507547,0.000009908382,0.0000020325785,0.0005243304],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989178,0.00040102305,0.000050263905,0.000081676284,0.0002296042,0.00031964996],"domain_scores_gemma":[0.99896634,0.00030469144,0.0001838528,0.000046573216,0.0002016955,0.00029682796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014290396,0.0003281532,0.0003471134,0.0021113167,0.0032876034,0.0012643852,0.0007572543,0.0007943439,0.0013064444],"category_scores_gemma":[0.0021359255,0.0001961645,0.0004775957,0.0018238678,0.001152117,0.00081251364,0.001251057,0.000747812,0.00017609364],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021676243,0.0017113339,0.5122358,0.00018925424,0.00004021451,0.022266462,0.37672848,0.0002221516,0.002080593,0.0018043789,0.0011115634,0.08139303],"study_design_scores_gemma":[0.000020409878,0.00076391565,0.40017948,0.00009182917,0.00003521486,0.0052616387,0.58401364,0.00049961207,0.0009348967,0.0003468126,0.00781296,0.000039637864],"about_ca_topic_score_codex":0.013258944,"about_ca_topic_score_gemma":0.03836937,"teacher_disagreement_score":0.013258944,"about_ca_system_score_codex":0.0025087367,"about_ca_system_score_gemma":0.0018876843,"threshold_uncertainty_score":0.026363492},"labels":[],"label_agreement":null},{"id":"W4403330935","doi":"10.2196/57229","title":"Learning Styles of Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers When Learning Surgery: Protocol for a Scoping Review","year":2024,"lang":"en","type":"review","venue":"JMIR Research Protocols","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Internship; Learning styles; Medical education; Protocol (science); Medicine; Theme (computing); Psychology; Mathematics education; Computer science; Alternative medicine; Pathology","score_opus":0.4396650151118312,"score_gpt":0.6597455023046187,"score_spread":0.2200804871927875,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403330935","genre_codex":"protocol","genre_gemma":"protocol","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"protocol","genre_consensus":"protocol","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00037649507,0.00063224835,0.00086379907,0.00014725843,0.000104811756,0.99589515,0.0016062143,0.000033163164,0.0003407312],"genre_scores_gemma":[0.00024292561,0.00048017967,0.0021776871,0.00006344264,0.00001175733,0.9965837,0.00028655695,0.0000041562303,0.00014955483],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9536706,0.017367778,0.016738923,0.003674123,0.00591261,0.0026358692],"domain_scores_gemma":[0.9274631,0.024981087,0.010869827,0.0065832045,0.027761787,0.0023409158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.10358382,0.005955517,0.014022496,0.0182406,0.0062235096,0.008008777,0.005665493,0.009095561,0.05256381],"category_scores_gemma":[0.09656737,0.0058629117,0.015449954,0.016336244,0.0051357867,0.00845261,0.0063455235,0.0061624995,0.009115079],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.013723001,0.0015080905,0.0024724721,0.8021545,0.002436896,0.0025817186,0.013947038,0.0025226155,0.004982381,0.008544562,0.04792137,0.097205475],"study_design_scores_gemma":[0.025450865,0.005253011,0.013967089,0.49211752,0.006727959,0.001165223,0.016488712,0.0019273029,0.005627709,0.015296464,0.41506076,0.00091735437],"about_ca_topic_score_codex":0.0073470506,"about_ca_topic_score_gemma":0.014440535,"teacher_disagreement_score":0.10358382,"about_ca_system_score_codex":0.0150714815,"about_ca_system_score_gemma":0.07077097,"threshold_uncertainty_score":0.54781014},"labels":[],"label_agreement":null},{"id":"W4404848367","doi":"10.5753/sbie.2024.242720","title":"Modelo de adaptação de conteúdo individualizada com base em estilos de aprendizagem","year":2024,"lang":"pt","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Humber Polytechnic","funders":"","keywords":"Computer science; Psychology","score_opus":0.06126745684491839,"score_gpt":0.3507898362616795,"score_spread":0.28952237941676107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404848367","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09135883,0.000981189,0.85280967,0.0018973051,0.00024761845,0.00043853495,0.0006544566,0.0072908225,0.044321526],"genre_scores_gemma":[0.67945564,0.0016243103,0.26697588,0.00034304336,0.0000897096,0.0009645335,0.0013823474,0.0012478229,0.047916673],"study_design_codex":"simulation_or_modeling","study_design_gemma":"observational","domain_scores_codex":[0.99789125,0.00055127253,0.00015609097,0.00057978573,0.0006537016,0.00016795348],"domain_scores_gemma":[0.9957866,0.0018103576,0.0002839457,0.00094200706,0.0009389795,0.00023813706],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026681963,0.0010469396,0.0006823959,0.0013084636,0.0010678229,0.0061369753,0.0025197063,0.0022463782,0.009390821],"category_scores_gemma":[0.011000044,0.0009447747,0.0012610885,0.001393878,0.0017937169,0.0061213854,0.003065038,0.0021022884,0.0030224347],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009401126,0.00063246704,0.01234061,0.0012410845,0.00023428694,0.0012840669,0.0082480665,0.35359532,0.049477715,0.23528829,0.0125828,0.3241352],"study_design_scores_gemma":[0.00011134915,0.00041343755,0.0045478675,0.00027284768,0.00022721117,0.00044548328,0.0011713628,0.7941663,0.02212842,0.0884655,0.0879134,0.00013680565],"about_ca_topic_score_codex":0.006856397,"about_ca_topic_score_gemma":0.005324639,"teacher_disagreement_score":0.009390821,"about_ca_system_score_codex":0.0023062879,"about_ca_system_score_gemma":0.002602137,"threshold_uncertainty_score":0.031415462},"labels":[],"label_agreement":null},{"id":"W4405455819","doi":"10.1177/21582440241305082","title":"Working Memory Load, Automaticity, and Problem Solving in College Engineering Students: Two Applications","year":2024,"lang":"en","type":"article","venue":"SAGE Open","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Automaticity; Psychology; Mathematics education; Cognitive psychology; Computer science; Cognition","score_opus":0.020977750367439704,"score_gpt":0.34697445650861597,"score_spread":0.32599670614117626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405455819","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999553,0.000043792003,0.00019064824,0.000015839008,0.0000022673873,0.000015981499,0.000010573114,0.0000032885562,0.00016449566],"genre_scores_gemma":[0.9986292,0.00007627107,0.0008935967,0.000022034612,0.000010417103,0.000050866245,0.000040867537,0.0000032194507,0.00027350264],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999288,0.00030983533,0.000056892815,0.00011152105,0.00016691726,0.00006683434],"domain_scores_gemma":[0.98947436,0.007905563,0.00078649743,0.000603875,0.00042178427,0.00080789457],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001499565,0.0006634561,0.00042763472,0.0010671736,0.00039448196,0.0009175386,0.0004969313,0.0005899483,0.0020792098],"category_scores_gemma":[0.008732158,0.00033296086,0.00039615916,0.0010353378,0.0005839146,0.0007625387,0.0009187104,0.0010825869,0.0002297723],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003932302,0.009832583,0.80563354,0.00021353278,0.00019834793,0.00039639103,0.0069165663,0.001374374,0.014864984,0.00053173327,0.00032892494,0.15577665],"study_design_scores_gemma":[0.00021016384,0.005203605,0.9816929,0.000022517966,0.00008311091,0.00032144718,0.0012462775,0.0035460924,0.0055229594,0.0013424132,0.00075499265,0.00005359952],"about_ca_topic_score_codex":0.0010042327,"about_ca_topic_score_gemma":0.0010781694,"teacher_disagreement_score":0.0020792098,"about_ca_system_score_codex":0.00030304302,"about_ca_system_score_gemma":0.0003717425,"threshold_uncertainty_score":0.007930517},"labels":[],"label_agreement":null},{"id":"W4407572029","doi":"10.52041/iase2023.504","title":"learnr modules for self-paced learning of linear regression concepts","year":2024,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"University of Toronto","keywords":"Computer science; Linear regression; Artificial intelligence; Regression; Machine