{"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03965125,0.0073971585,0.03018106,0.0013579654,0.0018041945,0.004009247,0.00007962548,0.00009627947,0.9154232],"genre_scores_gemma":[0.95908517,0.0038734048,0.000024951572,0.00009140403,0.0002928112,0.00043513306,0.000025746036,0.000024239323,0.03614712],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9986708,0.00005429368,0.00038752126,0.00031908287,0.00038233065,0.00018595175],"domain_scores_gemma":[0.99848735,0.0009983715,0.00015831183,0.00025827388,0.000036760357,0.00006094261],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004231434,0.00019171272,0.00028263903,0.00009697495,0.00017192749,0.000038718754,0.0004961257,0.00022594105,0.00015897205],"category_scores_gemma":[0.00010668892,0.00013338671,0.000067333734,0.00006129757,0.00040622623,0.000014843925,0.000046285364,0.00048098102,0.000129103],"study_design_candidate":"design_other","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":[0.00007032862,0.000048532875,0.00437175,0.000012598278,0.000044104043,0.0000014601598,0.00018375316,0.000006465764,2.156806e-7,0.11011194,0.0004171373,0.8847317],"study_design_scores_gemma":[0.0007360634,0.0105503695,0.060796034,0.0034561867,0.0007671883,0.000023635519,0.004268864,0.0013243767,0.0016661499,0.5684451,0.34550494,0.002461104],"about_ca_topic_score_codex":0.000012322118,"about_ca_topic_score_gemma":0.000023243252,"teacher_disagreement_score":0.91943395,"about_ca_system_score_codex":0.000018486407,"about_ca_system_score_gemma":0.000018772413,"threshold_uncertainty_score":0.5439352},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99483114,0.00014839164,0.0017822227,0.00020120152,0.00067777437,0.000044160428,0.0000036775823,0.000007951198,0.0023034797],"genre_scores_gemma":[0.98754257,0.00016038115,0.000058304155,0.00026388912,0.00040291602,0.0000042782463,0.000017202441,0.000023836348,0.011526629],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978229,0.00043852947,0.00045424423,0.000287637,0.00073278334,0.00026393376],"domain_scores_gemma":[0.9990967,0.00029048603,0.0004183834,0.000050072384,0.000017391481,0.00012699254],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006121159,0.00020893221,0.00026738658,0.00024375526,0.00010602273,0.00006451178,0.00028442574,0.000115174174,0.0012540475],"category_scores_gemma":[0.00019808876,0.00018992418,0.00010710855,0.000047779293,0.00017318185,0.00021815265,0.0001292994,0.0009446482,0.0002030715],"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":[0.0006042764,0.0004011739,0.6748316,0.0000021514957,0.00031731193,0.00017282675,0.008222868,0.0013506023,0.0038720071,0.0009794314,0.00006226358,0.30918342],"study_design_scores_gemma":[0.002832645,0.001841989,0.90458494,0.000107522086,0.000032908833,0.00024212516,0.005692443,0.0010469015,0.00007500408,0.000073379066,0.08318049,0.00028965648],"about_ca_topic_score_codex":0.000049514063,"about_ca_topic_score_gemma":0.0000038879125,"teacher_disagreement_score":0.30889377,"about_ca_system_score_codex":0.00010590373,"about_ca_system_score_gemma":0.000013889717,"threshold_uncertainty_score":0.99965894},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81860125,0.0010290402,0.00087960623,0.00038241426,0.00019298236,0.0002148931,0.000040406172,0.0001598848,0.17849953],"genre_scores_gemma":[0.9839847,0.00007526333,0.00048118984,0.001862624,0.0004291337,0.00005183213,0.00006195909,0.0000407336,0.01301256],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99738747,0.0005735583,0.0003168745,0.0007110901,0.0003003738,0.00071061467],"domain_scores_gemma":[0.99779135,0.0011537197,0.00012519957,0.00027271733,0.0001437868,0.0005132336],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00037451054,0.00030930922,0.00031212965,0.00022395165,0.00078603317,0.000106006126,0.00037746542,0.00022419794,0.009125243],"category_scores_gemma":[0.00090747775,0.00027427226,0.00013225645,0.00015401693,0.00022225514,0.00029393926,0.000058704554,0.0010535222,0.0028875303],"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":[0.000043533328,0.00006745218,0.93220866,0.0000036325355,0.00022034085,0.00023193256,0.023082143,0.0000013572949,0.00012204866,0.0011091095,0.0026586617,0.040251132],"study_design_scores_gemma":[0.0006176618,0.00015061507,0.93051374,0.0005481535,0.00007456692,0.000028914408,0.063834846,0.000028381959,0.00007419808,0.00016251455,0.0034683999,0.0004980348],"about_ca_topic_score_codex":0.49287763,"about_ca_topic_score_gemma":0.12506159,"teacher_disagreement_score":0.36781606,"about_ca_system_score_codex":0.0001381523,"about_ca_system_score_gemma":0.0003589681,"threshold_uncertainty_score":0.999971},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94591105,0.016371533,0.002066267,0.0005027108,0.003919902,0.00024832907,0.000043491662,0.00007280448,0.03086392],"genre_scores_gemma":[0.9789027,0.0022491552,0.0018490163,0.000094061914,0.0008751381,0.0000028670136,0.000025631542,0.00007407042,0.015927361],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9960933,0.0010895338,0.00090959074,0.00063903566,0.0005126754,0.00075588614],"domain_scores_gemma":[0.99673164,0.00062922353,0.0012187366,0.00026118133,0.000645831,0.0005134148],"candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001163254,0.00058939797,0.0008966397,0.0001502061,0.0009302701,0.00017587605,0.00046188504,0.00074840133,0.006621525],"category_scores_gemma":[0.00027762348,0.00051592215,0.0008905521,0.00036172496,0.00057256565,0.00030444225,0.00030996383,0.0028636681,0.0007000114],"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":[0.0023207127,0.0044268626,0.50631654,0.00079772045,0.0062489826,0.00027065934,0.35989085,0.000009111107,0.0017927553,0.00578538,0.036917973,0.07522243],"study_design_scores_gemma":[0.007850314,0.0084619345,0.269139,0.005081506,0.002641152,0.00051886856,0.43000787,0.00048028375,0.00065301283,0.0015685995,0.2716244,0.001973064],"about_ca_topic_score_codex":0.000042745196,"about_ca_topic_score_gemma":0.0000019056648,"teacher_disagreement_score":0.23717755,"about_ca_system_score_codex":0.00014294336,"about_ca_system_score_gemma":0.00016976477,"threshold_uncertainty_score":0.9997292},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99171007,0.0059324545,0.00010635241,0.0002809812,0.000035944926,0.0007915483,0.000008365083,0.0000070626484,0.001127228],"genre_scores_gemma":[0.99789166,0.001813579,0.000017352893,0.0000056704007,0.000037415717,0.00007214252,0.000034205903,0.000013163229,0.0001148272],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9937409,0.004530393,0.00058447296,0.0003516645,0.00052772753,0.00026484794],"domain_scores_gemma":[0.99526477,0.00345366,0.0006037839,0.0002372765,0.00038578018,0.00005473441],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012589494,0.00016287816,0.00054967444,0.00015704497,0.0002770686,0.00006567373,0.00065000565,0.00004336453,0.00006887602],"category_scores_gemma":[0.0041730064,0.00009602232,0.000065077926,0.00049525773,0.00065820693,0.00014403292,0.00035944922,0.0011756816,0.0000012817769],"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":[0.0006329756,0.00023065977,0.7188174,0.0012055209,0.00018261398,0.000017099415,0.0028921764,0.00055551546,0.00005965523,0.0023092125,0.000010272345,0.27308688],"study_design_scores_gemma":[0.008294605,0.02757183,0.55715674,0.032118257,0.00045482581,0.00022278835,0.34608936,0.016126875,0.00073707325,0.00022207915,0.010274639,0.0007309303],"about_ca_topic_score_codex":0.00080259156,"about_ca_topic_score_gemma":0.00007475071,"teacher_disagreement_score":0.3431972,"about_ca_system_score_codex":0.000025296737,"about_ca_system_score_gemma":0.000045307577,"threshold_uncertainty_score":0.5107817},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9330159,0.00041788127,0.001084702,0.000025955082,0.0019322743,0.00032268156,0.00011396295,0.000111585454,0.06297505],"genre_scores_gemma":[0.99130005,0.0000035076205,0.00024645362,0.00009867697,0.00051937683,0.00012970343,0.00022582622,0.000021533036,0.007454872],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976729,0.0005252789,0.00039664644,0.0006031728,0.00043525355,0.00036675515],"domain_scores_gemma":[0.99875224,0.0002841225,0.00018159961,0.00038540142,0.00026033286,0.00013629407],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00047097093,0.00026901872,0.0002450477,0.00013327622,0.0008860601,0.00016536097,0.0001570251,0.000104015475,0.002561009],"category_scores_gemma":[0.0011189595,0.00024832896,0.00008535273,0.00032647315,0.00020224789,0.00043857808,0.00008338824,0.0005082967,0.0002439533],"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":[0.00048261162,0.0031610127,0.68158317,0.00015347714,0.0012309973,0.0718897,0.0505457,0.00013701373,0.00551337,0.16631867,0.0045384862,0.014445794],"study_design_scores_gemma":[0.008386617,0.0021510543,0.29252055,0.00041388726,0.0005704955,0.04262807,0.31255516,0.00010668567,0.010351582,0.00036303367,0.32727492,0.0026779403],"about_ca_topic_score_codex":0.0017623731,"about_ca_topic_score_gemma":0.00037620674,"teacher_disagreement_score":0.3890626,"about_ca_system_score_codex":0.00011029447,"about_ca_system_score_gemma":0.0002432812,"threshold_uncertainty_score":0.9999969},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.76896214,0.0013859135,0.00006858694,0.17197967,0.0013645885,0.00020772892,0.000013920253,0.000108056614,0.055909373],"genre_scores_gemma":[0.99063444,0.00011395425,0.0003409686,0.00022866795,0.00039882364,0.00005813907,0.00005116377,0.000015081865,0.008158729],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9985959,0.00007673789,0.00023855697,0.00049145875,0.00018031035,0.00041703167],"domain_scores_gemma":[0.9980674,0.0013386462,0.0001226606,0.00015457254,0.00016265041,0.00015407048],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00033546332,0.00020741082,0.00023593064,0.0007226379,0.00021459484,0.00003960102,0.00016559905,0.00020745712,0.002124589],"category_scores_gemma":[0.00052964536,0.00018774378,0.000022099957,0.0004342011,0.00066343945,0.000048615948,0.00006178184,0.0008087519,0.00020616666],"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":[0.000036477217,0.00012610907,0.13560463,0.0000076057895,0.00004009323,0.000013281716,0.0021109977,2.6184543e-8,0.00020774252,0.7606596,0.00067572674,0.100517705],"study_design_scores_gemma":[0.0007099223,0.00029334088,0.4847482,0.00010080204,0.00003594116,0.000060411534,0.0052323635,0.000005962194,0.00039617615,0.5017757,0.006259874,0.00038128905],"about_ca_topic_score_codex":0.000028706063,"about_ca_topic_score_gemma":0.00027516668,"teacher_disagreement_score":0.34914356,"about_ca_system_score_codex":0.00001885747,"about_ca_system_score_gemma":0.00009828544,"threshold_uncertainty_score":0.9987876},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98152435,0.00037493117,0.014890598,0.0020184587,0.00017147712,0.00008324121,0.000002509631,0.0000058069795,0.0009286329],"genre_scores_gemma":[0.9990037,0.000057500798,0.00065909553,0.00013952133,0.00004571717,0.000005723408,6.7227313e-7,0.0000046376517,0.00008342461],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999414,0.00016048747,0.00013227861,0.0000618921,0.00010961947,0.00012170273],"domain_scores_gemma":[0.9995216,0.0001564754,0.00016103723,0.00005085921,0.00007631263,0.000033686127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044622878,0.000049988845,0.00006322265,0.000021751044,0.00019634358,0.000050717517,0.00006578953,0.000020780364,0.00028845045],"category_scores_gemma":[0.000008631365,0.000031175343,0.00002842072,0.00004556133,0.000060325445,0.000034996607,0.000006625458,0.0001497134,0.000005671972],"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":[0.00022833135,0.00035342158,0.5896457,0.00001207529,0.00047154006,0.00006246383,0.004852157,0.0001332783,0.0050938185,0.028894216,0.0047502727,0.36550274],"study_design_scores_gemma":[0.0027015295,0.00048349233,0.98211384,0.000022155124,0.000051445768,0.000060691535,0.010420989,0.000025447363,0.00038839845,0.0026330887,0.0010368554,0.00006205195],"about_ca_topic_score_codex":0.00003969636,"about_ca_topic_score_gemma":0.0000372577,"teacher_disagreement_score":0.39246815,"about_ca_system_score_codex":0.000016647546,"about_ca_system_score_gemma":0.00016791825,"threshold_uncertainty_score":0.315833},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9891595,0.005748752,0.000035493613,0.0022207114,0.0010877078,0.00006868055,0.000012580761,0.0000112217695,0.001655336],"genre_scores_gemma":[0.99699056,0.0015983254,0.000120795645,0.0004966755,0.00037824505,0.00000944717,0.0000021164483,0.000006512985,0.00039732736],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99821407,0.00030145806,0.0005052786,0.00022121146,0.0005904103,0.00016757257],"domain_scores_gemma":[0.99874383,0.0004134314,0.00034053202,0.000045935674,0.0003684603,0.00008781804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00063276757,0.00013393014,0.0003051914,0.00018111414,0.000048221656,0.000043820466,0.00044025044,0.000094433024,0.00012128875],"category_scores_gemma":[0.0006066819,0.000094662624,0.0000607932,0.00008439567,0.00018659524,0.0000894918,0.00017881977,0.0006293221,0.00003459797],"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":[0.0007443774,0.00046818968,0.9628241,0.0000013172887,0.0006452286,0.00035977524,0.0062323865,0.000013314578,0.00007320837,0.0014759717,0.002104872,0.025057226],"study_design_scores_gemma":[0.0025751179,0.00094058685,0.95483,0.000120411416,0.000023366576,0.00004172426,0.031607978,0.000001961046,0.00000851823,0.0061279973,0.0036128997,0.00010945829],"about_ca_topic_score_codex":0.00009366197,"about_ca_topic_score_gemma":0.000042162952,"teacher_disagreement_score":0.025375593,"about_ca_system_score_codex":0.000084609484,"about_ca_system_score_gemma":0.000010485805,"threshold_uncertainty_score":0.38602298},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6939061,0.0000071842314,0.000027055703,0.000079238525,0.00007251218,0.00009610104,0.000013395554,0.000019950337,0.3057784],"genre_scores_gemma":[0.9947234,0.000002695195,0.000007266319,0.00012420185,0.000052379986,0.0000052317023,0.0000098047785,0.0000072952575,0.005067775],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99855757,0.00017198436,0.00011079839,0.00035119732,0.0003942522,0.00041421817],"domain_scores_gemma":[0.9992749,0.00008122924,0.00013858244,0.000088427245,0.00013983269,0.00027700822],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047960074,0.00011203086,0.00020247485,0.00017479308,0.0008412938,0.000045472207,0.0004308364,0.000077502744,0.00055856496],"category_scores_gemma":[0.000099759694,0.000111254856,0.00008284136,0.00050814974,0.0010012393,0.00009478736,0.0000712792,0.00015767889,0.00012829466],"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":[0.000072201874,0.000088707275,0.7784325,0.000018187417,0.0006440155,0.000023319848,0.015088642,0.0000045096913,0.0012717631,0.1871764,0.00064527435,0.016534498],"study_design_scores_gemma":[0.00057531404,0.00013320376,0.9745039,0.000009663639,0.00034201934,0.0000010848129,0.0163504,0.000016242466,0.00014789468,0.0009453037,0.0067453687,0.00022964382],"about_ca_topic_score_codex":0.01602163,"about_ca_topic_score_gemma":0.016899187,"teacher_disagreement_score":0.3008172,"about_ca_system_score_codex":0.0002012732,"about_ca_system_score_gemma":0.0001606342,"threshold_uncertainty_score":0.9905308},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.980685,0.000031208903,0.00003352655,0.00018040263,0.0009105765,0.00015402502,2.6279193e-7,0.000016964763,0.017988062],"genre_scores_gemma":[0.9978479,0.000031723666,0.00004455014,0.000034216628,0.00014577649,0.00007072752,0.000011655958,0.000008024002,0.0018053914],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990262,0.00029174943,0.00019957755,0.0002184755,0.00014590796,0.000118127944],"domain_scores_gemma":[0.99910885,0.00044840068,0.0001926968,0.00013152968,0.000090525005,0.000027990438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037685968,0.000096494485,0.00010444297,0.00015767755,0.00014574305,0.00007459109,0.00014065548,0.00003640714,0.00004665673],"category_scores_gemma":[0.00022905644,0.00006502341,0.000030299989,0.00012393575,0.000041204847,0.00009104648,0.000024177338,0.00015569568,0.000006099842],"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":[0.000020394928,0.00042179725,0.773196,0.0000050643166,0.000039649483,2.9701663e-8,0.0083506545,0.000021644568,0.000019259063,0.00586096,0.000012183251,0.21205238],"study_design_scores_gemma":[0.00016848302,0.0002957047,0.9747605,0.00006682398,0.000007150944,8.304134e-7,0.0236902,0.000050788716,0.0000060262428,0.0007918109,0.0000949286,0.000066802946],"about_ca_topic_score_codex":0.0003018508,"about_ca_topic_score_gemma":0.000023947703,"teacher_disagreement_score":0.21198557,"about_ca_system_score_codex":0.00006509799,"about_ca_system_score_gemma":0.00004689282,"threshold_uncertainty_score":0.26515776},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9786797,0.00045963415,0.0001494912,0.00012348838,0.00008184125,0.0001258253,0.000003095534,0.0000868643,0.020290071],"genre_scores_gemma":[0.99898946,0.000026484213,0.00022024308,0.00008518674,0.000053323278,0.000008433146,0.00000699121,0.000014023993,0.00059584965],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981248,0.0007545899,0.00026493287,0.00048726148,0.00012277135,0.0002456716],"domain_scores_gemma":[0.9987074,0.00084052933,0.00021302524,0.00010409772,0.00006141589,0.00007349224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006440811,0.00021150608,0.00034859712,0.00014594849,0.00047909186,0.0001131999,0.00006984476,0.00010970458,0.0000455031],"category_scores_gemma":[0.0008090142,0.00019002824,0.000030288385,0.000059674385,0.00013546523,0.00012240892,0.0000683862,0.00089791743,0.0000014852941],"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":[0.00050961314,0.00024833236,0.5350011,0.0000578303,0.00017559656,0.000011544429,0.09506802,0.00000841095,0.0032066614,0.0025698333,0.000040161045,0.36310288],"study_design_scores_gemma":[0.0012467055,0.0022994108,0.9451251,0.00052521296,0.000058865888,0.00004102566,0.048026495,0.000989104,0.00030074193,0.0006605576,0.00038458506,0.00034219367],"about_ca_topic_score_codex":0.0002528651,"about_ca_topic_score_gemma":0.000088234,"teacher_disagreement_score":0.410124,"about_ca_system_score_codex":0.000020544625,"about_ca_system_score_gemma":0.0000088258175,"threshold_uncertainty_score":0.77491266},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9827269,0.000041402738,0.00007878213,0.000010717827,0.00015830695,0.0005672246,0.0000253977,0.000002372465,0.016388923],"genre_scores_gemma":[0.99727905,0.0000013282132,0.00021162,0.000016777625,0.00005062953,0.000019002824,0.000016779964,0.000013208788,0.0023915863],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9986505,0.0002144115,0.00022982611,0.00032448207,0.00032230365,0.0002584574],"domain_scores_gemma":[0.9994791,0.000048734917,0.00006016746,0.00023577054,0.00008099416,0.00009521739],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010592621,0.00011660634,0.00019922791,0.000088912035,0.00006796825,0.00007787564,0.00061313936,0.000046634985,0.005559681],"category_scores_gemma":[0.0000049178357,0.00010115292,0.00003194555,0.00013881049,0.000056399855,0.00022300446,0.00024994818,0.00015689482,0.00023883062],"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":[0.0008853332,0.0071089864,0.45721,0.00000423496,0.00038040502,0.00013887705,0.22745717,0.000015426662,0.0016741261,0.00016098755,0.00013069437,0.30483374],"study_design_scores_gemma":[0.0066452054,0.004576361,0.44599718,0.00004396154,0.0000857403,0.0000071068757,0.53794116,0.0002612153,0.00218704,0.000067584995,0.0017181805,0.0004692691],"about_ca_topic_score_codex":0.00014357346,"about_ca_topic_score_gemma":0.0005291999,"teacher_disagreement_score":0.310484,"about_ca_system_score_codex":0.000019332188,"about_ca_system_score_gemma":0.00003638173,"threshold_uncertainty_score":0.99534935},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97620845,0.0002586982,0.00002054617,0.01573949,0.00041419372,0.00022235532,0.000013176579,0.00005714997,0.0070659393],"genre_scores_gemma":[0.9983272,0.000060643444,0.0001725319,0.000042851465,0.00010844547,0.0002552285,0.00006674711,0.000019310457,0.0009470686],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99848974,0.00019216775,0.00026325067,0.00048171397,0.00021747843,0.00035564345],"domain_scores_gemma":[0.9979772,0.0014544949,0.00022468012,0.00015794284,0.00009705462,0.00008860145],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00021249938,0.00022698544,0.000320359,0.00086269865,0.00010397383,0.000016069704,0.00021845859,0.00022491509,0.0018524781],"category_scores_gemma":[0.0005283834,0.00021512355,0.000035271652,0.0004624493,0.0007244685,0.000053654287,0.00005297386,0.0014995196,0.00008789746],"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":[0.00011345027,0.00053847453,0.5462748,0.000008461344,0.000056112684,0.0000050059148,0.003608169,0.0000142266,0.013482967,0.4026653,0.00003686392,0.033196226],"study_design_scores_gemma":[0.0018295906,0.00085721014,0.6659056,0.00017807317,0.00003856418,0.0000066278044,0.01228864,0.0009793255,0.0059673674,0.310619,0.0008387145,0.0004912657],"about_ca_topic_score_codex":0.000069467314,"about_ca_topic_score_gemma":0.00094508176,"teacher_disagreement_score":0.11963085,"about_ca_system_score_codex":0.000027009926,"about_ca_system_score_gemma":0.00019870047,"threshold_uncertainty_score":0.99906},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97074986,0.0010023962,0.00023245788,0.004545274,0.00020511159,0.00008454095,7.525112e-7,0.0000065900554,0.02317305],"genre_scores_gemma":[0.9945546,0.00021315212,0.0002891354,0.0014741361,0.00014559872,0.000009805619,0.000005009142,0.000009800646,0.003298796],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99901223,0.00021284535,0.00018447723,0.00013632434,0.00024696082,0.0002071868],"domain_scores_gemma":[0.9983412,0.000045976074,0.00018240749,0.000038535363,0.00014698971,0.0012448973],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006387385,0.00007761832,0.000118549295,0.00014391086,0.00013517869,0.000018545295,0.00007372366,0.00015762336,0.005452597],"category_scores_gemma":[0.00096069847,0.000060387472,0.000015141813,0.000090943846,0.00010538966,0.00004947055,0.000006925334,0.00083457597,0.0000069587313],"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":[0.00003165619,0.000089798625,0.6852466,0.000018129233,0.000099017045,0.000008775271,0.01797253,2.997681e-7,0.000003535947,0.0031117853,0.0010575909,0.2923603],"study_design_scores_gemma":[0.0006306673,0.00028078348,0.94830203,0.0001245708,0.000077070494,0.00047002043,0.021977127,0.000051380335,0.0000016533247,0.00037999652,0.027557535,0.00014717225],"about_ca_topic_score_codex":0.0032804287,"about_ca_topic_score_gemma":0.0015034718,"teacher_disagreement_score":0.2922131,"about_ca_system_score_codex":0.000059645652,"about_ca_system_score_gemma":0.001314668,"threshold_uncertainty_score":0.9954566},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9960589,0.0023656676,0.0003456064,0.00011245987,0.00011042965,0.0000647957,0.00003079219,0.000009076467,0.0009022903],"genre_scores_gemma":[0.99747276,0.000015382944,0.00011608791,0.0012611136,0.000093836556,0.0000063787434,0.0000145894155,0.000010269,0.0010095822],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988302,0.00014455739,0.00024937908,0.00014380169,0.0003918935,0.00024014221],"domain_scores_gemma":[0.9993091,0.000110512825,0.00023066325,0.000106616986,0.00012281362,0.000120247554],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00024631436,0.00009404252,0.000253732,0.0001722054,0.00016230391,0.000048317735,0.00024216478,0.000035278037,0.032769646],"category_scores_gemma":[0.000058469243,0.0000832553,0.00009469246,0.00021921335,0.000025655365,0.00004365279,0.00001400675,0.0002283794,0.000002602287],"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":[0.00018697882,0.001215531,0.7692938,0.000030594205,0.009509744,0.00014542704,0.018935306,0.00096179807,0.0014158158,0.0014186655,0.0052844086,0.19160196],"study_design_scores_gemma":[0.0012461087,0.00071331783,0.9622796,0.000030382771,0.0010806727,0.000014973158,0.029536167,0.0015892035,0.00011675606,0.000021245747,0.0031480638,0.00022351542],"about_ca_topic_score_codex":0.058419164,"about_ca_topic_score_gemma":0.06675866,"teacher_disagreement_score":0.19298583,"about_ca_system_score_codex":0.00007988501,"about_ca_system_score_gemma":0.000049857044,"threshold_uncertainty_score":0.96811455},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.991641,0.0006654871,0.000082417144,0.00015094927,0.00018241623,0.00016776967,0.00001846527,0.000035994937,0.007055535],"genre_scores_gemma":[0.9989106,0.00018910937,0.0001187277,0.00018548654,0.00010833201,0.00006036059,0.0000060392376,0.000021053205,0.00040030509],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981521,0.0004109841,0.00025423127,0.00056752766,0.00023869048,0.00037647775],"domain_scores_gemma":[0.99854904,0.000967965,0.00009482708,0.00018155249,0.000044829514,0.00016178528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00020869124,0.0002022144,0.00025711727,0.0000700059,0.00017964479,0.000029690473,0.00018822218,0.00005438446,0.00077660056],"category_scores_gemma":[0.0007604432,0.00019693038,0.00003265122,0.00009124607,0.000105690175,0.0002741926,0.000108501044,0.0006962947,0.00018448339],"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":[0.000052512252,0.000036790865,0.9452536,0.0000042401252,0.000064561835,0.0002707945,0.012710093,0.0000028299091,0.00014330258,0.00009321654,0.0000801085,0.041287962],"study_design_scores_gemma":[0.00055424764,0.000029798446,0.94269884,0.00043875576,0.000017578412,0.000015543143,0.055678364,0.000017278247,0.00016017623,0.000053217573,0.00010700937,0.00022920659],"about_ca_topic_score_codex":0.88710153,"about_ca_topic_score_gemma":0.5152037,"teacher_disagreement_score":0.37189782,"about_ca_system_score_codex":0.00016947593,"about_ca_system_score_gemma":0.0002867599,"threshold_uncertainty_score":0.85032314},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79823124,0.00023415263,0.0000029100831,0.000069174894,0.00085437065,0.000050102026,0.0000037735838,0.0000068271615,0.20054744],"genre_scores_gemma":[0.98663396,0.0000013102704,0.00002671417,0.00005850737,0.00014882514,0.000013561106,0.0000036405636,0.0000037220475,0.013109788],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991314,0.00013101834,0.00015170101,0.00012676146,0.00026486415,0.00019426878],"domain_scores_gemma":[0.99934936,0.00006585051,0.000176123,0.00008681651,0.0002664786,0.000055379925],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007614446,0.000056134755,0.000110001536,0.000057639863,0.00010775745,0.0000116411875,0.00023507739,0.000039257833,0.002167741],"category_scores_gemma":[0.000043018586,0.00004933999,0.000028297125,0.00043235533,0.00047674333,0.00010260414,0.000031266554,0.000059967322,0.000052236453],"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":[0.0000069002976,0.00084098947,0.8420321,0.0000062623194,0.000010732326,1.1674109e-8,0.029393498,1.2624338e-8,0.0011308774,0.11850373,0.0011747342,0.006900164],"study_design_scores_gemma":[0.0000675878,0.000025053187,0.9902898,0.0000059443537,0.000006961245,1.1164469e-7,0.0056268587,5.1701875e-8,0.00026305576,0.000056950215,0.003602183,0.00005544978],"about_ca_topic_score_codex":0.0012241049,"about_ca_topic_score_gemma":0.0000033483254,"teacher_disagreement_score":0.18840268,"about_ca_system_score_codex":0.000028410866,"about_ca_system_score_gemma":0.00015147071,"threshold_uncertainty_score":0.9987444},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80111367,0.0022660901,0.0007112345,0.0004640234,0.0028047392,0.000398855,0.000008629886,0.00031243378,0.19192031],"genre_scores_gemma":[0.98942447,0.000031703854,0.00039415824,0.0016250946,0.000894347,0.0001808981,0.00004896767,0.00006676055,0.0073335916],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9959709,0.0017524412,0.00034293643,0.00095168175,0.00027112782,0.00071091123],"domain_scores_gemma":[0.99721974,0.0011376241,0.00024765602,0.00042103505,0.0007034242,0.00027051655],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00029591643,0.0004241847,0.0005416972,0.00022904025,0.00028419012,0.000054207572,0.00038970253,0.00029558575,0.0004405172],"category_scores_gemma":[0.0007521052,0.0003917656,0.00012903784,0.00024224244,0.00042644658,0.0001061341,0.00013228186,0.0011871727,0.0017282264],"study_design_candidate":"design_other","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":[0.016341615,0.0027394653,0.10071762,0.00029322624,0.0034886727,0.0013379455,0.06796745,0.0007166991,0.009554101,0.026676195,0.11338182,0.6567852],"study_design_scores_gemma":[0.022807565,0.0088615855,0.4044541,0.00012420684,0.00034795495,0.0005083811,0.061391078,0.00013060856,0.0005544622,0.0025310188,0.4961355,0.0021535319],"about_ca_topic_score_codex":0.00011597493,"about_ca_topic_score_gemma":0.000015914718,"teacher_disagreement_score":0.6546317,"about_ca_system_score_codex":0.000055673,"about_ca_system_score_gemma":0.00007462822,"threshold_uncertainty_score":0.99985343},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9957527,0.000466639,0.0016853787,0.0004991876,0.00035270292,0.000107707114,0.0000017334362,0.0000024535102,0.0011315154],"genre_scores_gemma":[0.9996758,0.000018421593,0.00015814161,0.000074835705,0.00006084609,6.0573115e-7,5.3633096e-7,0.0000011878386,0.000009602916],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977235,0.0006315096,0.00064200046,0.00013318444,0.0006742313,0.00019554314],"domain_scores_gemma":[0.9985615,0.00031568354,0.0006842251,0.00006491539,0.00026664836,0.00010700009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063798265,0.00005720603,0.00020242964,0.0000772789,0.00017347014,0.00005210857,0.000346387,0.000030931125,0.0000068130103],"category_scores_gemma":[0.00039590022,0.000037124722,0.000026822663,0.0004107175,0.0002855098,0.00015600675,0.00003326705,0.00031003,0.000003093749],"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":[0.000022095392,0.00012385502,0.88436544,0.0000020433504,0.000005637332,8.6128404e-7,0.0037491806,0.000637197,1.7312722e-7,0.0002676425,0.000038118167,0.11078775],"study_design_scores_gemma":[0.0005321582,0.00086560805,0.98093975,0.0001350813,0.000011581958,0.000009917727,0.016081154,0.00031337657,1.5118222e-7,0.0009901542,0.00008784103,0.00003325193],"about_ca_topic_score_codex":0.00010462116,"about_ca_topic_score_gemma":0.0000081985345,"teacher_disagreement_score":0.1107545,"about_ca_system_score_codex":0.00007707278,"about_ca_system_score_gemma":0.0002899911,"threshold_uncertainty_score":0.22111332},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9838281,0.0010216732,0.007083733,0.00025779262,0.0009478671,0.00016072625,0.000002132652,0.000015079484,0.0066828425],"genre_scores_gemma":[0.98112905,0.000025509047,0.015856903,0.000110221634,0.00031241062,0.0000090351305,0.0000023190614,0.000025123409,0.002529438],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99612963,0.0018411488,0.0008333762,0.0002873745,0.00044207566,0.00046639994],"domain_scores_gemma":[0.9981728,0.000595454,0.0006554404,0.00015178864,0.0002433584,0.00018116867],"candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.008647632,0.00022409097,0.00051087077,0.0010209983,0.00035567465,0.00007805937,0.0003432208,0.00013734687,0.00008141137],"category_scores_gemma":[0.0031578408,0.00018368576,0.000084829204,0.0004618585,0.00013562824,0.0007737712,0.00010318908,0.0023420125,0.0000033256767],"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":[0.0004556039,0.0019277161,0.15357636,0.00006390317,0.00007368419,0.000016104917,0.10569049,0.0019641977,0.0033448641,0.017233485,0.00010772308,0.7155459],"study_design_scores_gemma":[0.0035849046,0.0020310883,0.69256186,0.002627882,0.00017006161,0.0014112742,0.27272457,0.014139939,0.00021411943,0.0012855021,0.008294391,0.00095442537],"about_ca_topic_score_codex":0.00081717316,"about_ca_topic_score_gemma":0.000059893257,"teacher_disagreement_score":0.71459144,"about_ca_system_score_codex":0.00024730954,"about_ca_system_score_gemma":0.0015252144,"threshold_uncertainty_score":0.99995965},"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":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.006093804,0.00019388218,0.991504,0.000062620325,0.00057757477,0.00034365183,0.000007721006,0.000072404015,0.0011443048],"genre_scores_gemma":[0.98977333,0.000004070551,0.009114615,0.00008446153,0.00025323845,0.000027207147,0.000017393379,0.000025579311,0.00070010865],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9981681,0.000099860335,0.0004228963,0.0007266814,0.00031576378,0.00026671143],"domain_scores_gemma":[0.99821174,0.00048450445,0.00051691616,0.00036958384,0.0003617787,0.0000554909],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000800011,0.00024598505,0.000356438,0.00036568823,0.00017470785,0.00009032816,0.0005930636,0.00022405371,0.00006631556],"category_scores_gemma":[0.00016825121,0.00022083272,0.00008851838,0.00012925129,0.00057644787,0.000093207,0.00006235587,0.00038329186,0.000024017509],"study_design_candidate":"design_other","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":[0.000021803826,0.000030177305,0.0006538566,0.000059937196,0.000021700316,0.0000019008119,0.0022728273,0.0041665104,0.00018807831,0.052387897,0.0000033313963,0.940192],"study_design_scores_gemma":[0.0008645234,0.003393914,0.040875275,0.0020809572,0.000112670656,0.000024003599,0.00004178041,0.7575063,0.0012312396,0.19228005,0.00041690934,0.0011723399],"about_ca_topic_score_codex":0.000027766118,"about_ca_topic_score_gemma":0.0000362309,"teacher_disagreement_score":0.98367953,"about_ca_system_score_codex":0.000057034737,"about_ca_system_score_gemma":0.00010200149,"threshold_uncertainty_score":0.9005297},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9690044,0.00035733823,0.0022247627,0.019432565,0.0030430863,0.0015175738,0.000022939948,0.00011490923,0.00428244],"genre_scores_gemma":[0.99386114,0.0000034941768,0.0005668436,0.00008081324,0.00015933476,0.00024687574,0.0000026833386,0.000024016479,0.0050547947],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99894065,0.000024947365,0.000255072,0.00018166172,0.00030556973,0.00029211675],"domain_scores_gemma":[0.9983149,0.00012259468,0.0003741929,0.00011778804,0.00095362053,0.00011688722