learning; Statistics; Mathematics","score_opus":0.02784766228569118,"score_gpt":0.38540091456915704,"score_spread":0.35755325228346585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407572029","genre_codex":"methods","genre_gemma":"software","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"software","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1175331,0.00068936194,0.53017956,0.0036474497,0.0015249514,0.010783234,0.016274825,0.11017998,0.2091875],"genre_scores_gemma":[0.12306578,0.000856543,0.61027473,0.0032078442,0.00045619207,0.015269854,0.018146293,0.008624611,0.22009812],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991886,0.00013497299,0.00006373338,0.00020152751,0.00025220506,0.00015899852],"domain_scores_gemma":[0.9943856,0.0023782142,0.00045371611,0.000602384,0.0010494307,0.0011305994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014960726,0.0015384759,0.00077110255,0.001362962,0.00042958502,0.0014966711,0.002415804,0.0013356622,0.1794548],"category_scores_gemma":[0.009196752,0.00052609935,0.00095842505,0.0006776575,0.0003439078,0.0018738235,0.0033851136,0.0017713796,0.06482681],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009164381,0.005108655,0.003780659,0.0012956415,0.00003330297,0.00057571055,0.0013726463,0.0030733258,0.01622635,0.012298551,0.35004413,0.60527456],"study_design_scores_gemma":[0.0009856903,0.0028625075,0.020814773,0.00075508136,0.000079493744,0.001424728,0.00056040473,0.024332598,0.031484786,0.04548073,0.87104386,0.00017537216],"about_ca_topic_score_codex":0.00027725115,"about_ca_topic_score_gemma":0.00076679833,"teacher_disagreement_score":0.1794548,"about_ca_system_score_codex":0.00090576615,"about_ca_system_score_gemma":0.0014526574,"threshold_uncertainty_score":0.60033613},"labels":[],"label_agreement":null},{"id":"W4409202047","doi":"10.2196/64767","title":"Evolution of Learning Styles in Surgery Comparing Residents and Teachers: Cross-Sectional Study","year":2025,"lang":"en","type":"article","venue":"JMIR Medical Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Preprint; Cross-sectional study; Psychology; Medical education; Medicine; Computer science","score_opus":0.028199800954378743,"score_gpt":0.41096166504300063,"score_spread":0.3827618640886219,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409202047","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961436,0.00007005297,0.000043906097,0.000009932213,0.0000023287407,0.000015318004,0.000056023135,0.0000011348922,0.00018680061],"genre_scores_gemma":[0.9996126,0.000070010836,0.00008384571,0.00001899334,0.0000051655134,0.000019421921,0.00009037371,0.0000012500685,0.000098465745],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99900573,0.00021081809,0.00013686702,0.00019481464,0.00029077835,0.00016098033],"domain_scores_gemma":[0.99587077,0.0009810141,0.0015726276,0.00018278316,0.00047620558,0.0009166348],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017019997,0.0002373468,0.0005043713,0.0014838772,0.0005100629,0.00061750895,0.0002705862,0.0004534467,0.0018166379],"category_scores_gemma":[0.004081294,0.00039935604,0.00047854125,0.0010712469,0.00036987054,0.00075634633,0.000572483,0.0005776773,0.00027178382],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023733459,0.0001003632,0.99865025,0.00000964744,0.000014800593,0.000033058543,0.00034082262,0.000006267139,0.00005684994,0.000004790444,0.000020555899,0.00073884043],"study_design_scores_gemma":[0.0000042381666,0.00033275905,0.99785763,0.000008624531,0.000010736022,0.00024225273,0.0013522549,0.000049356462,0.00003387177,0.000010297228,0.000093772214,0.0000041234675],"about_ca_topic_score_codex":0.0018070586,"about_ca_topic_score_gemma":0.0029572798,"teacher_disagreement_score":0.0018166379,"about_ca_system_score_codex":0.00031700006,"about_ca_system_score_gemma":0.00042359997,"threshold_uncertainty_score":0.009001136},"labels":[],"label_agreement":null},{"id":"W4409391333","doi":"10.61186/edcj.17.56.97","title":"Association between learning style preferences and choices of teaching method among Iranian faculty members: A cross-sectional online survey","year":2024,"lang":"en","type":"article","venue":"Majallah-i dānishkadah-i pizishkī.Dānishgāh-i ̒ulūm-i pizishkī va khadamāt-i bihdāshtī- darmānī-i Tihrān./Majallah-i dānishkadah-i pizishkī.Dānishgāh-i ̒ulūm-i pizishkī va khadamāt-i bihdāshtī- darmānī-i Tihrān.","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Artificial Intelligence in Medicine (Canada)","funders":"","keywords":"Association (psychology); Cross-sectional study; Style (visual arts); Psychology; Medical education; Mathematics education; Medicine; Statistics; Geography; Mathematics","score_opus":0.0844491125602329,"score_gpt":0.4003879746385323,"score_spread":0.3159388620782994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409391333","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994727,0.00008768374,0.000048126974,0.000041658248,0.0000026109858,0.000018371604,0.00011049592,0.0000013042778,0.00021703237],"genre_scores_gemma":[0.9991623,0.00015897599,0.00020781078,0.000075369586,0.000009058062,0.000041466148,0.00014545461,0.000001325983,0.00019820822],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989605,0.00023956888,0.00018653087,0.0001315623,0.00032727918,0.00015463377],"domain_scores_gemma":[0.9954201,0.0010995631,0.0020200303,0.00015253157,0.00070295134,0.0006048889],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001919918,0.00019073294,0.00036137347,0.0011953663,0.000511101,0.0006253858,0.00027653176,0.00037894936,0.002142974],"category_scores_gemma":[0.00469418,0.00026605112,0.00038083436,0.0010964355,0.00030157686,0.0007354218,0.00041055982,0.00048755822,0.00032136208],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032746684,0.00016100708,0.99436826,0.000037267473,0.000016729979,0.00004300244,0.0011157352,0.000018884164,0.00017138541,0.000009670941,0.000120699755,0.0039047636],"study_design_scores_gemma":[0.0000053341946,0.00024269368,0.99506843,0.000023298537,0.000013302657,0.00020768969,0.0038633724,0.00011140814,0.00011573703,0.000016808726,0.00032436167,0.0000075975954],"about_ca_topic_score_codex":0.0016434932,"about_ca_topic_score_gemma":0.0029816693,"teacher_disagreement_score":0.002142974,"about_ca_system_score_codex":0.00039700186,"about_ca_system_score_gemma":0.00061173167,"threshold_uncertainty_score":0.010153651},"labels":[],"label_agreement":null},{"id":"W4410373800","doi":"10.1007/s10459-025-10442-7","title":"Holes","year":2025,"lang":"en","type":"editorial","venue":"Advances in Health Sciences Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Medicine","score_opus":0.014378151592837589,"score_gpt":0.4432490021428149,"score_spread":0.4288708505499773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410373800","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000030483536,0.0034302878,0.000201508,0.04036863,0.94414026,0.000036194917,0.0000840649,0.000110563524,0.01159803],"genre_scores_gemma":[0.0009603764,0.004369829,0.00035425162,0.09354508,0.7751158,0.00009379338,0.00014493223,0.00014725335,0.12526877],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963445,0.0007796079,0.00036719005,0.0005393712,0.0015876566,0.00038166036],"domain_scores_gemma":[0.99116254,0.0027137396,0.0005560206,0.0006284519,0.0035231684,0.0014160674],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004139789,0.0019326343,0.0015432987,0.0025522048,0.0028715215,0.0072786333,0.0022586025,0.013213375,0.09261182],"category_scores_gemma":[0.024032494,0.00072729075,0.0020809637,0.0008579743,0.0015608966,0.0031290608,0.0023155634,0.011611287,0.049437005],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013409618,0.0000033153515,0.000008857792,0.00006822199,0.0000044001517,0.00003471284,0.0000059179692,0.000004962297,0.000022901182,0.00046053802,0.99368805,0.00568463],"study_design_scores_gemma":[0.000015685882,0.00000514583,0.000040623196,0.00013271676,0.000010884689,0.000051827956,0.000014114878,0.000016428008,0.000024221366,0.00059909455,0.9990854,0.0000038066564],"about_ca_topic_score_codex":0.0026201147,"about_ca_topic_score_gemma":0.0071130083,"teacher_disagreement_score":0.9073882,"about_ca_system_score_codex":0.002281663,"about_ca_system_score_gemma":0.0027613083,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4412011281","doi":"10.2196/66766","title":"How Learning Styles Characterize Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers While Learning Surgery: Scoping Review","year":2025,"lang":"en","type":"review","venue":"JMIR Medical Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Preprint; Medical education; Medicine; Learning styles; Surgery; Psychology; Mathematics education; Computer