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047451237,0.00014134646,0.00016654222,0.00017883428,0.00016664539,0.00011300352,0.00032777208,0.00014599862,0.00006634917],"category_scores_gemma":[0.00092818646,0.00011247283,0.00009648009,0.00039599728,0.000023216142,0.0001446437,0.000023084911,0.00027461702,0.000011263375],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021903988,0.0012013083,0.2464946,0.00043797522,0.0027332495,4.0580736e-7,0.043340962,0.006676339,0.09757099,0.40067467,0.19492535,0.0059222393],"study_design_scores_gemma":[0.00036392527,0.00008275513,0.97154045,0.00016991782,0.00021623603,0.000008853391,0.015851626,0.0038214102,0.0026159477,0.0006667783,0.004329758,0.0003323118],"about_ca_topic_score_codex":0.020967292,"about_ca_topic_score_gemma":0.0022940931,"teacher_disagreement_score":0.72504586,"about_ca_system_score_codex":0.0014706836,"about_ca_system_score_gemma":0.00037782075,"threshold_uncertainty_score":0.9855522},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99829376,0.00002627076,0.000007695982,0.00033878113,0.00015771821,0.00030951388,0.000002003387,0.000033515258,0.0008307437],"genre_scores_gemma":[0.9991931,0.000013730302,0.00031489678,0.000024979452,0.000030276306,0.00008713594,0.0000013228217,0.000015576972,0.00031901652],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991523,0.00001545839,0.00023168596,0.00018236466,0.00017227588,0.00024592984],"domain_scores_gemma":[0.99908584,0.00017898018,0.0002467938,0.00006321343,0.00033246077,0.00009270791],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003532867,0.0001240354,0.00015298671,0.00022493523,0.00007641438,0.000040762818,0.00018168343,0.00011691069,0.000023694633],"category_scores_gemma":[0.0010250056,0.00011956833,0.000025596766,0.00032799854,0.000014287453,0.00019651854,0.00001847285,0.00030485104,0.000010479286],"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":[0.00000569503,0.00009010245,0.97269416,0.00018431208,0.000048558013,2.3930147e-8,0.0037957435,0.016576167,0.00036145252,0.004915142,0.00013532978,0.0011933331],"study_design_scores_gemma":[0.00017933764,0.000060300135,0.99569476,0.0002196095,0.000011760852,5.214606e-7,0.0003211846,0.0027219732,0.00036007373,0.00003682059,0.0002752613,0.00011841692],"about_ca_topic_score_codex":0.004568616,"about_ca_topic_score_gemma":0.00030140163,"teacher_disagreement_score":0.0230006,"about_ca_system_score_codex":0.00041213506,"about_ca_system_score_gemma":0.00013324183,"threshold_uncertainty_score":0.6906411},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961167,0.000020274398,0.00011748513,0.0009539695,0.00070696167,0.00070935773,0.0001307732,0.000013851699,0.0012306143],"genre_scores_gemma":[0.9974199,0.0000035339776,0.0010097941,0.0001392472,0.000060275892,0.00017481801,0.000035760673,0.000017480937,0.0011391877],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99926984,0.0000057359834,0.0002963667,0.00012207108,0.00014592533,0.0001600789],"domain_scores_gemma":[0.997809,0.00007281316,0.00050027407,0.00007618534,0.0015026,0.0000391181],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045458565,0.000092331815,0.0001278825,0.00016680147,0.000060950035,0.000010057353,0.00020180923,0.00006767444,0.00001726027],"category_scores_gemma":[0.00024882096,0.00007507149,0.000061797255,0.00030904158,0.000017443883,0.0000570691,0.000007017088,0.00008224049,6.9292884e-7],"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":[0.00010859448,0.0009205309,0.037290603,0.0008119523,0.0012158066,3.3492352e-8,0.013423087,0.00009564804,0.0026076736,0.9117785,0.015284646,0.01646291],"study_design_scores_gemma":[0.0006423226,0.00031853773,0.97512156,0.00031586894,0.0002400367,3.9920468e-7,0.012966522,0.0009400829,0.0061380537,0.0011063489,0.0020076726,0.00020258458],"about_ca_topic_score_codex":0.002375457,"about_ca_topic_score_gemma":0.000530521,"teacher_disagreement_score":0.937831,"about_ca_system_score_codex":0.00019893526,"about_ca_system_score_gemma":0.00011570161,"threshold_uncertainty_score":0.35909963},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99084955,0.00003733716,0.0000014280798,0.0009144719,0.0014967637,0.0002714448,0.000007558067,0.000026946811,0.0063944757],"genre_scores_gemma":[0.9966566,0.000002406423,0.000014638768,0.000035297588,0.00020420822,0.00004894784,0.0000025767483,0.000021490985,0.0030138355],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99878037,0.000031442163,0.00026178666,0.00015508506,0.0005263507,0.00024496872],"domain_scores_gemma":[0.9984708,0.0001677676,0.00045809278,0.00009406571,0.0006763042,0.00013296031],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00096910953,0.0001396449,0.0002113448,0.00016568106,0.00016382204,0.00009866581,0.0004399488,0.00009758359,0.000058650498],"category_scores_gemma":[0.0020587074,0.0000949225,0.00014383282,0.00027692938,0.000017577258,0.00006977691,0.00003306041,0.00027496516,0.000025425516],"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":[0.0000055326436,0.000078703975,0.9869218,0.000011626407,0.00023883209,2.760718e-8,0.006782269,0.00068181736,0.0000353192,0.002323516,0.0027611621,0.00015942163],"study_design_scores_gemma":[0.00030497464,0.00006810528,0.9939522,0.000070184906,0.000040982817,3.5894058e-7,0.003771292,0.000021482927,0.00007245255,0.0000514771,0.0015455962,0.000100858735],"about_ca_topic_score_codex":0.013205008,"about_ca_topic_score_gemma":0.0015300482,"teacher_disagreement_score":0.011674959,"about_ca_system_score_codex":0.0013683535,"about_ca_system_score_gemma":0.00028784462,"threshold_uncertainty_score":0.9933661},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6854983,0.0002745434,0.0000026427488,0.000019939978,0.00093992386,0.00036357966,0.000016607177,0.000055606844,0.3128289],"genre_scores_gemma":[0.6237313,0.0001268682,0.0000037620673,0.0000019392776,0.00023885364,0.000008323501,0.00011557862,0.00004882503,0.37572455],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9943285,0.0021782217,0.00041284866,0.00092085626,0.0011050522,0.0010545437],"domain_scores_gemma":[0.99489325,0.0020997915,0.0004970043,0.00081103586,0.0014364353,0.0002625076],"candidate_categories":["metaepi_narrow","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0010222092,0.0004831209,0.0005496161,0.0010739483,0.0022979039,0.00027705572,0.0014950815,0.0008100259,0.000508482],"category_scores_gemma":[0.00047643264,0.00036651894,0.00059645827,0.0010238133,0.000773328,0.00012474511,0.0001565991,0.005049133,0.00029024997],"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":[0.04488937,0.0048159813,0.05280358,0.00062422315,0.010234917,0.0056898263,0.06049627,0.00028559554,0.38173312,0.14735577,0.041472595,0.24959876],"study_design_scores_gemma":[0.004167337,0.01620649,0.600286,0.0016320032,0.00038578565,0.000081712154,0.15489267,0.00009400125,0.038481478,0.00047744662,0.18098523,0.002309846],"about_ca_topic_score_codex":0.0044014985,"about_ca_topic_score_gemma":0.0003921902,"teacher_disagreement_score":0.54748243,"about_ca_system_score_codex":0.00032305467,"about_ca_system_score_gemma":0.0008093696,"threshold_uncertainty_score":0.9998787},"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":"other","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00044994545,0.0004897924,0.0010333617,0.0018657692,0.00021118375,0.0004492315,0.000120958655,0.000029337229,0.9953504],"genre_scores_gemma":[0.23564963,0.00008946486,0.000028794202,0.0011177739,0.00011392378,0.000084101164,0.00008370821,0.000017594071,0.762815],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99912184,0.000028257351,0.00025757318,0.00031310032,0.000121392564,0.0001578217],"domain_scores_gemma":[0.9983174,0.00040902916,0.0002239514,0.00028663798,0.0007017899,0.00006114191],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000060342274,0.0001791654,0.00018874733,0.000059008427,0.00014530616,0.000027534314,0.00022369283,0.00013361365,0.0015181659],"category_scores_gemma":[0.000086618165,0.0001239621,0.00009899,0.000038869086,0.0001149179,0.000017002187,0.000024493616,0.00020538429,0.00064808945],"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":[0.000026599104,0.00003636768,0.000084237305,0.0000023053099,0.000046336427,1.18612874e-7,0.00048670635,1.0573904e-8,0.0000014065535,0.6290644,0.0064558657,0.36379564],"study_design_scores_gemma":[0.00038248373,0.00063870114,0.15127575,0.0007597125,0.00023878818,0.000006971859,0.005967317,4.6576255e-7,0.000026007605,0.16646175,0.6735963,0.00064575206],"about_ca_topic_score_codex":0.000058922647,"about_ca_topic_score_gemma":0.00023031961,"teacher_disagreement_score":0.6671404,"about_ca_system_score_codex":0.00002230311,"about_ca_system_score_gemma":0.0000936542,"threshold_uncertainty_score":0.9993946},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98346364,0.010824959,0.00035819036,0.00080947817,0.0015549618,0.000108127264,0.000008142692,0.000016403772,0.0028560774],"genre_scores_gemma":[0.9926722,0.000009939499,0.00007654556,0.0049192254,0.0013386508,0.000011916682,0.0000025004824,0.00001684401,0.00095218205],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99909115,0.00008238528,0.00015328103,0.00010710714,0.00015523484,0.00041083648],"domain_scores_gemma":[0.99936956,0.00018367592,0.00012018393,0.000049906706,0.000075151416,0.00020153758],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002851939,0.00010205858,0.00012524569,0.000039986277,0.00027453018,0.000051400606,0.00007608584,0.000044362794,0.0044676177],"category_scores_gemma":[0.00011079046,0.000085645755,0.000034637233,0.000041370313,0.000044704324,0.00006754456,0.000013255537,0.00025193862,0.000005895307],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033079757,0.0003644016,0.16003162,0.00012310741,0.00057669927,0.00015101892,0.008037206,0.000010638514,0.00094422325,0.007510948,0.42359415,0.39832518],"study_design_scores_gemma":[0.0016089636,0.00042912154,0.526224,0.00009060006,0.000111362875,0.0011926047,0.013028668,0.00007242955,0.000047576126,0.00030322818,0.45643407,0.0004573798],"about_ca_topic_score_codex":0.013195482,"about_ca_topic_score_gemma":0.0037442076,"teacher_disagreement_score":0.3978678,"about_ca_system_score_codex":0.000054778495,"about_ca_system_score_gemma":0.00015417422,"threshold_uncertainty_score":0.99644244},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023350429,0.0010162279,0.96684736,0.00009312443,0.0011176318,0.00041764043,0.000018289855,0.00005100782,0.007088262],"genre_scores_gemma":[0.9899598,0.000012574597,0.008586247,0.00023489256,0.00030335938,0.000022404265,0.000015431271,0.000030011746,0.00083527796],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9978319,0.000113889735,0.00040316404,0.0008822117,0.00025728162,0.000511586],"domain_scores_gemma":[0.9983136,0.0004889743,0.0002852945,0.00044046534,0.00037225438,0.00009939593],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0007939837,0.0003164426,0.0005430793,0.00028403458,0.0001291784,0.000048484693,0.00081077975,0.00034848138,0.00035267032],"category_scores_gemma":[0.00010926865,0.0002657553,0.00012193765,0.00010364767,0.0007037215,0.00021690679,0.00021670126,0.00072142936,0.000019401317],"study_design_candidate":"design_other","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":[0.000104731116,0.00012460734,0.0013631398,0.000073773976,0.000040976007,0.000003977939,0.012446505,0.004050665,0.00015753429,0.034557983,0.0000032884482,0.9470728],"study_design_scores_gemma":[0.0039910884,0.010524649,0.0125496825,0.0017697066,0.0002827219,0.00015020938,0.00018783765,0.47959155,0.0023223418,0.4757672,0.00874911,0.0041139047],"about_ca_topic_score_codex":0.00004858684,"about_ca_topic_score_gemma":0.00009159239,"teacher_disagreement_score":0.96660936,"about_ca_system_score_codex":0.000072613904,"about_ca_system_score_gemma":0.000106286294,"threshold_uncertainty_score":0.99997944},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9872616,0.0038156703,0.0013944384,0.0054240553,0.00008329459,0.00006677869,0.000004064708,0.00008769621,0.0018624055],"genre_scores_gemma":[0.9979134,0.0003829305,0.0010787848,0.00008088348,0.00003175279,0.0000022458648,0.0000017129171,0.000011332234,0.00049695076],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9989262,0.00007482757,0.0002586244,0.00024245147,0.00010726954,0.00039059485],"domain_scores_gemma":[0.99920326,0.00007662677,0.00022938078,0.00008755426,0.00019795244,0.00020521425],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00022524995,0.00017918038,0.00031019744,0.0011254476,0.00038434129,0.000103189646,0.00022877677,0.00019248313,0.000067039895],"category_scores_gemma":[0.00011484515,0.00013670063,0.00002401286,0.00034027005,0.00040239666,0.00015209995,0.000031815427,0.0008544362,0.000002185237],"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":[0.000039157996,0.000017562492,0.043736875,0.00000980683,0.000081047576,0.0003372552,0.0080098035,0.00016601186,0.00005688938,0.010867144,0.000058412475,0.93662006],"study_design_scores_gemma":[0.0005746813,0.0036176306,0.0063496465,0.0010451414,0.00010842505,0.001227246,0.9418361,0.0001760301,0.00011042211,0.03357776,0.010832715,0.0005442053],"about_ca_topic_score_codex":0.0007633234,"about_ca_topic_score_gemma":0.002582963,"teacher_disagreement_score":0.9360758,"about_ca_system_score_codex":0.000021665852,"about_ca_system_score_gemma":0.00016725996,"threshold_uncertainty_score":0.557449},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99502707,0.0008597921,0.00007875027,0.0017996829,0.00031602156,0.0004201048,0.000011892786,0.000024017132,0.0014626682],"genre_scores_gemma":[0.9982684,0.00003302144,0.0004736295,0.00015743374,0.000112037495,0.00009343771,0.000016015014,0.00002722771,0.0008187692],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978851,0.00040303398,0.00061085814,0.00042737767,0.00037979396,0.0002938397],"domain_scores_gemma":[0.99740225,0.0012113276,0.00054177234,0.00019532096,0.0005438532,0.00010545875],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00033307483,0.00018341279,0.00033365644,0.00057079096,0.00014794715,0.00005389485,0.00044263637,0.00012298847,0.0047554546],"category_scores_gemma":[0.0013560429,0.00019545303,0.000057800848,0.0006324281,0.00032766195,0.0002382632,0.000050121776,0.00062526454,0.00012890335],"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":[0.005108223,0.0076116347,0.97184664,0.000009844476,0.0002888864,0.0009933249,0.0053066085,0.000876404,0.00010070403,0.00084825227,0.0005674048,0.006442046],"study_design_scores_gemma":[0.0025783142,0.01232189,0.9514,0.00055426516,0.00010121496,0.00052252004,0.026654527,0.00011181272,0.00012029804,0.00532886,0.000058044065,0.00024828283],"about_ca_topic_score_codex":0.012118608,"about_ca_topic_score_gemma":0.0015931438,"teacher_disagreement_score":0.02134792,"about_ca_system_score_codex":0.00010612536,"about_ca_system_score_gemma":0.00064735365,"threshold_uncertainty_score":0.9961543},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961895,0.0000057075595,0.00071012357,0.0016944943,0.0006662958,0.00036090545,0.000007786796,0.000026208305,0.00033898707],"genre_scores_gemma":[0.9988159,0.0000015772463,0.00053643,0.00024815253,0.00007044294,0.000098876364,0.000001951297,0.000023106937,0.00020359823],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9989389,0.000022640883,0.00034466755,0.00017918152,0.0002622776,0.00025233885],"domain_scores_gemma":[0.9984897,0.00039995188,0.00032828018,0.00010479803,0.0006210254,0.00005628757],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001129789,0.00013894163,0.00015473783,0.00041705955,0.000086723485,0.000036829017,0.0003073464,0.00017056751,0.000034879704],"category_scores_gemma":[0.004485523,0.00011289139,0.00004105746,0.00072168617,0.000014596998,0.00008900979,0.0000121472685,0.00052717695,0.0000074250506],"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":[0.000042449414,0.00024530382,0.009045119,0.00008302244,0.00014240829,1.9170015e-7,0.004810668,0.38796017,0.058718275,0.53497005,0.0026150318,0.0013673564],"study_design_scores_gemma":[0.0012875572,0.00046989354,0.5608839,0.0016700391,0.00015226135,0.000007286763,0.0034066208,0.3751407,0.04523281,0.009580555,0.000937122,0.0012313126],"about_ca_topic_score_codex":0.0017623696,"about_ca_topic_score_gemma":0.00041607843,"teacher_disagreement_score":0.55183876,"about_ca_system_score_codex":0.00035244366,"about_ca_system_score_gemma":0.00031719182,"threshold_uncertainty_score":0.5369914},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7544416,0.00196622,0.000020020492,0.23033237,0.0040257904,0.000676521,0.000008251236,0.00004666644,0.008482509],"genre_scores_gemma":[0.9933835,0.000031054416,0.000014768563,0.0013785716,0.00028806625,0.00011082935,0.0000020965701,0.000017824697,0.0047732894],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9992022,0.000039475395,0.00014111535,0.00014734319,0.00023652166,0.00023334684],"domain_scores_gemma":[0.9988388,0.00024591968,0.0002642354,0.00011873175,0.0004351497,0.00009717261],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010171847,0.00012244731,0.00012584333,0.00006560881,0.0003304743,0.00045998042,0.00043611164,0.00008256088,0.000020544758],"category_scores_gemma":[0.0010091299,0.00006152387,0.000067753346,0.000239975,0.00010664211,0.00021426594,0