science","score_opus":0.044011507786490864,"score_gpt":0.42448690755366025,"score_spread":0.3804753997671694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412011281","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0035255102,0.9946607,0.00015486089,0.00033286164,0.000116785595,0.00022341733,0.00032192102,0.000004090907,0.00065984396],"genre_scores_gemma":[0.024201466,0.97363055,0.00062385894,0.00041756223,0.00008824845,0.0005284881,0.00032624835,0.0000054451493,0.00017812742],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9901454,0.0026133205,0.004362676,0.00078390114,0.0017776485,0.00031707014],"domain_scores_gemma":[0.9430639,0.043795068,0.0077831517,0.00059569936,0.004363742,0.00039833115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010262013,0.0012941185,0.004290544,0.023589175,0.0011735611,0.004607348,0.0017778177,0.0024966577,0.0025315194],"category_scores_gemma":[0.06480877,0.0009117706,0.0039764754,0.02290455,0.0014322469,0.0037683304,0.0019603474,0.0009851505,0.00032871083],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018831807,0.00003627965,0.0062458054,0.8089711,0.0042583086,0.00032930946,0.003020686,0.00014730186,0.00023021032,0.0005858434,0.0032210909,0.17276578],"study_design_scores_gemma":[0.000033062835,0.000100614576,0.013793969,0.9481904,0.0123650925,0.00072781846,0.003229615,0.00006599484,0.00022073177,0.0003555047,0.020870801,0.00004647823],"about_ca_topic_score_codex":0.01027295,"about_ca_topic_score_gemma":0.02194697,"teacher_disagreement_score":0.023589175,"about_ca_system_score_codex":0.0040895417,"about_ca_system_score_gemma":0.00891012,"threshold_uncertainty_score":0.05427134},"labels":[],"label_agreement":null},{"id":"W4412128453","doi":"10.3138/jvme-2025-0012","title":"Multicentric Survey on Learning Styles Between Members of the Veterinary Field","year":2025,"lang":"en","type":"article","venue":"Journal of Veterinary Medical Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Veterinary medicine; Medical education; Field (mathematics); Veterinary education; Psychology; Medicine; Pedagogy; Curriculum; Mathematics","score_opus":0.07654087978267558,"score_gpt":0.4298325168921553,"score_spread":0.3532916371094797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412128453","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994586,0.000029802553,0.000055744487,0.000018269886,0.0000012546038,0.000012400411,0.00007449349,0.0000013035606,0.00034819214],"genre_scores_gemma":[0.9992524,0.00009147947,0.00015689695,0.00004033872,0.000005555031,0.000031529915,0.000121892466,0.0000013890916,0.00029850999],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99767774,0.00095944025,0.0002948127,0.0002766159,0.0004894568,0.00030192055],"domain_scores_gemma":[0.99273324,0.0022050964,0.0029953253,0.00023311314,0.00083459966,0.0009985359],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002511068,0.00020776341,0.00028491972,0.0017040499,0.0004041558,0.0005415474,0.00027465832,0.00044470222,0.002090585],"category_scores_gemma":[0.005126158,0.00018010235,0.0002266549,0.0010406887,0.00042244064,0.0006471062,0.0007054785,0.00029915108,0.0005225012],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004098287,0.00011613247,0.9917351,0.00002586308,0.00001110514,0.00007189083,0.0026012377,0.00003533389,0.00046353147,0.000015459304,0.00012096324,0.004762498],"study_design_scores_gemma":[0.0000029336843,0.00031227092,0.9932127,0.0000112449,0.000003718178,0.00022737679,0.005546678,0.00008986869,0.00011804177,0.00001207593,0.00045621005,0.0000068418944],"about_ca_topic_score_codex":0.0012964859,"about_ca_topic_score_gemma":0.0021082438,"teacher_disagreement_score":0.002511068,"about_ca_system_score_codex":0.00041460336,"about_ca_system_score_gemma":0.00036888054,"threshold_uncertainty_score":0.013279974},"labels":[],"label_agreement":null},{"id":"W4412184951","doi":"10.58459/rptel.2009.4195-219","title":"CONVERGENCE OF DATA SOURCES IN THE ANALYSIS OF COMPLEX LEARNING ENVIRONMENTS","year":2009,"lang":"en","type":"article","venue":"Research and Practice in Technology Enhanced Learning","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McGill University","keywords":"Convergence (economics); Computer science; Data science","score_opus":0.15791603503751436,"score_gpt":0.4846794371329145,"score_spread":0.3267634020954001,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412184951","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26113608,0.0025061928,0.71284616,0.0017511034,0.0001803367,0.0019531888,0.004032765,0.0012306501,0.014363492],"genre_scores_gemma":[0.53450406,0.00064907834,0.45820585,0.00018515154,0.00006001743,0.0019384731,0.0030446143,0.0004634593,0.00094931666],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.91855216,0.039848395,0.010527565,0.007868125,0.02183755,0.0013661563],"domain_scores_gemma":[0.59616977,0.3311566,0.012341278,0.03359973,0.02518103,0.0015516165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.060704224,0.0010308763,0.0018925058,0.018001538,0.0020693333,0.014124287,0.0025107577,0.0020578983,0.002064068],"category_scores_gemma":[0.27199838,0.001187082,0.0015164526,0.017861465,0.003875433,0.0077712066,0.0107226875,0.0026222726,0.00071973464],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023271902,0.00083037897,0.19163086,0.004709106,0.0019579814,0.004173662,0.048464127,0.041476626,0.012956339,0.13568003,0.0033607779,0.55243295],"study_design_scores_gemma":[0.0004628737,0.00080326956,0.14624497,0.00504056,0.0016430803,0.002961427,0.04299049,0.26849154,0.03834467,0.40383175,0.08836121,0.0008242059],"about_ca_topic_score_codex":0.003859684,"about_ca_topic_score_gemma":0.003129803,"teacher_disagreement_score":0.060704224,"about_ca_system_score_codex":0.0025764154,"about_ca_system_score_gemma":0.0044030594,"threshold_uncertainty_score":0.32103842},"labels":[],"label_agreement":null},{"id":"W4414259247","doi":"10.52609/jmlph.v5i4.215","title":"Assessment of Learning Style Preferences Among Medical Students and Their Correlation with Academic Performance in First-Year MBBS Subjects","year":2025,"lang":"en","type":"article","venue":"The Journal of Medicine Law & Public Health","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learning styles; Preference; Style (visual arts); Correlation; Association (psychology); Cognitive style; Preference learning; Visual learning","score_opus":0.03370095796163121,"score_gpt":0.37853307954337345,"score_spread":0.34483212158174226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414259247","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99938893,0.00010605809,0.000053547217,0.0000135787095,0.0000025864706,0.0000073578753,0.00007461791,0.0000028129903,0.00035042272],"genre_scores_gemma":[0.99945503,0.000077371806,0.00010004466,0.000006290292,0.000003957549,0.000008188673,0.000085226755,0.0000011243036,0.00026279545],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99965477,0.000057488385,0.000054950575,0.000052124786,0.000120602286,0.000060029884],"domain_scores_gemma":[0.9969693,0.00052507204,0.0013861629,0.00007081195,0.00035429216,0.00069447956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070027384,0.00027201115,0.00027009443,0.0012699323,0.00022447952,0.0006210601,0.00019563141,0.00028464384,0.0032891287],"category_scores_gemma":[0.003313925,0.00010697556,0.000309636,0.00057906617,0.00017622061,0.00028527225,0.00047527358,0.00031623032,0.0005052109],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006916028,0.00007801079,0.995593,0.000017009987,0.000017823153,0.000029682416,0.00011188137,0.000029388073,0.00037652717,0.0000055317805,0.000047946836,0.0036240767],"study_design_scores_gemma":[0.0000026879977,0.00022377734,0.99915504,0.000005653956,0.000007480238,0.00012260268,0.0001978589,0.00009304181,0.00010297856,0.000009896105,0.00007646115,0.000002510438],"about_ca_topic_score_codex":0.00069813186,"about_ca_topic_score_gemma":0.0009666129,"teacher_disagreement_score":0.0032891287,"about_ca_system_score_codex":0.00016355295,"about_ca_system_score_gemma":0.00018725048,"threshold_uncertainty_score":0.011003256},"labels":[],"label_agreement":null},{"id":"W4414490299","doi":"10.5489/cuaj.9291","title":"The learning styles of graduating Canadian urology residents","year":2025,"lang":"en","type":"article","venue":"Canadian Urological Association Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Learning styles; Style (visual arts); Experiential learning; Cognitive style; Adult