.000058396043,0.00032011222,0.0000069434245],"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":[0.000072838455,0.00012569272,0.1905576,0.000172728,0.0009782466,3.352064e-7,0.18995678,0.00018280516,0.00016233575,0.20342061,0.38900638,0.025363646],"study_design_scores_gemma":[0.0012827778,0.000071305425,0.601581,0.00047759066,0.00030210527,0.000030856496,0.22621793,0.0021462436,0.00012849928,0.003495254,0.16381998,0.00044645643],"about_ca_topic_score_codex":0.0050345617,"about_ca_topic_score_gemma":0.0032354128,"teacher_disagreement_score":0.4110234,"about_ca_system_score_codex":0.00036876486,"about_ca_system_score_gemma":0.00021475789,"threshold_uncertainty_score":0.7610785},"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":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010779248,0.00027396446,0.9711935,0.0014856694,0.0013552272,0.00041152645,0.0000038041703,0.00010857432,0.014388488],"genre_scores_gemma":[0.98123235,0.000012146421,0.0134259835,0.0007029364,0.00019741869,0.00004528119,0.000009265753,0.00004197359,0.004332672],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9972428,0.00018433823,0.0003855042,0.0011811949,0.00045714766,0.000549026],"domain_scores_gemma":[0.9987074,0.00032988985,0.00019057667,0.00046632098,0.00017544173,0.00013036876],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.00080087804,0.00039194728,0.00042973645,0.0007848867,0.00018290675,0.00017786682,0.0007170068,0.0002980834,0.00028220782],"category_scores_gemma":[0.00015486695,0.00036390798,0.00008212934,0.00038360365,0.00037133438,0.000070506394,0.00026560065,0.0013907378,0.00022373364],"study_design_candidate":"design_other","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":[0.00001796696,0.00005819737,0.0046284474,0.000022673097,0.00001799953,0.00006255257,0.0052278065,0.017375248,0.00009434495,0.013720524,0.000010060411,0.9587642],"study_design_scores_gemma":[0.0027824342,0.004042398,0.55495507,0.012085047,0.00011490348,0.00025820485,0.000095597374,0.24635078,0.00007206791,0.15909524,0.014857575,0.005290683],"about_ca_topic_score_codex":0.00018668921,"about_ca_topic_score_gemma":0.0007628903,"teacher_disagreement_score":0.9704531,"about_ca_system_score_codex":0.00034172146,"about_ca_system_score_gemma":0.00023565447,"threshold_uncertainty_score":0.99988127},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8994833,0.0018077772,0.032436214,0.0015305491,0.0005536495,0.0005341571,0.0002247208,0.0003979129,0.063031696],"genre_scores_gemma":[0.9834126,0.0009295362,0.006387138,0.0007216275,0.0005877521,0.000009226999,0.000101449674,0.00016202113,0.0076886015],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99323624,0.0012324783,0.00074053684,0.0014953408,0.000574708,0.0027207003],"domain_scores_gemma":[0.99483305,0.00226732,0.0006856835,0.0009002957,0.00034424698,0.0009693852],"candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0019267666,0.0010328675,0.001070939,0.0012769693,0.0009842437,0.00029069025,0.0016011944,0.0015677605,0.0019965186],"category_scores_gemma":[0.00048792444,0.0012375943,0.00058286876,0.0016601847,0.00072852697,0.00060488697,0.00060656085,0.0019176028,0.0005639403],"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":[0.0021037417,0.0017348975,0.5959984,0.0004069745,0.0028025676,0.00866169,0.025876345,0.0003214747,0.007477275,0.23261124,0.0037349018,0.11827046],"study_design_scores_gemma":[0.0048559452,0.0011798334,0.8909449,0.00093150395,0.0018049268,0.0007596741,0.06562467,0.0045118565,0.0009078424,0.0049072322,0.021527529,0.0020440712],"about_ca_topic_score_codex":0.0037549392,"about_ca_topic_score_gemma":0.0002934311,"teacher_disagreement_score":0.2949465,"about_ca_system_score_codex":0.0017172026,"about_ca_system_score_gemma":0.0013286397,"threshold_uncertainty_score":0.99972844},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99307317,0.00021304794,0.0015419769,0.0023152325,0.0010711062,0.0015720694,0.000001525288,0.00000869363,0.00020316077],"genre_scores_gemma":[0.99904054,0.00002013179,0.000060080187,0.00028614927,0.000083533705,0.00030381948,0.000006994051,0.000006878715,0.00019184008],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99842536,0.00094295054,0.00016037586,0.00017875772,0.00015790791,0.00013465912],"domain_scores_gemma":[0.9930399,0.0063344953,0.00019817475,0.00030634005,0.00009684122,0.000024264027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008893967,0.000102129845,0.00015258409,0.000021248456,0.00022227645,0.000036164125,0.00031902906,0.000033138927,0.0000018590861],"category_scores_gemma":[0.00033166062,0.00004778963,0.00006550264,0.000078843535,0.00024001105,0.000016524467,0.00004175923,0.00010437615,0.0000018839544],"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":[0.00074979645,0.0027506037,0.16066046,0.0007724732,0.0005820943,1.0237825e-7,0.025213331,0.0000064269484,0.00021098596,0.46796066,0.006842139,0.33425096],"study_design_scores_gemma":[0.0013431909,0.00073406746,0.98087955,0.00023812294,0.00009399127,5.8973933e-7,0.0009379781,0.00008694473,0.00056213414,0.013595255,0.0014529736,0.00007520205],"about_ca_topic_score_codex":0.00008044493,"about_ca_topic_score_gemma":0.0000124102135,"teacher_disagreement_score":0.8202191,"about_ca_system_score_codex":0.000013173676,"about_ca_system_score_gemma":0.000032165983,"threshold_uncertainty_score":0.19488046},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99586964,0.00016429134,0.0008849021,0.00034339417,0.00014091596,0.00027462107,7.8833784e-7,0.000009921726,0.0023115198],"genre_scores_gemma":[0.9959505,0.000008837951,0.00004171192,0.000030442223,0.00006903703,0.00007965651,0.000003929811,0.0000073791766,0.0038084772],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989012,0.00025714224,0.0002779111,0.00012577606,0.0003004681,0.00013752519],"domain_scores_gemma":[0.99822843,0.0013983028,0.00013789041,0.000108078675,0.000094652874,0.000032641186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006228309,0.00007189008,0.0001506517,0.00001805428,0.00021278531,0.0000054793136,0.00025217427,0.00004990335,0.00090617425],"category_scores_gemma":[0.0013902423,0.000033725155,0.00004816083,0.000070762406,0.00018203567,0.000018864208,0.000056323133,0.0003634239,0.0000073319743],"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":[0.00020327231,0.0014030753,0.14896491,0.0000054487978,0.00050222146,0.000004220389,0.10859609,9.721764e-7,0.000007056189,0.00017698319,0.00055153016,0.7395842],"study_design_scores_gemma":[0.0016783706,0.00063979573,0.7149515,0.000039509392,0.000041731677,0.0000044699414,0.23328438,0.0002762972,0.000038749346,0.000034292814,0.048917033,0.000093872484],"about_ca_topic_score_codex":0.00004913286,"about_ca_topic_score_gemma":0.00008503231,"teacher_disagreement_score":0.73949033,"about_ca_system_score_codex":0.000009489282,"about_ca_system_score_gemma":0.000056442303,"threshold_uncertainty_score":0.9921973},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9918592,0.00040252344,0.000020855865,0.003845709,0.00030792493,0.0000965347,3.788111e-7,0.0000054311167,0.0034614413],"genre_scores_gemma":[0.9985914,0.00008458727,0.00004544204,0.00004680999,0.000038311926,0.000006456973,7.751145e-7,0.0000057695092,0.0011804164],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99836403,0.00043211182,0.00041082193,0.00013966391,0.00037177146,0.00028156987],"domain_scores_gemma":[0.9983859,0.0006262466,0.0003069455,0.00020643238,0.00044079483,0.000033672673],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027168896,0.000065266904,0.00021877592,0.0045379642,0.00008573163,0.0000084856065,0.00036419716,0.00017831268,0.00016628818],"category_scores_gemma":[0.000991804,0.00004574812,0.00009233879,0.004512669,0.0002642938,0.00005239418,0.00005223974,0.0017061118,0.000012359741],"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":[0.0001149654,0.00091729383,0.9335384,0.000006880768,0.0001853873,0.000017102642,0.0030212225,0.00006962177,0.0018321555,0.015114661,0.0005326476,0.04464968],"study_design_scores_gemma":[0.00027972166,0.0003960918,0.9540093,0.00011819276,0.000040237996,0.000011738482,0.039067447,0.000014565868,0.0014900173,0.0035131362,0.001014045,0.000045484645],"about_ca_topic_score_codex":0.00017616956,"about_ca_topic_score_gemma":0.00031756624,"teacher_disagreement_score":0.044604193,"about_ca_system_score_codex":0.00013936224,"about_ca_system_score_gemma":0.00018584987,"threshold_uncertainty_score":0.7412302},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9829552,0.00029599064,0.0019317957,0.007862158,0.0008152066,0.00011998247,0.0000013811712,0.000009527796,0.006008731],"genre_scores_gemma":[0.99764705,0.00006140562,0.00032285048,0.0012828249,0.0005183473,0.000012219569,0.0000021524372,0.0000145323365,0.00013864366],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99689424,0.002074655,0.00037521412,0.00015287152,0.00030720292,0.00019584468],"domain_scores_gemma":[0.9935894,0.00531512,0.0005438626,0.00010323019,0.0002794691,0.00016894208],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012988315,0.000118355696,0.00023992905,0.00009378957,0.00016697023,0.00004250169,0.00020447283,0.000017906657,0.00026306396],"category_scores_gemma":[0.0020125532,0.00007928827,0.00010245791,0.00024802133,0.0001585283,0.00010492424,0.000011299952,0.00059852586,0.00007628912],"study_design_candidate":"design_other","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":[0.0027211604,0.00018318435,0.008597711,0.0000057683455,0.00016292055,0.0000022247832,0.0047895988,0.00007233935,0.0026111163,0.0010701504,0.0005222319,0.9792616],"study_design_scores_gemma":[0.008615071,0.03741486,0.32816476,0.0011449773,0.0023297586,0.0002573808,0.09031089,0.0009768188,0.047933336,0.0010178706,0.48080495,0.001029331],"about_ca_topic_score_codex":0.000235901,"about_ca_topic_score_gemma":0.0000013965405,"teacher_disagreement_score":0.97823226,"about_ca_system_score_codex":0.00003577821,"about_ca_system_score_gemma":0.00010708337,"threshold_uncertainty_score":0.3233282},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9848002,0.000057912108,0.00069684477,0.00003780487,0.00012417464,0.00026799986,0.000002820182,0.000045826408,0.013966419],"genre_scores_gemma":[0.99860036,0.000027619544,0.00021452666,0.00002192432,0.000018668637,0.000056595738,0.000020833333,0.00001366844,0.0010258094],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99889463,0.0003270652,0.00020996082,0.00023638857,0.00012768692,0.00020427577],"domain_scores_gemma":[0.999326,0.0003443589,0.00015828629,0.00007146726,0.00006669772,0.000033171764],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045949122,0.00011631872,0.00016807961,0.00018245517,0.000083702485,0.000043521144,0.000058144295,0.00005791162,0.0005132168],"category_scores_gemma":[0.000031373587,0.000102338585,0.000022615382,0.00015026444,0.000058974434,0.000057631827,0.000030188201,0.0004370116,0.000013425685],"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":[0.000045041426,0.00006964699,0.9240423,0.00007958093,0.00007967914,0.000009733691,0.002895712,0.00031443292,0.001394707,0.011750273,0.000034993354,0.05928392],"study_design_scores_gemma":[0.0020401424,0.00042972338,0.8338782,0.000047311016,0.000039469847,0.0000024658998,0.15856615,0.0024337217,0.0006010694,0.00004944182,0.0017265737,0.00018571675],"about_ca_topic_score_codex":0.002107892,"about_ca_topic_score_gemma":0.0012771036,"teacher_disagreement_score":0.15567043,"about_ca_system_score_codex":0.000012295139,"about_ca_system_score_gemma":0.000013992829,"threshold_uncertainty_score":0.5619364},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9764951,0.002084749,0.00003685574,0.00011166858,0.00013712827,0.00022999273,0.000001937431,0.000030276087,0.020872308],"genre_scores_gemma":[0.99742264,0.0002097223,0.00015977329,0.0000493912,0.00006627504,0.00003804059,0.00000383081,0.000017830305,0.00203253],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99850035,0.000079949066,0.0005420278,0.0002731498,0.00021475446,0.00038977675],"domain_scores_gemma":[0.99916935,0.00031893406,0.0001946862,0.00012240936,0.00013856642,0.000056052017],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008316142,0.00017360227,0.00036189868,0.00034250665,0.00008159605,0.0000068209297,0.00015150015,0.000119699755,0.00004641247],"category_scores_gemma":[0.0007809531,0.00015832114,0.00003790395,0.00054486975,0.000093816474,0.0001003975,0.0000873905,0.0005619265,0.00020358994],"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":[0.00009395106,0.0001315608,0.9337162,0.00011411546,0.000042564512,0.000007432601,0.057310905,0.00018382238,0.00016292211,0.0017541747,0.000010503116,0.0064718644],"study_design_scores_gemma":[0.00047791854,0.00020335085,0.8574604,0.0008553008,0.00000919086,0.0000023816344,0.14039192,0.000020413825,0.00010867986,0.00010790906,0.00021174086,0.0001507839],"about_ca_topic_score_codex":0.000052746538,"about_ca_topic_score_gemma":0.00019879389,"teacher_disagreement_score":0.083081014,"about_ca_system_score_codex":0.00007026611,"about_ca_system_score_gemma":0.000018387262,"threshold_uncertainty_score":0.64561486},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8719839,0.00018648895,0.00019923678,0.000010863655,0.004999279,0.000050092633,0.000009458903,0.000022938297,0.12253773],"genre_scores_gemma":[0.9911599,0.000057224715,0.0006543889,0.000042242424,0.0061198343,0.00000280222,0.0000040250497,0.000015550662,0.001943997],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987089,0.00014388152,0.0004419877,0.00015226156,0.00039172868,0.00016125073],"domain_scores_gemma":[0.9931448,0.0003004838,0.00043850503,0.00006286233,0.0059579806,0.00009534682],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003951009,0.00013182375,0.00022882818,0.00013283135,0.00005298359,0.00008829133,0.00038370743,0.00008628736,0.0014828095],"category_scores_gemma":[0.011998782,0.00009716994,0.000065280234,0.00005237267,0.00008269725,0.000039595354,0.000081398524,0.00051025266,0.00001536964],"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":[0.0004198314,0.0003454071,0.91798985,0.00001007258,0.0009841662,0.00016827142,0.055204827,0.0000020334562,0.0000019828035,0.0034542177,0.0014333591,0.01998601],"study_design_scores_gemma":[0.0016880739,0.0010963893,0.84047866,0.00018757784,0.00020315885,0.000014494422,0.036461033,0.0000076249244,0.000051000003,0.0019804414,0.11755347,0.000278102],"about_ca_topic_score_codex":0.000059966562,"about_ca_topic_score_gemma":0.000008896053,"teacher_disagreement_score":0.120593734,"about_ca_system_score_codex":0.000025080994,"about_ca_system_score_gemma":0.00004688631,"threshold_uncertainty_score":0.99942994},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.920674,0.000035844536,0.07153982,0.000021551185,0.00021598932,0.00023158191,0.000005286501,0.000034180022,0.0072417017],"genre_scores_gemma":[0.9984316,4.898632e-7,0.00028847103,0.000040898736,0.00013782283,0.000034356657,0.0000021794747,0.000013612686,0.0010505283],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99934965,0.000084810286,0.00013959715,0.00017612588,0.00007426236,0.00017557971],"domain_scores_gemma":[0.99903,0.0005844094,0.0001333641,0.000051401992,0.00017946032,0.00002134655],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00027182687,0.000086061584,0.00010729288,0.000044681245,0.00022198731,0.000023642437,0.00007930932,0.00007944837,0.00031921413],"category_scores_gemma":[0.00031260014,0.000055957076,0.0000761366,0.00008184772,0.00010934979,0.00004412954,0.000017726961,0.00029789112,0.000008793491],"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":[0.00012306281,0.000049901068,0.0051490264,0.000017999877,0.00006877862,4.2143645e-7,0.002844997,0.0000027506107,0.4431155,0.006358871,0.0000020310758,0.54226667],"study_design_scores_gemma":[0.00405005,0.0017654106,0.5773606,0.00008521656,0.00053058757,0.000058279078,0.18045534,0.010352864,0.22124116,0.0015530952,0.0017775866,0.00076981465],"about_ca_topic_score_codex":0.0002326465,"about_ca_topic_score_gemma":0.00017072137,"teacher_disagreement_score":0.57221156,"about_ca_system_score_codex":0.0000032358591,"about_ca_system_score_gemma":0.000016232076,"threshold_uncertainty_score":0.3495171},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9877349,0.00092952856,0.00084579474,0.000811581,0.00032965516,0.00006763314,8.6898176e-8,0.0000019972952,0.009278794],"genre_scores_gemma":[0.9782351,0.000022707649,0.021566227,0.00001012477,0.000008691818,0.0000036726206,5.792728e-8,0.0000023871462,0.00015103426],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9993462,0.00006033202,0.00022805584,0.000107317974,0.0000933109,0.00016479967],"domain_scores_gemma":[0.9990993,0.00012179782,0.00027218572,0.000076032535,0.00033706965,0.000093593146],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00347224,0.00004917423,0.00008801334,0.0008558035,0.0005416583,0.00008315552,0.00018376362,0.00004267799,0.000007701761],"category_scores_gemma":[0.0029057537,0.000035812438,0.000007774986,0.00061086536,0.0022193075,0.00014528594,0.000008148884,0.0002689085,3.5387396e-7],"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":[3.9139167e-7,0.00002754037,0.029327154,0.0000062807926,0.0000018234425,1.6656115e-7,0.005083003,2.5852458e-7,0.0033563958,0.7126276,0.0000039626407,0.24956547],"study_design_scores_gemma":[0.00024772465,0.0003986441,0.09836877,0.00040612693,0.000033940833,0.0005901811,0.54351753,0.00023301554,0.0056308047,0.34598792,0.004370696,0.00021466169],"about_ca_topic_score_codex":0.00020191037,"about_ca_topic_score_gemma":0.000295427,"teacher_disagreement_score":0.5384345,"about_ca_system_score_codex":0.000057948582,"about_ca_system_score_gemma":0.004538824,"threshold_uncertainty_score":0.8177131},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98679733,0.0024923822,0.00018731122,0.009293711,0.0003926181,0.00006916737,6.009632e-7,0.0000049384585,0.0007619226],"genre_scores_gemma":[0.99737346,0.00046896382,0.00020356975,0.00096991414,0.0005623524,0.0000041811804,0.0000033499555,0.000006637497,0.00040754824],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99859554,0.0006135342,0.0002943749,0.000097855765,0.0002990744,0.000099650955],"domain_scores_gemma":[0.9991852,0.0002346926,0.00023532545,0.00007458646,0.000120936136,0.00014925239],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00077848206,0.000071013674,0.0001585629,0.00009412473,0.00016141505,0.000011216111,0.00014989353,0.000060977403,0.0010198624],"category_scores_gemma":[0.0006275522,0.00004588486,0.000047876772,0.00005573757,0.000084270876,0.000120901765,0.000024284867,0.0004397452,0.000006015151],"study_design_candidate":"design_other","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":[0.00072418357,0.003495379,0.03269629,0.00028719596,0.0001707899,0.00016093871,0.069842935,0.000004042862,0.002432397,0.0064131687,0.015882853,0.8678898],"study_design_scores_gemma":[0.001001314,0.0073804334,0.6359824,0.001230851,0.000049797145,0.008154737,0.02272097,0.000054607506,0.000042724892,0.0005100639,0.32268772,0.00018440349],"about_ca_topic_score_codex":0.00006251804,"about_ca_topic_score_gemma":0.000004279959,"teacher_disagreement_score":0.8677054,"about_ca_system_score_codex":0.000014736967,"about_ca_system_score_gemma":0.00015064898,"threshold_uncertainty_score":0.99989337},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.989283,0.0029099106,0.000006289107,0.00007622401,0.00002063943,0.0001427864,0.0000010399232,0.000008972255,0.0075510964],"genre_scores_gemma":[0.9988834,0.000022640319,0.00007697543,0.000017563032,0.00001830805,0.000011563694,0.0000057573166,0.000005693382,0.0009580886],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989863,0.00028907342,0.00014022671,0.00021113959,0.00018146636,0.00019176939],"domain_scores_gemma":[0.9996355,0.00016100687,0.000039630504,0.000061415274,0.000064564265,0.000037891503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046450307,0.00006627746,0.00012973796,0.00017810926,0.000055964203,0.000018198738,0.00005668925,0.00004362975,0.000343242],"category_scores_gemma":[0.000045800345,0.000061353196,0.0000137435145,0.00012913521,0.00020147355,0.00007129266,0.000052139087,0.00023139444,0.000010799224],"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":[0.0009023111,0.0014635198,0.28149006,0.0000800731,0.00006198213,0.000037200007,0.16154483,0.0000058332644,0.23404671,0.0054622,0.00028252703,0.31462276],"study_design_scores_gemma":[0.0019935777,0.001154354,0.8524023,0.00050340645,0.0000036776835,0.00001275613,0.06885489,0.00041483538,0.07428391,0.000082857594,0.0001242713,0.00016911289],"about_ca_topic_score_codex":0.00016986135,"about_ca_topic_score_gemma":5.2016685e-7,"teacher_disagreement_score":0.5709123,"about_ca_system_score_codex":0.000012541028,"about_ca_system_score_gemma":0.000017427707,"threshold_uncertainty_score":0.3758259},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9671671,0.00052750227,0.000020062686,0.00017077647,0.0012046995,0.00006822686,0.0000018279767,0.00001149185,0.030828351],"genre_scores_gemma":[0.9960239,0.00042544535,0.00008616434,0.000011227558,0.0006809863,0.0000046513023,0.00001080488,0.000010531625,0.0027463054],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998437,0.00030297978,0.0005780082,0.00015450513,0.00034841165,0.00017909052],"domain_scores_gemma":[0.9983607,0.00021887872,0.0007052444,0.000100210505,0.00048226205,0.00013269867],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00057079346,0.00011743403,0.0002750697,0.00021748377,0.00012062591,0.000014957941,0.0001590731,0.0001400537,0.0039053238],"category_scores_gemma":[0.00016343164,0.00009121091,0.00016468996,0.00023332884,0.00013524354,0.00017645916,0.00003992086,0.00039326333,0.000084566505],"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":[0.0013814677,0.0009205128,0.9669117,0.00003249135,0.0001182148,0.00011021789,0.0048368284,0.0000054638913,0.00001949126,0.0037180614,0.0019585744,0.019987013],"study_design_scores_gemma":[0.0016718446,0.00080330943,0.93913907,0.0002451828,0.000088898385,0.0004886677,0.007142476,0.0000053753947,0.00012347643,0.00027161877,0.04986792,0.00015216791],"about_ca_topic_score_codex":0.0001715279,"about_ca_topic_score_gemma":0.000011477503,"teacher_disagreement_score":0.04790935,"about_ca_system_score_codex":0.00006203268,"about_ca_system_score_gemma":0.00015111869,"threshold_uncertainty_score":0.9970052},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9456202,0.0009845685,0.010237828,0.0007275888,0.0003465371,0.00097646745,0.000039143175,0.00006108811,0.04100659],"genre_scores_gemma":[0.99439526,0.000034275527,0.0019105689,0.00006613873,0.00011063066,0.00042641693,0.0000069389175,0.000020115875,0.0030296368],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9943638,0.0041918973,0.00021758523,0.00036202354,0.0005426099,0.00032209296],"domain_scores_gemma":[0.99653137,0.0018853146,0.00009763047,0.0002148562,0.0011479392,0.00012289028],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006927297,0.000117654046,0.00018195767,0.00022680244,0.00027729184,0.000062885396,0.00014613487,0.00013831537,0.0003484532],"category_scores_gemma":[0.0025887405,0.00008184575,0.000057323556,0.0006843635,0.00051759684,0.00008168406,0.000087420565,0.000704834,0.000036935373],"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":[0.00049513654,0.00065291027,0.14554308,0.00002048943,0.00008446428,0.000013133617,0.020658074,4.4489717e-8,0.01852267,0.0017599915,0.002473538,0.8097765],"study_design_scores_gemma":[0.0018008841,0.003423934,0.9223767,0.00016187553,0.00017606256,0.00009963363,0.043372124,0.000022206354,0.015168859,0.007961626,0.0051602134,0.00027591575],"about_ca_topic_score_codex":0.0010025585,"about_ca_topic_score_gemma":0.00006252261,"teacher_disagreement_score":0.8095006,"about_ca_system_score_codex":0.000054926426,"about_ca_system_score_gemma":0.000101731115,"threshold_uncertainty_score":0.3815318},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99588454,0.00014065392,0.000050578106,0.00019949127,0.00010524546,0.000168087,0.0000027411747,0.000035083383,0.0034135696],"genre_scores_gemma":[0.99862295,0.0000030748897,0.0009906143,0.000023521841,0.00009178839,0.000077329125,0.0000010199318,0.0000053834924,0.0001843087],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99888474,0.00004374163,0.00018503345,0.00026907408,0.00033375705,0.0002836708],"domain_scores_gemma":[0.9996119,0.000058918762,0.00014866951,0.000041613774,0.000083428175,0.000055469165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00022376627,0.00012528944,0.0001862788,0.000054706565,0.00055877276,0.00009655285,0.00022036362,0.000056597553,0.00028611868],"category_scores_gemma":[0.000026015588,0.0000781019,0.000033610504,0.00023096938,0.0008676077,0.00018377759,0.00004582413,0.00014995826,0.000009685275],"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":[0.000016512753,0.0013990877,0.4893343,0.000064576234,0.000018202596,0.0000035361033,0.36436388,3.7322067e-7,0.001035967,0.0060487026,0.00011914242,0.13759573],"study_design_scores_gemma":[0.00035911243,0.0010749672,0.2976989,0.00012149643,0.000058248268,0.000013188623,0.6984742,0.000051788385,0.00043326878,0.0012878858,0.00004660454,0.0003803187],"about_ca_topic_score_codex":0.0006708158,"about_ca_topic_score_gemma":0.000043112937,"teacher_disagreement_score":0.33411035,"about_ca_system_score_codex":0.0000059169706,"about_ca_system_score_gemma":0.000037654554,"threshold_uncertainty_score":0.4297685},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75306255,0.000055163866,0.000052174117,0.026447853,0.00018332468,0.00013501704,0.0000018395099,0.000036469275,0.22002558],"genre_scores_gemma":[0.98158437,5.802868e-7,0.0000626102,0.0045974427,0.00006522673,0.00003807461,0.00003215461,0.000003336904,0.013616176],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9992349,0.00027880512,0.000103331535,0.00014542766,0.00011650625,0.00012100714],"domain_scores_gemma":[0.9996919,0.00012570326,0.000033356944,0.000056121484,0.00007799137,0.00001492252],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00014327174,0.00007298656,0.00006561859,0.00007336998,0.00006932047,0.000040884886,0.00009205869,0.000046929894,0.004309129],"category_scores_gemma":[0.00000747424,0.000045992678,0.000025797957,0.0002866721,0.00002609097,0.000043491003,0.0000011938847,0.00017831827,0.000056528293],"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":[0.000106173255,0.00062571355,0.069080554,0.0000021688236,0.000014701133,0.0000050919484,0.005623732,0.00007640738,0.00029612178,0.8819145,0.0031635792,0.03909128],"study_design_scores_gemma":[0.0005528029,0.00018563465,0.96594137,0.0000048014244,0.0000052086402,8.651324e-7,0.0021210487,0.00006751211,0.000018591427,0.0023848212,0.028637039,0.0000803327],"about_ca_topic_score_codex":0.000015715843,"about_ca_topic_score_gemma":0.000018766377,"teacher_disagreement_score":0.8968608,"about_ca_system_score_codex":0.000013497572,"about_ca_system_score_gemma":0.00010817663,"threshold_uncertainty_score":0.99660105},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9929184,0.00054783735,0.00001856633,0.00014987148,0.00008808513,0.00024023547,0.00024512777,0.0000042479937,0.005787646],"genre_scores_gemma":[0.9997835,0.000023434788,0.00000703688,0.000051998093,0.000012115239,0.000021348022,0.000005183289,0.0000026532819,0.0000927139],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99556047,0.0030160928,0.000247306,0.00029553988,0.00074130675,0.00013928005],"domain_scores_gemma":[0.99834734,0.0007819194,0.000274877,0.0001782482,0.00038381998,0.00003379967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027622539,0.00012746306,0.0002848938,0.000041850653,0.00022635702,0.000026650221,0.00016996724,0.000085382024,0.00064656883],"category_scores_gemma":[0.0013165395,0.00006620579,0.00015299807,0.00037608965,0.0009882879,0.000048335187,0.000072321665,0.00017156453,5.62858e-7],"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":[0.000017415177,0.00012937136,0.98065966,0.000020574695,0.0005265011,2.2105336e-8,0.0088665355,8.4076026e-7,0.000011753387,0.0045275954,0.000006559112,0.005233151],"study_design_scores_gemma":[0.0003887075,0.000075885204,0.97642964,0.000035118013,0.0025590505,8.7521875e-7,0.013375424,0.00005419927,0.00024310766,0.006745102,0.000009670903,0.00008319133],"about_ca_topic_score_codex":0.0005759618,"about_ca_topic_score_gemma":0.0002837171,"teacher_disagreement_score":0.006865134,"about_ca_system_score_codex":0.000007973533,"about_ca_system_score_gemma":0.00006884878,"threshold_uncertainty_score":0.7079475},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98629385,0.0009893617,0.000026583699,0.0044595376,0.000150253,0.00010334932,0.0000019636227,0.0000051043558,0.007970009],"genre_scores_gemma":[0.997905,0.00045990277,0.0008213724,0.00035995312,0.00014122842,0.0000062126646,0.000002034646,0.000010750918,0.00029351749],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9986436,0.0005905253,0.00026332252,0.00015195378,0.00015944292,0.00019120409],"domain_scores_gemma":[0.99839765,0.00040186255,0.00043511437,0.000042085856,0.0003992096,0.0003241079],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042178563,0.000104961815,0.00019469562,0.0003374682,0.0001244328,0.000057310306,0.00008813881,0.000020654143,0.0005572691],"category_scores_gemma":[0.00082423387,0.0000889575,0.000035203055,0.0001416205,0.0003106125,0.00034552114,0.000017614626,0.00058280106,0.000011285767],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000121809535,0.00025803933,0.16267967,0.000014824146,0.00021930273,0.0000024496157,0.050412025,0.0000018418449,0.0011740464,0.0024382563,0.00088085764,0.7817969],"study_design_scores_gemma":[0.0005754615,0.0005399891,0.46975255,0.00007427341,0.00016257878,0.000157399,0.5126871,0.000039489038,0.00018969538,0.00008775047,0.015594108,0.00013959903],"about_ca_topic_score_codex":0.0575458,"about_ca_topic_score_gemma":0.0001130848,"teacher_disagreement_score":0.7816573,"about_ca_system_score_codex":0.000046260575,"about_ca_system_score_gemma":0.00022572168,"threshold_uncertainty_score":0.9487301},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6250039,0.000043685228,0.000093705974,0.000106244464,0.00058255874,0.00009679,0.000010727561,0.000046198882,0.37401623],"genre_scores_gemma":[0.89950955,0.0001394474,0.0006891315,0.0006332726,0.00087725715,0.000040073082,0.00012788456,0.000016021067,0.097967334],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9978823,0.00013045045,0.0003476053,0.00041085642,0.000859478,0.0003692915],"domain_scores_gemma":[0.99908465,0.000016016933,0.0001696945,0.00010140205,0.00048025342,0.00014795543],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00030160663,0.00023091886,0.00015868786,0.00012039397,0.00042164637,0.0013080362,0.00082240766,0.000100326055,0.0106741],"category_scores_gemma":[0.000028569997,0.00016810629,0.00016088695,0.000115408424,0.00018334202,0.00090948323,0.000055984427,0.00048144115,0.0006696877],"study_design_candidate":"design_other","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":[0.0007762697,0.0005964206,0.011234421,0.000013926457,0.0012565157,0.0004183778,0.04700961,0.0004733657,0.000069967384,0.07738534,0.0051360754,0.8556297],"study_design_scores_gemma":[0.0057522994,0.0007304463,0.6166957,0.00020044079,0.00012980573,0.0029103227,0.07785101,0.0009503823,0.000029738323,0.0118040815,0.2817362,0.0012096035],"about_ca_topic_score_codex":0.000022850281,"about_ca_topic_score_gemma":0.0000023025384,"teacher_disagreement_score":0.8544201,"about_ca_system_score_codex":0.00010374461,"about_ca_system_score_gemma":0.00002860482,"threshold_uncertainty_score":0.9997287},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9879889,0.000055681227,0.002454458,0.00011633173,0.00013586922,0.0005989563,0.000029744682,0.00006986166,0.00855023],"genre_scores_gemma":[0.9942702,0.000025013504,0.0000780399,0.000308381,0.000066211825,0.00069122884,0.00013809491,0.000018787769,0.004404051],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99755186,0.00045792974,0.00054951594,0.0004996121,0.00042701565,0.0005140889],"domain_scores_gemma":[0.9988643,0.00022050821,0.00029292176,0.00014797534,0.00039136148,0.00008294819],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006435296,0.00027631767,0.00037797913,0.00083905563,0.0003788496,0.000055485092,0.0001343686,0.00010644241,0.001706104],"category_scores_gemma":[0.00004009347,0.00025262687,0.00016340252,0.0015686984,0.00015354404,0.0006216873,0.000016140992,0.00038178093,0.0007043842],"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":[0.0005704357,0.0007505268,0.054074556,0.000033191052,0.0010235893,0.000008022396,0.7228598,0.000023657642,0.00081925595,0.0004453367,0.00012229379,0.21926932],"study_design_scores_gemma":[0.0029754,0.00855135,0.73529977,0.000079939055,0.0004259508,0.0000133761105,0.2434157,0.007750792,0.00052788673,0.00027612195,0.00013703796,0.00054669555],"about_ca_topic_score_codex":0.0008851592,"about_ca_topic_score_gemma":0.00031215086,"teacher_disagreement_score":0.6812252,"about_ca_system_score_codex":0.00012897534,"about_ca_system_score_gemma":0.00008101626,"threshold_uncertainty_score":0.9999926},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97607553,0.00021124483,0.006184157,0.0006982304,0.00022501806,0.00018294695,0.0000030522897,0.00006119915,0.016358595],"genre_scores_gemma":[0.99819654,0.0000031586205,0.0009772741,0.00006512874,0.000052943655,0.000032955915,0.000058106572,0.0000094484485,0.00060441595],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989847,0.00023012687,0.00025804443,0.00030711456,0.000079875244,0.0001401365],"domain_scores_gemma":[0.99854136,0.000626159,0.00033631173,0.00032421952,0.00014501749,0.000026955984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00082527683,0.000102061254,0.00012759818,0.0003138234,0.00027360424,0.000018305527,0.0002952743,0.00017740353,0.00002863538],"category_scores_gemma":[0.0012373681,0.000077079865,0.000016322543,0.00043724527,0.0004516563,0.00014613803,0.00013450955,0.0009725835,0.000012489195],"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":[0.000025809308,0.00014007292,0.87067455,0.0000089384475,0.00007948654,3.1532127e-7,0.01130367,0.000005224481,0.00019262901,0.08726345,0.000108915985,0.030196924],"study_design_scores_gemma":[0.00017480503,0.000096298725,0.7660358,0.00007975281,0.000037887323,0.000036514717,0.22441348,0.0008803142,0.00016297275,0.0073096934,0.00066178845,0.00011071182],"about_ca_topic_score_codex":0.00013393904,"about_ca_topic_score_gemma":0.00007763637,"teacher_disagreement_score":0.2131098,"about_ca_system_score_codex":0.000018791168,"about_ca_system_score_gemma":0.00007727169,"threshold_uncertainty_score":0.42254454},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6090993,0.000023706907,0.0015067314,0.000637005,0.0002518412,0.00011763301,0.0000021965568,0.00009028721,0.38827127],"genre_scores_gemma":[0.99497515,0.0000014720976,0.0002340126,0.0004223055,0.00024338164,0.000029170946,0.0000015082004,0.000014320233,0.004078674],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99780273,0.00013499649,0.00016064137,0.00050255086,0.000794324,0.0006047691],"domain_scores_gemma":[0.9993293,0.00003980945,0.00009088327,0.0001225758,0.00014563894,0.00027174735],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00093103177,0.0001499462,0.0001833564,0.00013688407,0.00077616534,0.00030790712,0.00083730766,0.00007074511,0.000050981595],"category_scores_gemma":[0.00027209576,0.00013586004,0.000059108625,0.0006317696,0.00040665106,0.00025986403,0.00027431504,0.00028196533,0.00036406916],"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":[0.000056408946,0.00018896724,0.3637975,0.0000038935386,0.00003573915,0.000017348733,0.14302918,0.00003493014,0.00071530236,0.070975415,0.0011824023,0.41996294],"study_design_scores_gemma":[0.0005814823,0.0002736724,0.66329396,0.000025611542,0.000022283384,0.0000031195727,0.32871127,0.00012696652,0.00008468981,0.004105686,0.0023329447,0.0004383168],"about_ca_topic_score_codex":0.00013912244,"about_ca_topic_score_gemma":0.000022358157,"teacher_disagreement_score":0.4195246,"about_ca_system_score_codex":0.0000987092,"about_ca_system_score_gemma":0.00013991802,"threshold_uncertainty_score":0.59697145},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82561654,0.0010554283,0.00007257141,0.006281425,0.00026264423,0.00032934247,4.8274194e-7,0.00004406998,0.1663375],"genre_scores_gemma":[0.895712,0.00024348102,0.00013956414,0.00026885353,0.00007016702,0.00007947514,0.0000029583682,0.000009658669,0.10347384],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990193,0.00019968062,0.00016391791,0.00023101119,0.00015577888,0.00023030044],"domain_scores_gemma":[0.99966836,0.000055171113,0.00009754446,0.00007183989,0.000033142984,0.00007393949],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006442513,0.00008420209,0.00008698984,0.000105715684,0.00021901814,0.000027455791,0.0001804033,0.000059377227,0.00012819226],"category_scores_gemma":[0.0000686139,0.000063462496,0.000027458022,0.00015768506,0.000044639804,0.00004026762,0.000079663114,0.0002959113,0.00014596569],"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":[0.000105162995,0.00013432284,0.066470645,0.00004072022,0.00015944171,8.764664e-7,0.011174652,9.66411e-7,0.000020562822,0.034260746,0.03790364,0.8497283],"study_design_scores_gemma":[0.00013336963,0.00012505466,0.7881299,0.000049067738,0.00003314588,0.0000015741696,0.033899106,0.000003331586,0.000028220418,0.0012132316,0.17629227,0.000091719914],"about_ca_topic_score_codex":0.00017761372,"about_ca_topic_score_gemma":0.0000025372417,"teacher_disagreement_score":0.84963655,"about_ca_system_score_codex":0.000010465197,"about_ca_system_score_gemma":0.000011426548,"threshold_uncertainty_score":0.25879252},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.991272,0.0007423991,0.00039944676,0.0041354806,0.0020188023,0.00034290744,0.000009646401,0.00004788407,0.0010314859],"genre_scores_gemma":[0.99218327,0.0004480059,0.0005369283,0.00050382054,0.0013767339,0.0005562717,0.00038858622,0.000028384542,0.0039780214],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971833,0.00043953204,0.00062056613,0.00047861217,0.00094743114,0.00033054478],"domain_scores_gemma":[0.9963973,0.0022197333,0.00028528707,0.00026293268,0.00034670057,0.00048805965],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002315187,0.00018239308,0.00034625537,0.00020772911,0.00020340718,0.0000748732,0.00043620693,0.0004198403,0.0025558886],"category_scores_gemma":[0.005760362,0.00016265623,0.00013561778,0.00020775147,0.0002982578,0.000084320964,0.00009623019,0.0005328873,0.000018771494],"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":[0.000051870335,0.0009376817,0.7770691,0.00007427337,0.00003914319,5.166896e-7,0.00038951857,1.5057458e-7,0.00003258301,0.061988935,0.0118298335,0.14758638],"study_design_scores_gemma":[0.0005973442,0.00006319036,0.9794371,0.00013541302,0.00004896102,0.00007198412,0.0015154356,0.000064664346,0.000018888612,0.0013201027,0.016537795,0.0001890966],"about_ca_topic_score_codex":0.0015674052,"about_ca_topic_score_gemma":0.0006507549,"teacher_disagreement_score":0.20236802,"about_ca_system_score_codex":0.000021694404,"about_ca_system_score_gemma":0.0037205492,"threshold_uncertainty_score":0.9983559},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9338866,0.017326327,0.011133253,0.010983529,0.00068913243,0.0005218731,0.00027196814,0.0009542068,0.024233118],"genre_scores_gemma":[0.9374695,0.005606571,0.0020109497,0.000069583766,0.000096029864,0.000020984602,0.00014249621,0.00003198685,0.054551892],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9971138,0.00038280655,0.00048458896,0.0009005564,0.000421278,0.00069696497],"domain_scores_gemma":[0.9979375,0.0005211114,0.0004264474,0.00050200446,0.00052699016,0.00008595869],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00026096942,0.00051137595,0.0004944867,0.00039128386,0.00044454215,0.00015218233,0.0012055305,0.0006041687,0.0010720848],"category_scores_gemma":[0.0005060371,0.000577205,0.00028074987,0.0004373961,0.0008679518,0.00064529484,0.0003528194,0.00073408795,0.00022892246],"study_design_candidate":"design_other","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":[0.00008786512,0.00056135136,0.007688531,0.000108957924,0.00030985894,0.0005901792,0.011180682,0.00021855172,0.000611813,0.1321678,0.00095107814,0.84552336],"study_design_scores_gemma":[0.0033155256,0.002276243,0.121918865,0.0037819843,0.0004208385,0.000308237,0.75298697,0.0029243764,0.0022419891,0.019250797,0.08882338,0.001750816],"about_ca_topic_score_codex":0.0002932568,"about_ca_topic_score_gemma":0.00026865987,"teacher_disagreement_score":0.84377253,"about_ca_system_score_codex":0.00095861696,"about_ca_system_score_gemma":0.00012854846,"threshold_uncertainty_score":0.9998411},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965378,0.0014364249,0.00013549022,0.00058728823,0.00007264246,0.00019849795,1.456015e-7,0.000003950106,0.0010277691],"genre_scores_gemma":[0.99936247,0.00017740409,0.00004398106,0.00003531849,0.00007875305,0.000014483085,0.0000015068872,0.000009595198,0.0002765147],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99744105,0.0015816422,0.0005495249,0.00012625105,0.00018148344,0.000120062956],"domain_scores_gemma":[0.99747604,0.00080914504,0.0013177891,0.00006350547,0.00028343117,0.00005006896],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017667771,0.00010831428,0.00031185575,0.00017739218,0.00014401902,0.000049022605,0.00015146579,0.00009391541,0.00008000209],"category_scores_gemma":[0.0006860994,0.00006378807,0.000046744583,0.000188645,0.00051347713,0.00032883926,0.000015987214,0.0014080234,6.357513e-7],"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":[0.00011412856,0.000048239013,0.80688006,0.000026556912,0.000058222384,1.4725255e-7,0.14749941,0.00083827367,0.0026064366,0.0037773887,0.0000054026864,0.03814575],"study_design_scores_gemma":[0.001095848,0.0003946606,0.7149441,0.0001769795,0.000042828015,0.000009419456,0.28107905,0.00028837088,0.000097638746,0.0017738485,0.000041511576,0.000055710174],"about_ca_topic_score_codex":0.0012294388,"about_ca_topic_score_gemma":0.000032912794,"teacher_disagreement_score":0.13357964,"about_ca_system_score_codex":0.00001884848,"about_ca_system_score_gemma":0.00012745005,"threshold_uncertainty_score":0.61172396},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96120965,0.0004942239,0.03469455,0.00010368835,0.0008802616,0.00047752992,0.000010157401,0.000008974362,0.0021209402],"genre_scores_gemma":[0.9992598,0.00012207478,0.00009166221,0.000015129219,0.00012626546,0.00010622928,0.000014438709,0.0000057879442,0.00025857592],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99875325,0.00011486644,0.00061086006,0.000062356106,0.0003377274,0.00012093046],"domain_scores_gemma":[0.9983461,0.000096722775,0.0008789945,0.000022848548,0.0006312802,0.000024058932],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005454944,0.000088465604,0.00023318065,0.00028638038,0.00007074316,0.00012065362,0.000131578,0.00006155682,0.000009782426],"category_scores_gemma":[0.000015354755,0.000077240176,0.000065824104,0.000053830496,0.000021997806,0.00067073357,0.000030801508,0.00017670903,0.000005193084],"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":[0.00088787574,0.00038873585,0.07884057,0.0011990606,0.001907896,0.000019440813,0.34929743,0.10378603,0.000115194045,0.15523647,0.00009806508,0.30822322],"study_design_scores_gemma":[0.0053289942,0.00071882264,0.1604136,0.0012381177,0.000058952595,0.000041515937,0.7016569,0.119378954,0.0000039379624,0.00017102766,0.010614888,0.00037430893],"about_ca_topic_score_codex":0.0003201337,"about_ca_topic_score_gemma":0.0000055142978,"teacher_disagreement_score":0.35235944,"about_ca_system_score_codex":0.00007407706,"about_ca_system_score_gemma":0.000008679257,"threshold_uncertainty_score":0.3149763},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9101118,0.0013880074,0.00009178906,0.0015215646,0.0024251104,0.00017887366,0.0000066004163,0.000032362866,0.0842439],"genre_scores_gemma":[0.99494016,0.00007114117,0.00008685627,0.0007507596,0.00033667224,0.000117021664,0.0000117232685,0.0000065094405,0.0036791747],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989255,0.0002445268,0.00021840789,0.00027908522,0.00018069474,0.00015178877],"domain_scores_gemma":[0.99907106,0.00023171293,0.00013514425,0.00008869212,0.0004487309,0.000024631829],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00032455192,0.00012897987,0.0001588987,0.00019775907,0.00011868076,0.00005259772,0.00014958357,0.000041385483,0.0001956785],"category_scores_gemma":[0.0006146111,0.00011010554,0.00005018798,0.00008511331,0.000038413058,0.00012625594,0.00003091779,0.00032157268,0.00011810921],"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":[0.00005615089,0.00053489825,0.18345855,0.0000028785846,0.00025216184,0.0000033359217,0.022478426,0.000010097417,0.000022693937,0.007037938,0.0016120113,0.7845309],"study_design_scores_gemma":[0.00036516463,0.00016615237,0.9526761,0.00006764317,0.000017986995,0.0000040775158,0.037051965,0.000006408496,0.000020382327,0.006699263,0.0028038577,0.00012097053],"about_ca_topic_score_codex":0.0004769341,"about_ca_topic_score_gemma":0.000048955502,"teacher_disagreement_score":0.7844099,"about_ca_system_score_codex":0.00011557627,"about_ca_system_score_gemma":0.000044859167,"threshold_uncertainty_score":0.44899735},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9843059,0.00042409133,0.00006359868,0.0021675974,0.000071491544,0.000028835373,1.8456697e-7,0.0000041202466,0.012934189],"genre_scores_gemma":[0.9961986,0.000005291795,0.0035103783,0.000016212742,0.000039780964,0.0000023253365,1.8351614e-7,0.0000032273583,0.00022398667],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99950135,0.000010188954,0.00017929787,0.000100344885,0.000050984407,0.0001578578],"domain_scores_gemma":[0.9995992,0.00003905859,0.0001466381,0.00004366196,0.00006470601,0.000106721694],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005982758,0.00005327202,0.00009078461,0.00040992987,0.000253615,0.00005534916,0.00012195076,0.000058149384,0.000038382066],"category_scores_gemma":[0.00029188153,0.000046820816,0.00000766395,0.00017611014,0.0006144327,0.0001089844,0.000032751952,0.00039631245,0.000001234434],"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":[0.0000015406202,0.00008035089,0.10320044,0.000036195805,0.000008872867,0.000010479612,0.035478715,0.0000020382263,0.0047071422,0.06418724,0.000035086938,0.7922519],"study_design_scores_gemma":[0.0006113019,0.00038353264,0.07382357,0.0012638276,0.00003973221,0.002877495,0.8117324,0.0014492247,0.0014602921,0.10382055,0.0020922127,0.00044583023],"about_ca_topic_score_codex":0.00006838169,"about_ca_topic_score_gemma":0.0004126525,"teacher_disagreement_score":0.79180604,"about_ca_system_score_codex":0.000051905587,"about_ca_system_score_gemma":0.00047530874,"threshold_uncertainty_score":0.22639029},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97999585,0.0005977812,0.00023571606,0.000439467,0.0013135372,0.00022356035,4.3011008e-7,0.00013687125,0.01705679],"genre_scores_gemma":[0.98123854,0.000018936455,0.0012508704,0.0003818988,0.00039113275,0.0002251167,0.00014931723,0.0000398444,0.016304342],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99824,0.00035998586,0.00034897268,0.0005021129,0.00019315419,0.00035575294],"domain_scores_gemma":[0.99915564,0.00013472028,0.00029044584,0.00014224614,0.00017055264,0.00010641748],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00038062537,0.00022893102,0.00020381274,0.00032276748,0.0002501675,0.00016372537,0.00018515755,0.0001298477,0.002699377],"category_scores_gemma":[0.00009542561,0.00022908329,0.000062061896,0.00041335888,0.000081760554,0.0001942146,0.000046009252,0.0007145168,0.00010692026],"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":[0.000022775312,0.00063402427,0.6632418,0.000010276316,0.00001814427,0.0000011692035,0.0030347763,0.000029719391,0.0000076526985,0.0022703079,0.00008883817,0.3306405],"study_design_scores_gemma":[0.00043154173,0.000093599025,0.9765147,0.00047980846,0.000019865402,0.0000037151788,0.0017170211,0.000012812721,0.000017822666,0.00014720114,0.020263767,0.0002981585],"about_ca_topic_score_codex":0.0005150508,"about_ca_topic_score_gemma":0.000010798096,"teacher_disagreement_score":0.33034235,"about_ca_system_score_codex":0.00006626763,"about_ca_system_score_gemma":0.00019101519,"threshold_uncertainty_score":0.9982123},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9917644,0.00056299416,0.00003110128,0.00034193342,0.002098249,0.00009396435,8.5168386e-7,0.000005786235,0.0051006894],"genre_scores_gemma":[0.99735516,0.0000047379867,0.000059117163,0.000042356423,0.001043743,0.000008163771,0.0000036569982,0.000006549808,0.0014765407],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985659,0.00045962125,0.0003297143,0.00011024772,0.00039285427,0.00014166007],"domain_scores_gemma":[0.9991392,0.0002295869,0.00035257515,0.000038843777,0.0001720975,0.00006771372],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004898307,0.000100004996,0.00019195107,0.00025752312,0.000064543165,0.00009990046,0.00023619278,0.000036933703,0.00022903486],"category_scores_gemma":[0.000034159584,0.00008274067,0.00003245403,0.000043641136,0.00003857387,0.0002923084,0.00002870128,0.00045018282,0.000014164791],"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":[0.00004821523,0.0014747067,0.9074649,0.0000010183757,0.00015857282,0.0000019324932,0.062447038,0.0000010266729,0.000019770747,0.0010586818,0.00010202791,0.027222117],"study_design_scores_gemma":[0.00061631633,0.00028670699,0.94586337,0.00014523136,0.00003733613,0.000014317666,0.05222432,8.978888e-7,0.0000042647985,0.00026797273,0.00045960862,0.00007965654],"about_ca_topic_score_codex":0.00009431343,"about_ca_topic_score_gemma":0.00000341083,"teacher_disagreement_score":0.03839848,"about_ca_system_score_codex":0.000094811636,"about_ca_system_score_gemma":0.00003192682,"threshold_uncertainty_score":0.33740664},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75753945,0.00096457213,0.00036557426,0.0031111073,0.0010570963,0.0017335695,0.000005958077,0.00025165456,0.23497102],"genre_scores_gemma":[0.87876105,0.00021535844,0.00028103852,0.00039031412,0.00024142335,0.00034891273,0.000033586035,0.00008516426,0.11964317],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9944669,0.0012123153,0.0008339042,0.0013757682,0.0009801568,0.0011309377],"domain_scores_gemma":[0.9974808,0.0005082386,0.0010507443,0.0003172775,0.0002587169,0.00038424067],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0018441124,0.000602784,0.000671368,0.00079568947,0.00053528673,0.00035364216,0.0003180361,0.00021330864,0.00037280555],"category_scores_gemma":[0.0000939137,0.0005814957,0.000055748835,0.0014170911,0.00015071292,0.000250495,0.000116909025,0.0021819796,0.00015060302],"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":[0.0019788523,0.00051335443,0.68532497,0.00022267652,0.00009214682,0.00011422565,0.0054003317,0.0010685446,0.000058428916,0.24199855,0.0002365438,0.06299136],"study_design_scores_gemma":[0.0014460091,0.0024955906,0.8678326,0.0024184117,0.000039155006,0.000013874288,0.0940673,0.00020746597,0.000024259642,0.00043343866,0.03017609,0.00084583065],"about_ca_topic_score_codex":0.0026663947,"about_ca_topic_score_gemma":0.0026295986,"teacher_disagreement_score":0.24156512,"about_ca_system_score_codex":0.0008752067,"about_ca_system_score_gemma":0.00031967263,"threshold_uncertainty_score":0.99966365},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99307275,0.0002833735,0.00