Learning","score_opus":0.01445747011750767,"score_gpt":0.28107881137488916,"score_spread":0.26662134125738146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414490299","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980603,0.00013077269,0.000042951906,0.00009504321,0.0000053644667,0.000017008064,0.00016618645,0.000004212787,0.0014781789],"genre_scores_gemma":[0.99802125,0.00022019402,0.00020613555,0.000056215566,0.0000038994067,0.000011084544,0.00021811321,0.0000019717295,0.0012611579],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995011,0.00002960699,0.000025615751,0.00004281583,0.00025653435,0.00014428791],"domain_scores_gemma":[0.9979085,0.00014779314,0.00037867425,0.00002978617,0.0006989105,0.0008364109],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005706857,0.00024693392,0.00012136817,0.0011629559,0.0010830805,0.0006421816,0.0005114524,0.00026898886,0.003246528],"category_scores_gemma":[0.0030656778,0.00010649191,0.00022774107,0.0005796122,0.00049637153,0.00022707238,0.0007128287,0.0002799773,0.00035124147],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006226813,0.00005743071,0.968681,0.000046354133,0.000010382279,0.00016252251,0.006383217,0.00008461902,0.0006716626,0.000034268465,0.00081614987,0.022989944],"study_design_scores_gemma":[0.000003786248,0.00008832307,0.99134564,0.00003179303,0.000003974096,0.00033183073,0.0065776217,0.00010188236,0.00017217237,0.000023588098,0.0013086358,0.00001073393],"about_ca_topic_score_codex":0.2989365,"about_ca_topic_score_gemma":0.49035427,"teacher_disagreement_score":0.7010635,"about_ca_system_score_codex":0.0023775378,"about_ca_system_score_gemma":0.0045791864,"threshold_uncertainty_score":0.59439296},"labels":[],"label_agreement":null},{"id":"W4415992294","doi":"","title":"Uncovering evidence: Transitioning from face-to-face to online learning.","year":2025,"lang":"en","type":"article","venue":"PubMed","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Manitoba Health; University of Manitoba","funders":"","keywords":"Blended learning; Online learning; Student engagement; Active learning (machine learning); Electronic learning; Learning styles; Experiential learning","score_opus":0.03703066496786109,"score_gpt":0.3147898375516211,"score_spread":0.27775917258376004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415992294","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.34000766,0.39336848,0.031052947,0.13737847,0.012937309,0.015641984,0.006574495,0.0006251866,0.062413566],"genre_scores_gemma":[0.8476822,0.05233366,0.059703756,0.02541626,0.0013789438,0.009825733,0.0011715669,0.00013320048,0.0023547409],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.89100915,0.0687536,0.015359253,0.006119483,0.017114757,0.0016437336],"domain_scores_gemma":[0.6393685,0.27860472,0.03779173,0.013961746,0.025634697,0.004638713],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.088221274,0.00044638303,0.0012886586,0.0052461103,0.0013121613,0.008109997,0.0031085073,0.00275834,0.009922932],"category_scores_gemma":[0.38979098,0.0005956191,0.0021976565,0.004009941,0.002076379,0.01005048,0.005931134,0.0038396812,0.0011153027],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013218614,0.0008362409,0.04479127,0.05200872,0.0022581099,0.00032366186,0.009567062,0.0002134983,0.00045096624,0.0038322334,0.009979038,0.8744174],"study_design_scores_gemma":[0.0022321322,0.009480182,0.16704087,0.49241278,0.013140422,0.0021137316,0.058353152,0.0021797065,0.004415833,0.027414808,0.22088526,0.00033120404],"about_ca_topic_score_codex":0.0025958254,"about_ca_topic_score_gemma":0.0052002724,"teacher_disagreement_score":0.088221274,"about_ca_system_score_codex":0.0032716482,"about_ca_system_score_gemma":0.009871426,"threshold_uncertainty_score":0.4665643},"labels":[],"label_agreement":null},{"id":"W4416940319","doi":"10.70838/pemj.490809","title":"Differentiated Instruction based on Pupils' Learning Style Preferences: The Effects on their Numeracy Level","year":2025,"lang":"","type":"article","venue":"Psychology and Education A Multidisciplinary Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Numeracy; Curriculum; Intervention (counseling); Quarter (Canadian coin); Style (visual arts); Response to intervention; Teaching method","score_opus":0.030945339407634952,"score_gpt":0.36428196077169384,"score_spread":0.3333366213640589,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416940319","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99933416,0.00009105315,0.000107997614,0.000015530704,0.0000045753645,0.00002164237,0.000014175867,0.0000061976684,0.00040471792],"genre_scores_gemma":[0.99739265,0.00016542735,0.0012379991,0.000016581313,0.00000506015,0.00004159218,0.000038295937,0.0000025356128,0.0010998214],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99954116,0.00011866254,0.00005526405,0.00008156475,0.00012607264,0.0000772518],"domain_scores_gemma":[0.9990717,0.00030050895,0.00016994066,0.00006931892,0.0001153802,0.0002730303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00051871146,0.00029552207,0.0004242395,0.00033208402,0.00018337026,0.00027473818,0.00023452101,0.00027913135,0.0011797155],"category_scores_gemma":[0.0017595029,0.00008818772,0.0003585513,0.00017598033,0.00015481414,0.00015636312,0.0005623874,0.00034473764,0.00020309632],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0125654675,0.030866545,0.24123679,0.0017141111,0.00039598072,0.0010129191,0.0073861675,0.0009596137,0.122581236,0.00028737116,0.00067814096,0.58031565],"study_design_scores_gemma":[0.00037748195,0.032210596,0.939965,0.00013273009,0.00021193,0.0002901955,0.0016969081,0.00045879852,0.021040881,0.0001294113,0.0034471212,0.000038966275],"about_ca_topic_score_codex":0.0008680372,"about_ca_topic_score_gemma":0.0018180921,"teacher_disagreement_score":0.0011797155,"about_ca_system_score_codex":0.00016419547,"about_ca_system_score_gemma":0.0002871129,"threshold_uncertainty_score":0.0039466023},"labels":[],"label_agreement":null},{"id":"W567172111","doi":"","title":"Cognitive style and science achievement of Canadian and Swedish college level students","year":2009,"lang":"en","type":"article","venue":"European Conference on Educational Research","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Style (visual arts); Cognitive style; Mathematics education; Psychology; Cognition; Academic achievement; Pedagogy; History","score_opus":0.24397921495503122,"score_gpt":0.4677305116993487,"score_spread":0.22375129674431748,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W567172111","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974868,0.00010367591,0.000007920365,0.000046149733,0.000010236838,0.0000034567568,0.00014920335,0.0000024091237,0.0021902253],"genre_scores_gemma":[0.9969015,0.000102535356,0.000028763594,0.000025651032,0.0000042880506,0.0000029581408,0.0002336454,0.0000034036598,0.0026972624],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994042,0.000035162968,0.000027817896,0.00006879285,0.00021702619,0.00024698174],"domain_scores_gemma":[0.99571013,0.00038357975,0.00039737113,0.00007247164,0.0014286363,0.0020078113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006703975,0.000350768,0.00042385948,0.0021423274,0.001861388,0.0032211305,0.0005648367,0.0006807739,0.0042536417],"category_scores_gemma":[0.0030481988,0.00024309118,0.00066099374,0.00183164,0.00064041984,0.00037425847,0.000836757,0.0010417809,0.0007264844],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042056185,0.00046530156,0.98262525,0.000025906984,0.00010997629,0.00014359393,0.0039045294,0.00015722861,0.0010037438,0.0002990552,0.00085752195,0.009987247],"study_design_scores_gemma":[0.0000074631007,0.00006871697,0.99780196,0.000008520886,0.000012750175,0.000027603512,0.0013796221,0.00008974792,0.000076307006,0.000045877892,0.0004696494,0.000011811973],"about_ca_topic_score_codex":0.75505877,"about_ca_topic_score_gemma":0.8091291,"teacher_disagreement_score":0.24494123,"about_ca_system_score_codex":0.0032756797,"about_ca_system_score_gemma":0.004754703,"threshold_uncertainty_score":0.49276745},"labels":[],"label_agreement":null},{"id":"W69465456","doi":"","title":"LOCATE intelligent systems demonstration: adapting help to the cognitive styles of users","year":2006,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Research & Development Corporation","funders":"","keywords":"Testbed; Computer science; Workspace; Human–computer interaction; Adaptation (eye); Kinesthetic learning; Cognitive style; Software; Dimension (graph theory); Multimedia; User interface; Adaptive system; Personalization; Cognition; Artificial intelligence; World Wide