016781992,0.00020911342,0.0014865882,0.00006992524,0.0000016755841,0.00002230738,0.0046864417],"genre_scores_gemma":[0.9890387,0.000025679145,0.00009949092,0.00008358978,0.0000990397,0.00021927596,0.000010449851,0.0000054614834,0.010418309],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99921507,0.00003745377,0.00019314013,0.00018868182,0.00026929274,0.00009636379],"domain_scores_gemma":[0.9988304,0.00017635073,0.000119935954,0.00007964779,0.0007693372,0.000024363559],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00006952103,0.00008825008,0.00015294054,0.00025555654,0.000047916146,0.000033507255,0.00015944449,0.000022938942,0.0016571904],"category_scores_gemma":[0.00037922215,0.000076453,0.00007751583,0.00023134859,0.000039683324,0.00007458813,0.000048899117,0.0000982656,0.00018019637],"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":[0.00001986971,0.0004905646,0.92819935,0.00000763464,0.0033388222,5.9866846e-7,0.0421279,0.00060112146,0.0002468513,0.0042099245,0.0007967684,0.019960586],"study_design_scores_gemma":[0.00013176522,0.000058618098,0.95398474,0.00003261335,0.000059917045,0.0000010131806,0.044421494,0.00011099075,0.00009963908,0.00006859619,0.0009435436,0.000087053435],"about_ca_topic_score_codex":0.00028666318,"about_ca_topic_score_gemma":0.00000277361,"teacher_disagreement_score":0.025785398,"about_ca_system_score_codex":0.000036783473,"about_ca_system_score_gemma":0.000013664255,"threshold_uncertainty_score":0.9992554},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97540194,0.002182949,0.00029355762,0.0010692849,0.00092148286,0.000045576755,4.3853018e-7,0.0000074012733,0.020077383],"genre_scores_gemma":[0.9755822,0.000057200366,0.0005996994,0.00024291502,0.0011177784,0.0000035650228,0.000010273889,0.000010815435,0.022375546],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998716,0.00052137085,0.00032466583,0.00013448176,0.00020196442,0.000101513106],"domain_scores_gemma":[0.9982644,0.00022377615,0.000608014,0.00005168091,0.00077991403,0.00007222192],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004457327,0.00009613075,0.00018635711,0.00019962457,0.00014975425,0.000042163134,0.00008291709,0.00005723092,0.0010936002],"category_scores_gemma":[0.00029232967,0.00008157564,0.00006500599,0.000109577086,0.000053932425,0.00010125499,0.000014926639,0.00053236773,0.000008718975],"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":[0.00011672689,0.0027186594,0.5277305,0.000035108667,0.00026935517,6.852882e-7,0.035577852,0.00048850395,0.0023360022,0.15499637,0.0019124201,0.27381778],"study_design_scores_gemma":[0.0003470709,0.00051284453,0.8579947,0.00009083371,0.000054160846,0.000027477492,0.09340271,0.000035462203,0.000022232662,0.00057894125,0.046836432,0.00009715454],"about_ca_topic_score_codex":0.00006119017,"about_ca_topic_score_gemma":0.000003405771,"teacher_disagreement_score":0.33026415,"about_ca_system_score_codex":0.00004347589,"about_ca_system_score_gemma":0.00023055261,"threshold_uncertainty_score":0.9998195},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9956495,0.0007059236,0.0006328439,0.000099066885,0.0010981188,0.00013883307,0.000019976123,0.00001506921,0.0016406712],"genre_scores_gemma":[0.9978045,0.00012104043,0.00017918293,0.00008811755,0.00014279055,0.00005880732,0.0000789981,0.000010684154,0.0015158727],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982654,0.00047179265,0.0004093468,0.00023882453,0.00044621204,0.00016845543],"domain_scores_gemma":[0.9983562,0.0003933323,0.000574502,0.00014323118,0.00049515686,0.000037564692],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047589542,0.00014798723,0.0003030979,0.00022651858,0.00016099919,0.000025811902,0.0003890898,0.00004398313,0.00021696466],"category_scores_gemma":[0.0006299934,0.00010622708,0.00011047532,0.00037743687,0.00013374188,0.00024143458,0.00016169295,0.00019269774,0.0000094297675],"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":[0.000018736651,0.0005339128,0.898069,0.0000066015914,0.0019744744,3.0837455e-8,0.05564087,0.0008127517,0.0012260573,0.001097044,0.000011675356,0.04060884],"study_design_scores_gemma":[0.00011092017,0.00007915519,0.73930305,0.00006388071,0.00021069779,3.4929352e-7,0.25829798,0.00004195936,0.0006825928,0.000039638453,0.0010886425,0.000081120845],"about_ca_topic_score_codex":0.00019347237,"about_ca_topic_score_gemma":0.000026071222,"teacher_disagreement_score":0.2026571,"about_ca_system_score_codex":0.000078365534,"about_ca_system_score_gemma":0.000024327346,"threshold_uncertainty_score":0.43318146},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57318723,0.00002398192,0.011543656,0.00009912963,0.00010145633,0.00006582337,4.1118872e-7,0.000055929275,0.41492236],"genre_scores_gemma":[0.99127436,8.455067e-7,0.0009069598,0.00036114277,0.0000398365,0.000013197115,0.000004617126,0.00000920567,0.007389822],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991172,0.000120022174,0.00014941608,0.00021271223,0.00011788186,0.00028279662],"domain_scores_gemma":[0.99954164,0.00025630058,0.000046703863,0.00007309572,0.000039423187,0.000042823194],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00051511254,0.000088777975,0.00010903973,0.00012358486,0.000047291454,0.000014308209,0.00007508094,0.00006477406,0.004541892],"category_scores_gemma":[0.000022778464,0.00007426774,0.000038198257,0.00016755766,0.00003584312,0.00002429529,0.000014299766,0.00037538016,0.00028662698],"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":[0.000115662275,0.00022478343,0.85458463,0.0000023472348,0.000025131765,0.000089753914,0.00091288914,0.0000515107,0.000212664,0.035959434,0.000271574,0.1075496],"study_design_scores_gemma":[0.001059436,0.0002867014,0.985251,0.000015938227,0.0000046710325,0.0000011247242,0.007246834,0.0007397511,0.0000710265,0.00015021811,0.0050444985,0.00012878489],"about_ca_topic_score_codex":0.0002278547,"about_ca_topic_score_gemma":0.00040849907,"teacher_disagreement_score":0.41808712,"about_ca_system_score_codex":0.00003575147,"about_ca_system_score_gemma":0.00003954168,"threshold_uncertainty_score":0.9963681},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99118024,0.0002648596,0.000055993954,0.001561441,0.0044332724,0.000095595795,0.0000015015057,0.000014852328,0.0023922247],"genre_scores_gemma":[0.997155,0.00010044649,0.00020484043,0.00036449853,0.001126579,0.000016204656,0.000009322402,0.000019337229,0.0010037746],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99662083,0.00047241253,0.00073482207,0.0001959368,0.0017358109,0.00024016426],"domain_scores_gemma":[0.99803793,0.0003253389,0.00065357325,0.00016854204,0.0003668849,0.00044769738],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017921053,0.00015820669,0.0003554473,0.00019500336,0.000080680395,0.000029632523,0.0008104978,0.00031448944,0.014595198],"category_scores_gemma":[0.002816714,0.00012315442,0.00015398409,0.00015597859,0.00028797274,0.00012588149,0.00013848924,0.0014810516,0.00006920423],"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":[0.0016092417,0.0074540046,0.19023395,0.00023319761,0.0004329414,0.0009212523,0.010643437,4.2217232e-7,0.011535671,0.0009860557,0.008478887,0.76747096],"study_design_scores_gemma":[0.002427831,0.013865212,0.85479826,0.0009094959,0.000099793775,0.00803036,0.00816129,0.00004125297,0.0001565453,0.0002568745,0.11092173,0.000331324],"about_ca_topic_score_codex":0.00004169776,"about_ca_topic_score_gemma":0.0000023640814,"teacher_disagreement_score":0.7671396,"about_ca_system_score_codex":0.000021770187,"about_ca_system_score_gemma":0.0008823981,"threshold_uncertainty_score":0.9863056},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9741828,0.000005957947,0.01048548,0.00046925084,0.0000478456,0.00011289296,0.000010393199,0.000018458071,0.014666924],"genre_scores_gemma":[0.9991424,0.0000030423773,0.0005370914,0.00010833605,0.000004525115,0.00000658224,0.000039050563,0.0000037175805,0.00015525884],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99955356,0.000042669366,0.00016233115,0.00007520096,0.000076091404,0.00009013588],"domain_scores_gemma":[0.9996,0.00006860441,0.00012282423,0.00008715313,0.000091385285,0.000030013987],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00006579138,0.00006660632,0.00012486368,0.00013365758,0.00003101971,0.000009574049,0.00006795846,0.000041921794,0.00015658539],"category_scores_gemma":[0.000057638197,0.00005607581,0.000026332937,0.000093036986,0.00004157472,0.000097127515,0.000047024154,0.00014113025,0.000024440398],"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":[0.0016521288,0.00052122935,0.025320835,0.00024269264,0.00040375345,0.000008636074,0.5075837,0.0035275181,0.05604562,0.030898433,0.00013134949,0.3736641],"study_design_scores_gemma":[0.0028620546,0.0041701877,0.8863274,0.00036986955,0.000076863565,0.00006234858,0.08257428,0.00007600522,0.018336052,0.004345699,0.00043721058,0.00036201862],"about_ca_topic_score_codex":0.00020139496,"about_ca_topic_score_gemma":0.000045504104,"teacher_disagreement_score":0.86100656,"about_ca_system_score_codex":0.000013851142,"about_ca_system_score_gemma":0.000016955355,"threshold_uncertainty_score":0.22867051},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90927213,0.0016594587,0.000056139554,0.000014306581,0.00029679487,0.000061528175,0.0000019855468,0.00018423244,0.088453405],"genre_scores_gemma":[0.9960377,0.0000133167805,0.00023506767,0.00009952981,0.0007237784,0.000007239745,0.000021931672,0.000021785172,0.002839611],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987292,0.0004205337,0.00012661885,0.00021949789,0.00013256771,0.00037154762],"domain_scores_gemma":[0.99944097,0.00024831382,0.00007497767,0.00011827152,0.000023002918,0.00009449356],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00075843395,0.00014333306,0.00016278634,0.000057424153,0.00033706962,0.000052798314,0.00008257354,0.000077194825,0.0005025201],"category_scores_gemma":[0.00031277025,0.0001246712,0.000036608813,0.000049516682,0.000049930455,0.0002232528,0.000067049325,0.0007573391,0.000060469152],"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":[0.00002476537,0.00005547218,0.47959504,0.000029173541,0.000040554427,0.000005213666,0.39595208,0.0000024392289,0.000562377,0.0031137837,0.000080833546,0.12053825],"study_design_scores_gemma":[0.0005942413,0.00015959571,0.6303347,0.00013743875,0.000055906894,0.000028359269,0.35614318,0.0002244455,0.00014999812,0.000006683393,0.0117632225,0.00040225696],"about_ca_topic_score_codex":0.00025344486,"about_ca_topic_score_gemma":0.0000036104275,"teacher_disagreement_score":0.15073961,"about_ca_system_score_codex":0.000020444719,"about_ca_system_score_gemma":0.000004316822,"threshold_uncertainty_score":0.5502243},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966955,0.00016356439,0.002511102,0.00013130656,0.00023761926,0.000045354718,0.00000544777,0.000018071556,0.00019203691],"genre_scores_gemma":[0.9979947,0.000008904391,0.0015230015,0.00004169452,0.0002406786,0.0000012615675,0.00004711007,0.000019219406,0.00012338733],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978643,0.0006966037,0.00067721406,0.000249943,0.0002739752,0.0002379544],"domain_scores_gemma":[0.99790853,0.00049313897,0.00093918026,0.00012252225,0.00040827892,0.00012837394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009124473,0.00019393214,0.00060976954,0.00065632234,0.00011472369,0.000075917735,0.00023555353,0.00016385509,0.00037144884],"category_scores_gemma":[0.00008581595,0.0001564662,0.00022372646,0.00059633143,0.0001619184,0.00019565708,0.00005490494,0.0020810408,0.0000018365774],"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":[0.00007715845,0.0005125336,0.863047,0.000007047349,0.0005534703,0.000035628775,0.006530499,0.004463248,0.0009885177,0.00015252648,0.0000035956475,0.12362874],"study_design_scores_gemma":[0.0008494163,0.0006965553,0.97005224,0.00006882933,0.00037274335,0.000080304184,0.0116793215,0.01588461,0.000016549395,0.00001558396,0.00012473305,0.00015913766],"about_ca_topic_score_codex":0.00006431544,"about_ca_topic_score_gemma":0.00016496076,"teacher_disagreement_score":0.123469606,"about_ca_system_score_codex":0.000014546104,"about_ca_system_score_gemma":0.00006699188,"threshold_uncertainty_score":0.90412027},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66490006,0.0008834421,0.0022257506,0.00012839715,0.00013057538,0.00022665897,8.430586e-7,0.00020907074,0.33129522],"genre_scores_gemma":[0.963228,0.00007309797,0.00015726793,0.000104401995,0.00002854802,0.000037809088,0.000010605914,0.000015819773,0.036344483],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982395,0.00038220265,0.00027667944,0.0004556595,0.00018344098,0.00046249173],"domain_scores_gemma":[0.9994879,0.0001665932,0.00011768349,0.00012858074,0.000034744542,0.0000645185],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00034095978,0.00020246912,0.00027941677,0.00013344915,0.0001491818,0.000078982936,0.00012523499,0.00008544786,0.0003611805],"category_scores_gemma":[0.000047192607,0.0001889448,0.0000520177,0.00019596753,0.000038549853,0.00010844801,0.000038672908,0.00052611873,0.00018914124],"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":[0.00029476927,0.0005514422,0.16450725,0.000079056736,0.00021747734,0.00034308224,0.0047280593,0.01108397,0.003112976,0.105005965,0.0011967929,0.7088792],"study_design_scores_gemma":[0.006752078,0.0021782925,0.6432243,0.00081008085,0.00008610466,0.000054619137,0.19659178,0.005309867,0.00044035306,0.0007666353,0.1418214,0.0019644978],"about_ca_topic_score_codex":0.0001840599,"about_ca_topic_score_gemma":0.00002038571,"teacher_disagreement_score":0.70691466,"about_ca_system_score_codex":0.000042225907,"about_ca_system_score_gemma":0.0000062042595,"threshold_uncertainty_score":0.7704946},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8379562,0.0133629115,0.00021208367,0.004225545,0.000119171615,0.0006118271,0.00026918214,0.000010120122,0.14323296],"genre_scores_gemma":[0.996279,0.0022380103,0.00001616813,0.00023200364,0.000040200368,0.00008004898,0.00019525229,0.0000065843346,0.00091275765],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983507,0.0005866219,0.00022306641,0.00025084842,0.00038053517,0.0002082628],"domain_scores_gemma":[0.99761194,0.0018560917,0.00007223772,0.000094125746,0.0002998398,0.00006574447],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016305032,0.000084128704,0.00019741453,0.000081282065,0.00010124526,0.00019516842,0.0005147089,0.000029349774,0.0017968159],"category_scores_gemma":[0.0038497923,0.00005619078,0.000036613383,0.00031449835,0.00009356417,0.00011141455,0.00027285857,0.00041931597,0.00015613661],"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":[0.0007632977,0.00058496196,0.6034998,0.00043527535,0.00050226314,0.000088066015,0.00463346,0.0000134805605,0.00007806739,0.057865005,0.008393589,0.3231427],"study_design_scores_gemma":[0.0038783178,0.00080033677,0.3456799,0.029927507,0.00005853425,0.0000470235,0.15732771,0.00010575483,0.00020448057,0.01208889,0.44929886,0.00058266625],"about_ca_topic_score_codex":0.0005041051,"about_ca_topic_score_gemma":0.000016449249,"teacher_disagreement_score":0.44090527,"about_ca_system_score_codex":0.000021004142,"about_ca_system_score_gemma":0.000049860017,"threshold_uncertainty_score":0.9991157},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7987119,0.0008405328,0.000027482587,0.00026386624,0.0014416986,0.00007705197,0.0000054249003,0.00004952488,0.1985825],"genre_scores_gemma":[0.98882926,0.00009105826,0.000620469,0.00021955931,0.00030452438,0.00010035726,0.000011230782,0.000013213987,0.009810337],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99886346,0.000277458,0.00024578162,0.000299629,0.00014998138,0.0001636686],"domain_scores_gemma":[0.999012,0.00034299746,0.00013142233,0.00007264484,0.00040664081,0.000034303263],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000471819,0.00013702981,0.00016684041,0.00023666794,0.00021803648,0.000035190704,0.00014239048,0.000047800204,0.00024363144],"category_scores_gemma":[0.001709511,0.00012566567,0.000033463693,0.00003913068,0.00009759042,0.00017611284,0.00008806671,0.00046258446,0.00003071944],"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":[0.000039107057,0.00031381467,0.54011774,0.000010307945,0.00021315968,0.0000038348285,0.10967314,9.896082e-7,0.000015894962,0.2844188,0.0011919814,0.06400123],"study_design_scores_gemma":[0.00030518908,0.00007678949,0.5553162,0.00011964791,0.000015296326,0.000006630205,0.4219667,0.00001035497,0.000011089172,0.0022328985,0.01978571,0.00015351655],"about_ca_topic_score_codex":0.0004628222,"about_ca_topic_score_gemma":0.00009656587,"teacher_disagreement_score":0.31229353,"about_ca_system_score_codex":0.00005984998,"about_ca_system_score_gemma":0.00003778862,"threshold_uncertainty_score":0.51244974},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99739385,0.00016567735,0.0001163924,0.00042467006,0.0007857104,0.0002726363,0.000002663631,0.0000041988046,0.0008342227],"genre_scores_gemma":[0.99949074,0.0000027501983,0.00009800133,0.0002507435,0.00008770135,0.000009310192,0.0000011777705,0.0000030595422,0.00005654618],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972801,0.00032248988,0.00072245294,0.00