Web; Robot","score_opus":0.03945789502427834,"score_gpt":0.30169249296259437,"score_spread":0.26223459793831605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W69465456","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.77769536,0.00015231964,0.17011602,0.0015324927,0.000082306906,0.0008378716,0.00091511005,0.015958458,0.032710016],"genre_scores_gemma":[0.7885233,0.0001796207,0.18847644,0.00037167146,0.000027429836,0.00058224757,0.0007546176,0.0008656286,0.020219019],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99957186,0.00015638609,0.000031200234,0.0000690106,0.00011537313,0.000056188866],"domain_scores_gemma":[0.9954105,0.0029615315,0.00021476374,0.0005993385,0.00036054724,0.00045333427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010328453,0.0006697062,0.00034679737,0.0003526105,0.00038864548,0.00074515434,0.0010243995,0.0010661863,0.015597676],"category_scores_gemma":[0.00808644,0.00039233227,0.00023884939,0.0001616492,0.00054571725,0.0011681608,0.0018767107,0.00085073186,0.003019495],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029031204,0.004358264,0.024244629,0.0013617738,0.00008211911,0.0026131673,0.027506279,0.017548075,0.25593278,0.009433397,0.074691266,0.5793252],"study_design_scores_gemma":[0.0023741173,0.022753108,0.14743418,0.00070280547,0.0003433496,0.012266049,0.015137929,0.20384018,0.26076165,0.022279736,0.31143743,0.00066943764],"about_ca_topic_score_codex":0.0006097151,"about_ca_topic_score_gemma":0.001469133,"teacher_disagreement_score":0.015597676,"about_ca_system_score_codex":0.00026760885,"about_ca_system_score_gemma":0.000371608,"threshold_uncertainty_score":0.052179396},"labels":[],"label_agreement":null},{"id":"W7008405132","doi":"","title":"Black Hills Corp. Reports 18 Percent Increase in 2014 Adjusted Earnings Per Share Black Hills Corp. highlights for the fourth quarter and full year 2014, recent regulatory filings, updates and other events include: Utilities Non-Regulated Energy Corporate EARNINGS GUIDANCE REVISED CONFERENCE CALL AND WEBCAST USE OF NON-GAAP FINANCIAL MEASURE BUSINESS UNIT PERFORMANCE SUMMARY Utilities Group Electric Utilities Gas Utilities Non-Regulated Ene...","year":2015,"lang":"en","type":"other","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Earnings; Quarter (Canadian coin); Full-time; Duration (music)","score_opus":0.034860184302402286,"score_gpt":0.24838096464328208,"score_spread":0.2135207803408798,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7008405132","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010175145,0.0008524149,0.00074615696,0.009915679,0.002014935,0.00022022834,0.10404595,0.002621445,0.8694081],"genre_scores_gemma":[0.017233316,0.00095079915,0.0006183732,0.0011281697,0.0002675889,0.000099189834,0.036970593,0.000325125,0.9424069],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990766,0.000039263516,0.00002975814,0.000070147944,0.0006743061,0.00010984371],"domain_scores_gemma":[0.9969291,0.00017200779,0.000287974,0.00012322691,0.002068273,0.00041953864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008554881,0.00048157212,0.0002455113,0.0019393899,0.0010307138,0.0015754123,0.0006479112,0.0005513216,0.16368987],"category_scores_gemma":[0.0027757173,0.00023856126,0.00025753994,0.00166436,0.00021520143,0.0008102043,0.00091577694,0.0012758359,0.08630994],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002165584,0.000028396762,0.0008472171,0.000014043896,0.0000019393897,0.000008082201,0.000009487336,0.000027672395,0.000065498214,0.00072354137,0.9845707,0.0136818765],"study_design_scores_gemma":[0.000020120418,0.00004633267,0.023775395,0.000052220854,0.000007263376,0.000023393131,0.00011429778,0.00021370975,0.0005626798,0.00031795533,0.97485346,0.000013261677],"about_ca_topic_score_codex":0.089767344,"about_ca_topic_score_gemma":0.12116097,"teacher_disagreement_score":0.16368987,"about_ca_system_score_codex":0.0014946822,"about_ca_system_score_gemma":0.0040479507,"threshold_uncertainty_score":0.54759717},"labels":[],"label_agreement":null},{"id":"W7009780253","doi":"","title":"Étude comparative du style d'apprentissage chez les étudiants pré- et postréforme /","year":2015,"lang":"fr","type":"other","venue":"Bibliothèque et Archives nationales du Québec (Québec government)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Style (visual arts); Subject (documents); Context (archaeology); Focus (optics)","score_opus":0.023021400260024666,"score_gpt":0.2799233161139837,"score_spread":0.25690191585395905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7009780253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970318,0.0001988242,0.000063787746,0.000100573154,0.000007783451,0.000019103412,0.00020179832,0.0000037696968,0.0023725817],"genre_scores_gemma":[0.9881593,0.00032517128,0.00022259017,0.00007778624,0.0000071376817,0.0000353604,0.00025123,0.0000062803156,0.010915187],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99898714,0.00019285436,0.000077014534,0.00010828565,0.00032484563,0.00030980585],"domain_scores_gemma":[0.9928235,0.0010052733,0.0013029095,0.00031225246,0.0033695106,0.0011864466],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021162895,0.00025909525,0.00029879622,0.001876183,0.0019207743,0.002855111,0.0007191471,0.0006124335,0.0038067468],"category_scores_gemma":[0.005760831,0.0002076418,0.0003922012,0.002068732,0.00082475407,0.00084957184,0.0008519247,0.000836818,0.00064266927],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011312363,0.00016817752,0.91748035,0.00004369285,0.000030758125,0.00017415348,0.05394942,0.000031084594,0.0008281047,0.00022886522,0.00067525695,0.026276974],"study_design_scores_gemma":[0.0000023245284,0.000056252575,0.98266464,0.000016567983,0.000007664623,0.00005053024,0.014979729,0.000030508949,0.00012722918,0.000021558519,0.0020344162,0.000008592112],"about_ca_topic_score_codex":0.5704225,"about_ca_topic_score_gemma":0.74991286,"teacher_disagreement_score":0.5704225,"about_ca_system_score_codex":0.004856609,"about_ca_system_score_gemma":0.005962493,"threshold_uncertainty_score":0.8642148},"labels":[],"label_agreement":null},{"id":"W7036130861","doi":"","title":"A Bayesian Group Sparse Multi-Task Regression Model for Imaging Genomics","year":2015,"lang":"en","type":"dissertation","venue":"UVic’s Research and Learning Repository (University of Victoria)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Compute Canada; Alzheimer's Disease Neuroimaging Initiative","keywords":"Bayes' theorem; Bayes factor; Bayesian inference; Bayesian probability; Inference; Imaging genetics; Regression; Bayesian hierarchical modeling; Marginal likelihood","score_opus":0.04973691545503793,"score_gpt":0.33929382030107613,"score_spread":0.2895569048460382,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036130861","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0052301846,0.0006420116,0.9897355,0.0013863912,0.00008810228,0.00007452576,0.00056516466,0.00039220552,0.0018858704],"genre_scores_gemma":[0.41378316,0.0022706774,0.5430371,0.0019347889,0.0006983784,0.0017699061,0.0035020402,0.0005426956,0.03246128],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99742424,0.0013084754,0.00008250251,0.00061320397,0.0003470413,0.00022446408],"domain_scores_gemma":[0.99616504,0.0026450967,0.0003706521,0.00023081285,0.0004590997,0.0001293014],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058158776,0.0016039677,0.002266289,0.0011498481,0.00054895045,0.0018266427,0.004497146,0.004746549,0.0068677543],"category_scores_gemma":[0.011943551,0.0012004114,0.0019304823,0.0022414483,0.0017671762,0.0022326983,0.0019150832,0.003947892,0.0028723723],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002041225,0.00009681113,0.001055251,0.00018171885,0.00014480775,0.0001733284,0.00018608497,0.8223577,0.0011844224,0.13822234,0.0054500164,0.030743383],"study_design_scores_gemma":[0.000022529812,0.000020102916,0.00017190188,0.000013713679,0.00001551063,0.00002244613,0.000007360395,0.967071,0.00007227556,0.031231254,0.0013360356,0.000015787871],"about_ca_topic_score_codex":0.013088993,"about_ca_topic_score_gemma":0.011895541,"teacher_disagreement_score":0.013088993,"about_ca_system_score_codex":0.0017367193,"about_ca_system_score_gemma":0.0020596175,"threshold_uncertainty_score":0.030757666},"labels":[],"label_agreement":null},{"id":"W7036550159","doi":"","title":"Caring moments within an interprofessional healthcare team ::children and adolescent perspective","year":2019,"lang":"en","type":"article","venue":"ArODES (HES-SO (https://www.hes-so.ch/))","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Health care; Qualitative research; Health professionals; Quality (philosophy); Interprofessional education; MEDLINE; Context (archaeology); Service (business)","score_opus":0.01843338787532087,"score_gpt":0.32201677278211716,"score_spread":0.30358338490679626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036550159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90835947,0.028950756,0.0017601709,0.02392605,0.0007059674,0.0001539777,0.00029667382,0.000034233275,0.035812665],"genre_scores_gemma":[0.9690815,0.023142392,0.0013114552,0.0026845837,0.00013476424,0.000109681525,0.00009471166,0.00002356058,0.0034173382],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99864167,0.00077367184,0.000063675776,0.000079521196,0.0001514305,0.00028997328],"domain_scores_gemma":[0.9984143,0.0006468085,0.00025560055,0.000030391364,0.00016819332,0.0004846729],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001869018,0.0003381225,0.0004118856,0.0007975188,0.0037684843,0.003571432,0.0005901027,0.0014629344,0.0020069594],"category_scores_gemma":[0.002188969,0.00034058758,0.0004784546,0.0006279528,0.0030770896,0.003563762,0.0031652101,0.0033741952,0.0003093371],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059216138,0.00016537514,0.03274066,0.0011056312,0.00002693169,0.009093752,0.90754074,0.000085063875,0.0012070504,0.0132401725,0.006272917,0.028462442],"study_design_scores_gemma":[0.0000074150453,0.000121210156,0.020922814,0.0017460741,0.000037835252,0.008504607,0.8506912,0.000042515145,0.00043215542,0.0011713099,0.11629617,0.000026635153],"about_ca_topic_score_codex":0.0067504225,"about_ca_topic_score_gemma":0.012881483,"teacher_disagreement_score":0.0067504225,"about_ca_system_score_codex":0.0022639204,"about_ca_system_score_gemma":0.0032461165,"threshold_uncertainty_score":0.016425967},"labels":[],"label_agreement":null},{"id":"W7070853643","doi":"","title":"Question everything: a critical examination of faculty beliefs concerning learning strategy and learning styles","year":2023,"lang":"en","type":"dissertation","venue":"Lu Zone Ul (Laurentian University)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Learning styles; Active learning (machine learning); Experiential learning; Institution; Cooperative learning; Learning sciences; Style (visual arts)","score_opus":0.028264023186176216,"score_gpt":0.3018612262924174,"score_spread":0.2735972031062412,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7070853643","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9304301,0.0023280922,0.006880453,0.03504675,0.0005122614,0.0006836069,0.00012417871,0.00005563507,0.023939008],"genre_scores_gemma":[0.9858263,0.0009831113,0.0033402415,0.0064406176,0.00011145653,0.00027267882,0.000056573397,0.00003227497,0.002936847],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97256845,0.016061204,0.0016451572,0.0017378893,0.0060950145,0.0018922818],"domain_scores_gemma":[0.7702428,0.16911861,0.01404276,0.0073776287,0.03521285,0.0040053288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0698881,0.00032914703,0.00055467844,0.004747792,0.009965967,0.0077917087,0.001976756,0.0016623426,0.0015785543],"category_scores_gemma":[0.1526143,0.00036780952,0.0004957937,0.0034817415,0.014995712,0.0060366914,0.0049405564,0.0037548912,0.00016729535],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006208196,0.00011462141,0.056373034,0.00028212293,0.000033795284,0.00028374055,0.88127625,0.000055568187,0.0010305009,0.010343215,0.0032636805,0.046881337],"study_design_scores_gemma":[0.00001084942,0.0001209096,0.027105154,0.0004851574,0.000026395703,0.00010483462,0.9424313,0.00018172333,0.0007832152,0.006170117,0.022535501,0.000044888617],"about_ca_topic_score_codex":0.020470371,"about_ca_topic_score_gemma":0.03179869,"teacher_disagreement_score":0.0698881,"about_ca_system_score_codex":0.014692867,"about_ca_system_score_gemma":0.019366039,"threshold_uncertainty_score":0.36960804},"labels":[],"label_agreement":null},{"id":"W7084113596","doi":"10.6084/m9.figshare.29897930.v2","title":"Additional file 2 of “Prevalence of disordered eating and eating disorders among Norwegian university students before and after the COVID-19 pandemic, 2018 and 2022: The SHoT study.”","year":2025,"lang":"en","type":"article","venue":"Figshare","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Norwegian; Eating disorders; Disordered eating; Shot (pellet)","score_opus":0.021703032994726767,"score_gpt":0.29770362511377485,"score_spread":0.2760005921190481,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7084113596","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003686816,0.000021887712,0.00010724152,0.000100548845,0.000039508428,0.00004613557,0.99813026,0.000089084235,0.0010966962],"genre_scores_gemma":[0.015752178,0.00028511867,0.00216619,0.00054514623,0.00014716008,0.0026521347,0.95768774,0.00056839763,0.02019597],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9993013,0.0001680412,0.00013715163,0.00016600921,0.00011591255,0.00011161179],"domain_scores_gemma":[0.9829899,0.013055127,0.00097187154,0.00061193865,0.001846186,0.00052495336],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013043148,0.0009539829,0.0012300969,0.002368615,0.0011323387,0.0014037116,0.0016539696,0.0011184488,0.8568029],"category_scores_gemma":[0.024729664,0.0005043386,0.0010499295,0.00406432,0.0002927523,0.0019539767,0.0012403358,0.0007346023,0.13303743],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015187995,0.000061028008,0.0039497,0.0015586634,0.00002932381,0.000054261523,0.000112546426,0.0001576808,0.000021907837,0.00040762292,0.9884574,0.0050379643],"study_design_scores_gemma":[0.0054571587,0.00041834125,0.14792137,0.010353789,0.00035327554,0.0009909662,0.0038589516,0.0017406251,0.00050385704,0.012043203,0.8160307,0.0003277602],"about_ca_topic_score_codex":0.030230982,"about_ca_topic_score_gemma":0.036507465,"teacher_disagreement_score":0.8568029,"about_ca_system_score_codex":0.00089175446,"about_ca_system_score_gemma":0.0021153118,"threshold_uncertainty_score":0.20425332},"labels":[],"label_agreement":null},{"id":"W7095848948","doi":"","title":"The design and assessment and implementation of a web-based course","year":2000,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Course (navigation); Relevance (law); Course evaluation; Instructional design; Learning styles","score_opus":0.027923063049795343,"score_gpt":0.39899493932055585,"score_spread":0.3710718762707605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095848948","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4805824,0.00015893123,0.39942768,0.0018406016,0.00030313878,0.072207734,0.00030737178,0.002085623,0.043086525],"genre_scores_gemma":[0.26570013,0.00016032775,0.7048736,0.00040346253,0.0000485102,0.016263716,0.00021442624,0.000116872514,0.012218887],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99427104,0.002873137,0.000450565,0.0004518167,0.0015224287,0.00043108585],"domain_scores_gemma":[0.9904739,0.0027446188,0.00055575673,0.0008495519,0.0036945532,0.0016815426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011997788,0.0004707643,0.00034379915,0.0009898621,0.001098424,0.00333416,0.0015763104,0.0012686411,0.004652698],"category_scores_gemma":[0.01536931,0.0006125911,0.0003611806,0.00050525134,0.0007612674,0.0014428851,0.0013533687,0.0013917444,0.0017048257],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008226082,0.014959578,0.015602474,0.0010701458,0.000036024572,0.00044731042,0.0056038,0.013235467,0.046397552,0.009913611,0.0043733018,0.887538],"study_design_scores_gemma":[0.0040243217,0.056384966,0.17041346,0.0022457594,0.00041309383,0.0011279607,0.017696826,0.19472152,0.17642102,0.02243146,0.35345253,0.00066698453],"about_ca_topic_score_codex":0.0015987016,"about_ca_topic_score_gemma":0.003041222,"teacher_disagreement_score":0.011997788,"about_ca_system_score_codex":0.0026987263,"about_ca_system_score_gemma":0.007141085,"threshold_uncertainty_score":0.06345111},"labels":[],"label_agreement":null},{"id":"W7096159007","doi":"","title":"Toronto","year":2015,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Focus (optics); Academic achievement; Active learning (machine learning); Note-taking; Learning styles; Experiential learning","score_opus":0.07282424832633172,"score_gpt":0.37182197599225353,"score_spread":0.2989977276659218,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096159007","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005299971,0.009778353,0.0014193424,0.0054510464,0.002369062,0.0000773994,0.0072580217,0.0007830665,0.9675638],"genre_scores_gemma":[0.011945552,0.0039450577,0.0007818194,0.00057804916,0.00015649201,0.00002661124,0.0017349699,0.00019181632,0.98063964],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.999206,0.000057729525,0.00003585684,0.00031507455,0.0002660542,0.00011925774],"domain_scores_gemma":[0.99881434,0.00017776467,0.00008374632,0.00010063753,0.00050608435,0.0003175872],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00031081846,0.001135827,0.0007446897,0.00096636615,0.0033957814,0.00447286,0.0010700561,0.0018645409,0.656956],"category_scores_gemma":[0.0012859263,0.0005565767,0.00048180425,0.0011686683,0.0008555802,0.0014427657,0.0016637698,0.0014693898,0.3006451],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00058011955,0.00016233571,0.005649317,0.0013858699,0.000058088623,0.0029762117,0.0019519534,0.0009692417,0.005848267,0.03287316,0.6134201,0.33412534],"study_design_scores_gemma":[0.000022204666,0.000029730647,0.0035873228,0.00022925617,0.000009396239,0.000280826,0.00045379307,0.00019847469,0.0005619558,0.0016781837,0.9929299,0.000018861183],"about_ca_topic_score_codex":0.11065862,"about_ca_topic_score_gemma":0.24582243,"teacher_disagreement_score":0.34304398,"about_ca_system_score_codex":0.003994182,"about_ca_system_score_gemma":0.0042321766,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W7096472848","doi":"","title":"UNDERSTANDING LEARNER ANXIETY AND PROFESSIONAL PRACTICE SELF-EFFICACY IN NURSING EDUCATION By","year":2014,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nurse education; Inclusion (mineral); Anxiety; Nursing practice; Nursing care; MEDLINE","score_opus":0.03756097359276633,"score_gpt":0.3809979201615656,"score_spread":0.34343694656879925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096472848","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99568653,0.00028268783,0.00015317483,0.0004323206,0.0000076192623,0.000009942388,0.00000765463,0.0000025975355,0.0034174668],"genre_scores_gemma":[0.9991179,0.00021685356,0.00008992784,0.00004726119,0.0000056928743,0.000013982162,0.000010592144,0.0000021383528,0.0004955696],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99871314,0.00052016944,0.00007060221,0.00012875343,0.0003263194,0.00024096324],"domain_scores_gemma":[0.9883038,0.007990032,0.0014096205,0.0002855075,0.000714005,0.0012971031],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036156592,0.0001606305,0.00034271317,0.00096410984,0.00072761485,0.0043104417,0.00043857584,0.00067573367,0.0021336684],"category_scores_gemma":[0.016316706,0.00022403197,0.00032711896,0.00045035782,0.0014215845,0.0018600401,0.0017790691,0.0018426505,0.00020657468],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017733754,0.0026509538,0.82562095,0.00014060042,0.00013301705,0.000115453746,0.080194175,0.00037874025,0.00083316304,0.0041326694,0.00075606233,0.08486677],"study_design_scores_gemma":[0.00001666653,0.0002399492,0.9600794,0.00013175268,0.000052546373,0.0000619765,0.034751043,0.0009160877,0.00022707102,0.002468372,0.001034845,0.000020345713],"about_ca_topic_score_codex":0.004762809,"about_ca_topic_score_gemma":0.007672385,"teacher_disagreement_score":0.004762809,"about_ca_system_score_codex":0.001543359,"about_ca_system_score_gemma":0.0014962637,"threshold_uncertainty_score":0.019121706},"labels":[],"label_agreement":null},{"id":"W7096750552","doi":"","title":"Learning Database Structures Record","year":2015,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"German; Patent office; Patent application; Information system","score_opus":0.06823582552320155,"score_gpt":0.3523339407285058,"score_spread":0.28409811520530426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096750552","genre_codex":"dataset","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0037384448,0.0026055006,0.139531,0.0044551,0.0013055879,0.0020715964,0.72131586,0.048888378,0.07608847],"genre_scores_gemma":[0.023907665,0.0042440626,0.16416673,0.0013543601,0.00063149835,0.0017673732,0.76208675,0.0035525253,0.038289025],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99420774,0.00071142986,0.0014718125,0.0013596355,0.0020295097,0.00021990793],"domain_scores_gemma":[0.9616653,0.009533041,0.0027435569,0.014704161,0.010116471,0.001237524],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004944221,0.0015723326,0.002231682,0.016318506,0.0017028376,0.011231748,0.0044433647,0.0022549317,0.15440516],"category_scores_gemma":[0.055779427,0.0012570375,0.0019376322,0.021385707,0.0007189805,0.012361765,0.0041165077,0.0025534276,0.15357602],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026824957,0.00019013093,0.003116472,0.0020619002,0.00014670982,0.00013152626,0.00017405898,0.0013907166,0.0011638416,0.026659202,0.6722031,0.29249412],"study_design_scores_gemma":[0.00012671377,0.00009726654,0.0015905417,0.0005472973,0.0001321744,0.00023116414,0.00022544387,0.0057178657,0.003616131,0.028885547,0.958749,0.00008084445],"about_ca_topic_score_codex":0.006801625,"about_ca_topic_score_gemma":0.0062350957,"teacher_disagreement_score":0.8455948,"about_ca_system_score_codex":0.002632708,"about_ca_system_score_gemma":0.00958567,"threshold_uncertainty_score":0.5165367},"labels":[],"label_agreement":null},{"id":"W7097813978","doi":"","title":"DOCUMENT RESUME","year":2016,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Style (visual arts); Learning styles; Sample (material); Active learning (machine learning); Cognitive style","score_opus":0.01903580108139449,"score_gpt":0.3232631307007227,"score_spread":0.30422732961932825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097813978","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00083635224,0.0013325143,0.0010096573,0.0020311966,0.004447598,0.00034778772,0.019693976,0.0014036163,0.9688973],"genre_scores_gemma":[0.002451012,0.00081730477,0.0004549639,0.0005440642,0.00046912898,0.00008870338,0.008554068,0.0004187836,0.98620206],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99949205,0.00005948986,0.0000388394,0.00008578017,0.00025693577,0.00006697682],"domain_scores_gemma":[0.998231,0.00023128823,0.000079827696,0.00025048607,0.0009143728,0.0002929719],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0006502861,0.0006816449,0.0006752354,0.0024197188,0.0017327507,0.003981597,0.0013950106,0.0011459282,0.8964963],"category_scores_gemma":[0.003766247,0.00027629748,0.000393886,0.0025650677,0.00035168513,0.0026920573,0.002026084,0.001019243,0.80326706],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042837608,0.00004400869,0.000262162,0.00016096562,0.0000018184003,0.00004382404,0.000060707614,0.00004293122,0.0002078004,0.0017059663,0.93728584,0.060141284],"study_design_scores_gemma":[0.000005172851,0.000011819216,0.00049607735,0.000064055515,9.957747e-7,0.000033271295,0.000045961307,0.000022064341,0.000058290287,0.00022358744,0.9990357,0.0000030238023],"about_ca_topic_score_codex":0.007812092,"about_ca_topic_score_gemma":0.008320333,"teacher_disagreement_score":0.103503704,"about_ca_system_score_codex":0.0011399313,"about_ca_system_score_gemma":0.0016727716,"threshold_uncertainty_score":0.1476354},"labels":[],"label_agreement":null},{"id":"W7099845714","doi":"","title":"Learning Database � Structures � STN ® Viewer ™ � Record Content","year":2013,"lang":"en","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"German; Key (lock); Patent visualisation; Information system","score_opus":0.060292859026190644,"score_gpt":0.31303338965802474,"score_spread":0.2527405306318341,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099845714","genre_codex":"dataset","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0040640533,0.00083690236,0.12941626,0.0017276594,0.0010585467,0.00094660337,0.4898288,0.20141475,0.17070642],"genre_scores_gemma":[0.035461456,0.0023866675,0.1946178,0.0007854685,0.00049292453,0.0012186551,0.5700317,0.020240951,0.17476428],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992299,0.00006937838,0.00012685482,0.00017982823,0.0003343824,0.000059648977],"domain_scores_gemma":[0.9952395,0.0014116842,0.00022725659,0.001366457,0.0015182731,0.00023693907],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0011357421,0.0013931347,0.0012551079,0.0053005647,0.00066817104,0.0052072085,0.002804428,0.00093136565,0.46687707],"category_scores_gemma":[0.012285542,0.0010050716,0.0010317508,0.008017074,0.00028902694,0.0044514425,0.0020858333,0.0013436703,0.2896968],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002459605,0.00006187,0.00048890925,0.0005900851,0.000027315602,0.000075349766,0.000064180684,0.0007612459,0.0011468094,0.005931072,0.76042217,0.23018508],"study_design_scores_gemma":[0.00026806185,0.00008940829,0.0013087436,0.0003224276,0.00005613033,0.0001682978,0.000113954644,0.013499136,0.006012621,0.014397821,0.9636912,0.000072146424],"about_ca_topic_score_codex":0.0067095878,"about_ca_topic_score_gemma":0.0071885115,"teacher_disagreement_score":0.5331229,"about_ca_system_score_codex":0.0011386772,"about_ca_system_score_gemma":0.002668671,"threshold_uncertainty_score":0.76043516},"labels":[],"label_agreement":null},{"id":"W7126429495","doi":"10.18653/v1/2024.personalize-1.10","title":"Quantifying learning-style adaptation in effectiveness of LLM teaching","year":2024,"lang":"","type":"article","venue":"","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canadian Institute for Advanced Research","keywords":"Personalization; Adaptation (eye); Generative grammar; Context (archaeology)","score_opus":0.0519358257031583,"score_gpt":0.37070538561680577,"score_spread":0.31876955991364747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7126429495","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9918264,0.00047882675,0.0035810352,0.00007357957,0.000025804484,0.000042392843,0.0002648454,0.00014458841,0.0035625456],"genre_scores_gemma":[0.9981166,0.000054684027,0.0009118282,0.000020897169,0.000008375645,0.000015706879,0.00014849809,0.000040523355,0.00068300724],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99767107,0.0007343253,0.00014203109,0.0005483957,0.0007545693,0.00014961939],"domain_scores_gemma":[0.98007685,0.012589349,0.0024301691,0.0018043638,0.0016424117,0.0014568679],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026906496,0.00027853347,0.00037970298,0.0007337592,0.00016193058,0.0012211459,0.00037934168,0.0006265312,0.002841484],"category_scores_gemma":[0.027838988,0.00016437515,0.00028587284,0.000593313,0.00030796204,0.0007185617,0.00089882355,0.00057555287,0.0012785066],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003016559,0.0013159639,0.5334992,0.00028322806,0.00050738774,0.000060127066,0.0018578756,0.011576322,0.033072818,0.0003906054,0.0020663596,0.41235352],"study_design_scores_gemma":[0.00003677372,0.0009851615,0.97806805,0.000034230554,0.000073081406,0.000057391695,0.00031563718,0.009793489,0.009226526,0.0004606741,0.0009142013,0.0000348788],"about_ca_topic_score_codex":0.0013085278,"about_ca_topic_score_gemma":0.0012918672,"teacher_disagreement_score":0.002841484,"about_ca_system_score_codex":0.0005035357,"about_ca_system_score_gemma":0.0002067875,"threshold_uncertainty_score":0.014229655},"labels":[],"label_agreement":null},{"id":"W7128558241","doi":"","title":"Cognitive Styles In Student Use, Perception, And Satisfaction With Online Learning","year":2007,"lang":"","type":"article","venue":"UND Scholarly Commons (University of North Dakota)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognitive style; Perception; Cognition; Preference; Online learning; The Internet; Locus of control; Style (visual arts)","score_opus":0.029325004223214005,"score_gpt":0.29047379106780963,"score_spread":0.26114878684459564,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7128558241","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995696,0.000019266698,0.000025529123,0.000013482802,0.0000015863694,0.000004253239,0.000020367532,0.0000013968228,0.00034462966],"genre_scores_gemma":[0.9996189,0.00002865723,0.000040181705,0.000014784815,0.0000016177376,0.0000036910646,0.000032931624,0.0000010564845,0.00025814687],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993082,0.0001263822,0.000080635065,0.000068999645,0.00027457013,0.00014119176],"domain_scores_gemma":[0.99575126,0.0011049802,0.0012716947,0.00015769989,0.0004961533,0.0012182251],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010930961,0.00023903759,0.000267604,0.00085506466,0.00044799436,0.0015979055,0.0002850338,0.0003764846,0.0024766312],"category_scores_gemma":[0.005295438,0.00016686473,0.0006084098,0.0005918248,0.0004903166,0.00037957702,0.00061146414,0.00063262536,0.00030275772],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009305204,0.00038309183,0.9900911,0.000015575743,0.000032571857,0.000054033368,0.0023245602,0.000057071426,0.00050749513,0.000030592826,0.00008663161,0.0063242116],"study_design_scores_gemma":[0.000004187373,0.000191218,0.99611497,0.0000053574536,0.000008356169,0.0000548598,0.00312219,0.00020250051,0.00009813095,0.000029578952,0.00016127236,0.000007362193],"about_ca_topic_score_codex":0.0093151815,"about_ca_topic_score_gemma":0.0136476485,"teacher_disagreement_score":0.0093151815,"about_ca_system_score_codex":0.00044525345,"about_ca_system_score_gemma":0.00045901482,"threshold_uncertainty_score":0.018521965},"labels":[],"label_agreement":null},{"id":"W904970461","doi":"","title":"The benefits of prior sequence learning on a serial reaction time performance in Alzheimer's disease: Comparison of two learning methods","year":2012,"lang":"en","type":"article","venue":"Open Repository and Bibliography (University of Liège)","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Serial reaction time; Sequence (biology); Disease; Sequence learning; Serial learning; Computer science; Psychology; Cognitive psychology; Artificial intelligence; Medicine; Neuroscience; Cognition; Biology; Internal medicine; Biochemistry","score_opus":0.056832732455740956,"score_gpt":0.35453946864723634,"score_spread":0.2977067361914954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W904970461","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99822754,0.00022868179,0.00087484805,0.0000146496195,0.000009582949,0.000026841954,0.00002791907,0.000015785063,0.0005741644],"genre_scores_gemma":[0.9944865,0.00038562992,0.002893229,0.000027093965,0.000024911596,0.00005877376,0.0001655519,0.000013542675,0.0019448169],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99958533,0.00014779829,0.00005665685,0.000081587175,0.000102918726,0.00002571989],"domain_scores_gemma":[0.99815744,0.0010417313,0.00023754018,0.00022535947,0.00012244638,0.00021549733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011458031,0.0005395151,0.0004603458,0.00037019738,0.00008287808,0.0002709414,0.000285696,0.00030040348,0.00173281],"category_scores_gemma":[0.0034795727,0.00010499536,0.00022986191,0.0001338497,0.00023149475,0.00036977147,0.0003725411,0.00034129995,0.0002593419],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.061283167,0.030701688,0.07617958,0.0008899413,0.0005429735,0.00024938307,0.0012206075,0.0033857299,0.13408804,0.000413266,0.0004962286,0.6905493],"study_design_scores_gemma":[0.0030134746,0.17844234,0.7289415,0.000113731134,0.0006016245,0.0012534166,0.00033922255,0.013500496,0.06852078,0.0024301556,0.0027052572,0.00013791001],"about_ca_topic_score_codex":0.00043716765,"about_ca_topic_score_gemma":0.0006198449,"teacher_disagreement_score":0.00173281,"about_ca_system_score_codex":0.00014925105,"about_ca_system_score_gemma":0.0001550449,"threshold_uncertainty_score":0.006059706},"labels":[],"label_agreement":null},{"id":"W96338235","doi":"","title":"Evaluation of a Teaching Tool--Wiki--in Online Graduate Education","year":2010,"lang":"en","type":"article","venue":"Journal of the Association for Information Systems","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Excellence; Learning styles; Adaptation (eye); Computer science; Higher education; Mathematics education; Educational technology; Information technology; Psychology; Knowledge management","score_opus":0.04745206494399075,"score_gpt":0.37334538386182486,"score_spread":0.32589331891783413,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W96338235","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9943771,0.00007946325,0.0014238034,0.00010098645,0.00003854193,0.0004411551,0.00006181555,0.000081498234,0.0033956645],"genre_scores_gemma":[0.9780214,0.0002983062,0.015951961,0.00014450247,0.000032412543,0.00050613127,0.00026178197,0.000046937294,0.0047365064],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9944981,0.003109502,0.000359409,0.0003040274,0.0013648126,0.00036420612],"domain_scores_gemma":[0.9690027,0.017729683,0.0014794341,0.0016583523,0.0064032106,0.0037267192],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009522175,0.00039893386,0.00045394685,0.0010214964,0.00073257176,0.0013696463,0.0007572991,0.0006220731,0.0023155182],"category_scores_gemma":[0.032263465,0.0001606812,0.00040276907,0.0006872834,0.000497747,0.0013464977,0.0010685353,0.00075567234,0.0006599592],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0039511365,0.0637926,0.09598149,0.0018993104,0.00013356697,0.0005219528,0.029480685,0.0010918581,0.023213655,0.0010860001,0.004859339,0.7739884],"study_design_scores_gemma":[0.0025003846,0.19024883,0.564766,0.0013369218,0.0006244783,0.0018505189,0.05183502,0.010379718,0.108830735,0.0015858387,0.06568306,0.00035855267],"about_ca_topic_score_codex":0.00066369545,"about_ca_topic_score_gemma":0.0018639794,"teacher_disagreement_score":0.009522175,"about_ca_system_score_codex":0.0009464338,"about_ca_system_score_gemma":0.0011214424,"threshold_uncertainty_score":0.050358653},"labels":[],"label_agreement":null}]}