027051696,0.0010405683,0.00036385405],"domain_scores_gemma":[0.99900377,0.000059440415,0.0003827784,0.00007565057,0.0002428583,0.00023550425],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052201,0.000099824014,0.00019069744,0.00031169096,0.0001804168,0.00013560045,0.00048153943,0.000030527743,0.00004603917],"category_scores_gemma":[0.00024123128,0.00008212947,0.000032694472,0.00096845784,0.00011343028,0.00027233767,0.0000919466,0.0003569987,0.000041147632],"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":[0.00014665347,0.0009772577,0.9904018,0.0000020007806,0.000006732629,0.000007390103,0.004435885,0.00078084983,0.000004021358,0.0004135421,0.00001929816,0.0028045771],"study_design_scores_gemma":[0.0013463161,0.0012666107,0.9682912,0.000044750148,0.00000112535,0.00006525542,0.028565971,0.000012871382,4.3183056e-7,0.00030385854,0.000032325337,0.000069276124],"about_ca_topic_score_codex":0.0008348785,"about_ca_topic_score_gemma":0.0005300917,"teacher_disagreement_score":0.024130085,"about_ca_system_score_codex":0.0009457047,"about_ca_system_score_gemma":0.00075218343,"threshold_uncertainty_score":0.33491424},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9908519,0.00049313914,0.0059387144,0.00003164091,0.000073849114,0.000084692896,0.000024445679,0.000009706016,0.0024919095],"genre_scores_gemma":[0.9985465,0.00015832143,0.000018377114,0.000020526497,0.000032363707,0.000005595473,0.000047282225,0.000011183303,0.001159855],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978921,0.0003217595,0.0004546098,0.0002406603,0.00033476777,0.0007561246],"domain_scores_gemma":[0.99890006,0.000040180737,0.00046078337,0.00015553128,0.0003758324,0.000067638044],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00056503975,0.00015605705,0.00036030886,0.00022308991,0.00007480002,0.000024724228,0.00030960495,0.00011409083,0.00059331174],"category_scores_gemma":[0.000021117075,0.00012916038,0.00014580705,0.00060080335,0.00011430217,0.00015404166,0.000020539228,0.00056175893,0.0000061045866],"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":[0.0013063685,0.0020572555,0.9448045,0.0000097951315,0.005845687,0.000010511183,0.008389655,0.000011972421,0.0013453007,0.021106454,0.0001051643,0.015007331],"study_design_scores_gemma":[0.0008031132,0.001961803,0.9556921,0.000013807385,0.0008812608,0.000030133033,0.03352379,0.000022498944,0.0004994201,0.0063804607,0.000024079474,0.00016754535],"about_ca_topic_score_codex":0.00020968214,"about_ca_topic_score_gemma":0.00045021763,"teacher_disagreement_score":0.025134135,"about_ca_system_score_codex":0.00008554969,"about_ca_system_score_gemma":0.0004206035,"threshold_uncertainty_score":0.6496347},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92040974,0.0010367022,0.00046017647,0.000009924856,0.007745531,0.000040124833,0.000019036042,0.00001204818,0.070266746],"genre_scores_gemma":[0.9916092,0.000048579626,0.001013665,0.00008227468,0.006840483,0.0000020075981,0.0000033796073,0.000014330181,0.00038607404],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99861026,0.00015865723,0.00047617382,0.00012415848,0.00042247798,0.00020830006],"domain_scores_gemma":[0.9957384,0.00035277693,0.00048794222,0.00009396944,0.0031991468,0.00012778662],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.00046081527,0.00013867061,0.00023564379,0.00016058372,0.00005020021,0.000070902155,0.00035378625,0.00008762231,0.00016707652],"category_scores_gemma":[0.017380549,0.00011584904,0.00009042218,0.000038229693,0.00014452299,0.000048078717,0.00007219599,0.00048751425,0.0000023620976],"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":[0.00021564691,0.0007627249,0.6086016,0.000025831901,0.0006652611,0.0001438965,0.22238183,0.000003481053,0.00018423142,0.10190427,0.00063676183,0.064474404],"study_design_scores_gemma":[0.0018157603,0.00033059902,0.7866745,0.00027925818,0.00014056558,0.000040000003,0.07394461,0.000012062409,0.00016189311,0.0024682386,0.13377458,0.0003579304],"about_ca_topic_score_codex":0.000050207604,"about_ca_topic_score_gemma":0.0000035730634,"teacher_disagreement_score":0.17807285,"about_ca_system_score_codex":0.00002910998,"about_ca_system_score_gemma":0.00002494736,"threshold_uncertainty_score":0.99089646},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99268645,0.0013845166,0.00039416098,0.00025335772,0.00074977265,0.00006796865,0.000003178737,0.000012057781,0.0044485647],"genre_scores_gemma":[0.9980157,0.0009074388,0.00018076604,0.00017672637,0.00019081454,0.00000899602,9.992027e-7,0.000008476362,0.000510075],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981581,0.00020615656,0.00056508445,0.00019061001,0.000702122,0.00017790352],"domain_scores_gemma":[0.99828804,0.00020335196,0.00074000325,0.000069857466,0.0006390856,0.000059668913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00035501417,0.000164046,0.0003652227,0.00013386698,0.000049188733,0.000012168013,0.0006792821,0.00007490123,0.0006415442],"category_scores_gemma":[0.00014489987,0.00008959986,0.00013069929,0.00006749092,0.00025672768,0.00006452024,0.0001264172,0.0005626014,0.000016387126],"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":[0.0014950555,0.0011387037,0.96777654,0.0000053073495,0.002203531,0.00013349416,0.006501831,0.0000037630396,0.00019085273,0.0034648168,0.00026147623,0.016824631],"study_design_scores_gemma":[0.0014850851,0.002844376,0.98096657,0.00018041146,0.000072876646,0.000068364105,0.012407018,3.0682352e-7,0.00020567207,0.0011761041,0.00048170396,0.0001114874],"about_ca_topic_score_codex":0.000008653114,"about_ca_topic_score_gemma":0.0000025272473,"teacher_disagreement_score":0.016713144,"about_ca_system_score_codex":0.000032502765,"about_ca_system_score_gemma":0.000004744608,"threshold_uncertainty_score":0.70244586},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9570284,0.0007334433,0.000043483622,0.0009184219,0.0022369463,0.00016660539,0.000021761663,0.000023961513,0.038827002],"genre_scores_gemma":[0.9940363,0.00004978166,0.00006820623,0.00052399957,0.00039407905,0.00007911568,0.000078838995,0.000018494531,0.0047511416],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99862915,0.00021987216,0.0002917733,0.00042946226,0.00016221387,0.0002675024],"domain_scores_gemma":[0.9988625,0.0005167748,0.00019581197,0.00015546432,0.00017311912,0.000096337884],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00014762951,0.0001613773,0.0002294952,0.00016569663,0.00015015206,0.000008472052,0.00016319088,0.00013752418,0.003180188],"category_scores_gemma":[0.000102181235,0.00015471046,0.00005733825,0.00018621152,0.0006301783,0.000059763985,0.00003288226,0.0002520107,0.000099368655],"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":[0.00012947414,0.0004624333,0.9827623,0.00000394484,0.000103349266,0.00000877628,0.005682757,1.0312555e-7,0.000045096414,0.0017540025,0.0036757106,0.005372063],"study_design_scores_gemma":[0.00091130316,0.0002098899,0.9956828,0.00003259198,0.000043586362,0.0001745117,0.0018649036,6.281408e-7,0.000027958264,0.00045102823,0.00044774867,0.00015306557],"about_ca_topic_score_codex":0.00019984604,"about_ca_topic_score_gemma":0.000021430758,"teacher_disagreement_score":0.03700797,"about_ca_system_score_codex":0.000011128961,"about_ca_system_score_gemma":0.000067463836,"threshold_uncertainty_score":0.99773103},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9927083,0.00026509073,0.000032538454,0.000035734865,0.00008478657,0.00045870786,0.0000018210325,0.000053132535,0.006359839],"genre_scores_gemma":[0.99717754,0.000006817919,0.00014074752,0.000031737756,0.000041190637,0.00014992639,0.00002403784,0.00002112497,0.0024068805],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978738,0.0006945563,0.0005055255,0.00031745416,0.00028795726,0.00032071577],"domain_scores_gemma":[0.99933696,0.0002035748,0.00022229616,0.00014997458,0.000053939195,0.00003324165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067418674,0.00016321852,0.0002600881,0.00015903762,0.00010069263,0.00007124366,0.00025341866,0.00007062527,0.00011033035],"category_scores_gemma":[0.000038182246,0.00012585118,0.000034997625,0.00025816413,0.00013689364,0.00008086543,0.00010632536,0.00052846974,0.000011655245],"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":[0.000008635682,0.0005533766,0.9830792,0.000034443132,0.000020360325,0.000058901365,0.0022564633,0.0054545663,0.00020135465,0.0044262186,0.0000054487123,0.0039010562],"study_design_scores_gemma":[0.0007636446,0.000119603086,0.8758618,0.00019064643,0.000032142587,0.0000042197717,0.12198837,0.00077210326,0.000022045426,0.00003523374,0.000075059615,0.00013512869],"about_ca_topic_score_codex":0.0040678293,"about_ca_topic_score_gemma":0.0024932593,"teacher_disagreement_score":0.11973191,"about_ca_system_score_codex":0.000030480296,"about_ca_system_score_gemma":0.000013202328,"threshold_uncertainty_score":0.6149368},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9742114,0.0008394378,0.0024594886,0.0007477565,0.002277546,0.000102845086,0.00001662414,0.000014579937,0.019330343],"genre_scores_gemma":[0.99746555,0.0001426453,0.0010686711,0.0006024246,0.00061492855,0.000012342123,0.000001810208,0.000007751134,0.000083853825],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982879,0.00033372038,0.00047327962,0.00031247045,0.00041460342,0.00017800492],"domain_scores_gemma":[0.99726045,0.0012728088,0.0004625177,0.00006705413,0.00090385275,0.00003332043],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043069685,0.00015911626,0.00033060668,0.00028481972,0.000053280837,0.000050890205,0.00032082305,0.00018978336,0.0005960417],"category_scores_gemma":[0.001659719,0.000112288784,0.0001323411,0.00017346314,0.0002793229,0.00011038542,0.000083703024,0.0007850683,0.000047352394],"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":[0.0045496332,0.0012387036,0.4134812,0.0000033787824,0.0021531354,0.00068466226,0.018864486,0.000009271649,0.000048748978,0.024023883,0.002787676,0.5321552],"study_design_scores_gemma":[0.002556469,0.0007418164,0.8610699,0.0005153073,0.000049926046,0.00015006166,0.08598094,0.0000091637,0.000008265388,0.048014816,0.0007352862,0.00016803003],"about_ca_topic_score_codex":0.0000623054,"about_ca_topic_score_gemma":0.00002518231,"teacher_disagreement_score":0.5319872,"about_ca_system_score_codex":0.000119361364,"about_ca_system_score_gemma":0.000011187466,"threshold_uncertainty_score":0.65262383},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98594373,0.00060669135,0.000029618697,0.012254812,0.000035676898,0.00034284568,0.000001357642,0.000045947272,0.0007393237],"genre_scores_gemma":[0.9959743,0.000094902134,0.0013033578,0.0001741092,0.000027027647,0.00023497475,0.000017532137,0.000010351471,0.0021634328],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99846214,0.00008951083,0.00019902732,0.00043351474,0.0003262536,0.0004895339],"domain_scores_gemma":[0.9992462,0.00019540312,0.000048360285,0.00011708836,0.00027582113,0.00011717511],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005861706,0.00015781312,0.00019802606,0.00058547786,0.00036138104,0.000077162025,0.00023453357,0.00012233379,0.00009617205],"category_scores_gemma":[0.00008849303,0.00012669219,0.000006198799,0.00049322494,0.00025801422,0.000057985922,0.00009477022,0.0005557937,0.00004263946],"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":[0.00012282115,0.0003614062,0.96382964,0.0000111974905,0.000032665303,0.0000063548373,0.008075108,0.000001012667,0.000083341474,0.0021747018,0.00023214758,0.025069585],"study_design_scores_gemma":[0.0005770883,0.00071336987,0.9609771,0.00013581249,0.00000229833,0.000031474672,0.03456783,0.0000011553277,0.0004261785,0.0007256758,0.0016742471,0.00016780943],"about_ca_topic_score_codex":0.000024691302,"about_ca_topic_score_gemma":0.000046496334,"teacher_disagreement_score":0.02649272,"about_ca_system_score_codex":0.0000681291,"about_ca_system_score_gemma":0.00033286124,"threshold_uncertainty_score":0.5166358},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9228063,0.03536714,0.000009742035,0.00013082,0.00024933493,0.00007322133,0.000006256653,0.000040772586,0.04131639],"genre_scores_gemma":[0.9959454,0.00027358168,0.00023090633,0.0003596766,0.0002781107,0.000013384708,0.00001458936,0.0000100495145,0.0028742917],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.999235,0.000120923134,0.00011737054,0.00027292123,0.000058330454,0.0001954514],"domain_scores_gemma":[0.9995366,0.00026028455,0.00004221983,0.00009670233,0.000030796768,0.00003345088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000352944,0.00013388305,0.00020129383,0.00008387295,0.00021647236,0.0000641878,0.000052744752,0.00009655022,0.000074474396],"category_scores_gemma":[0.00030647952,0.0000960596,0.000022729038,0.00009558818,0.0001275669,0.00006407056,0.00007757652,0.0012494503,0.000005860218],"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":[0.000057230587,0.0000497213,0.055455483,0.00017074776,0.00014964091,0.0003224177,0.6844678,5.6729448e-8,0.0028708838,0.08088625,0.00090414385,0.17466564],"study_design_scores_gemma":[0.0039114943,0.00088193786,0.47682583,0.0020659582,0.00016365704,0.0004162669,0.34548268,0.000043854743,0.000114241724,0.0073558902,0.16130853,0.0014296405],"about_ca_topic_score_codex":0.00006706147,"about_ca_topic_score_gemma":0.00004991336,"teacher_disagreement_score":0.42137036,"about_ca_system_score_codex":0.0000031004115,"about_ca_system_score_gemma":0.0000018994298,"threshold_uncertainty_score":0.5428309},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.69242394,0.000018812232,0.08478876,0.00023580065,0.0008179547,0.0013597682,0.00000387527,0.00042238075,0.21992868],"genre_scores_gemma":[0.9676647,0.0000019480171,0.00090758764,0.00011459593,0.000099122546,0.0005981517,0.0000143124225,0.00003760668,0.030561933],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99823093,0.00027670592,0.00024891846,0.0005419666,0.0002143318,0.00048714117],"domain_scores_gemma":[0.9990362,0.0005009786,0.00013681766,0.0001781503,0.00008175908,0.00006608681],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008313874,0.00021907201,0.0002591369,0.00027520471,0.00025105334,0.00011846614,0.00017568617,0.00014665244,0.00037852072],"category_scores_gemma":[0.00015773108,0.00019009174,0.00009056502,0.00018286232,0.000031900097,0.00006619897,0.00004175776,0.00075837044,0.00011892423],"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":[0.00036956434,0.0003417832,0.02976809,0.00015976337,0.00007809537,0.000028037328,0.00089751964,0.002381856,0.002443544,0.9325429,0.00010563359,0.030883167],"study_design_scores_gemma":[0.020322708,0.008608395,0.1449425,0.0017249002,0.00031435175,0.00002676009,0.15328497,0.5815718,0.00901494,0.00850326,0.067767486,0.003917883],"about_ca_topic_score_codex":0.00030354268,"about_ca_topic_score_gemma":0.00010668574,"teacher_disagreement_score":0.92403966,"about_ca_system_score_codex":0.00003183641,"about_ca_system_score_gemma":0.000019386896,"threshold_uncertainty_score":0.77517164},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9805352,0.00069707405,0.00020846057,0.003303072,0.00018838367,0.00013779331,0.0000071724103,0.000050097962,0.014872762],"genre_scores_gemma":[0.99526924,0.000020401152,0.0010220978,0.00023143963,0.000050521245,0.000083238745,0.000008432917,0.000010977295,0.0033036252],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994589,0.00003478314,0.00015776473,0.00015899129,0.000050716033,0.00013881882],"domain_scores_gemma":[0.9993571,0.00024230623,0.000058207315,0.00026518965,0.000049016544,0.000028178469],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000059835897,0.00007239796,0.00009940427,0.000086598935,0.000021188753,0.0000070675337,0.00018681103,0.000054240892,0.008028763],"category_scores_gemma":[0.0005119685,0.00007268531,0.000033096097,0.00013433081,0.00002059943,0.000010882869,0.000033491735,0.0001130098,0.0006696729],"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":[0.000022366687,0.0012791349,0.49133897,0.000079607235,0.00006208897,0.00000450537,0.0075474866,0.00003203821,0.00079799996,0.014889103,0.07384168,0.41010502],"study_design_scores_gemma":[0.0002788701,0.00005636906,0.93523735,0.000059354672,0.0000098522505,0.0000056321173,0.00066809816,0.0000066215384,0.00012370346,0.00039680273,0.063021176,0.00013614455],"about_ca_topic_score_codex":0.0001317525,"about_ca_topic_score_gemma":0.000004755231,"teacher_disagreement_score":0.4438984,"about_ca_system_score_codex":0.000013833183,"about_ca_system_score_gemma":0.0000082672605,"threshold_uncertainty_score":0.992878},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996437,0.00058571517,0.00000907796,0.00026350483,0.0001502281,0.00058015145,0.000035641493,0.0000057261805,0.0019329432],"genre_scores_gemma":[0.9989512,0.000013462306,0.00003066112,0.00009011375,0.00005329945,0.00003669386,0.000008174172,0.000020760932,0.0007956456],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99064696,0.007968795,0.00044956664,0.00025348278,0.0002539333,0.00042728346],"domain_scores_gemma":[0.99514896,0.0037848547,0.0004305132,0.00011140191,0.00020513449,0.0003191639],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.008965991,0.00019232607,0.00030778037,0.0003630873,0.0035397264,0.00014600673,0.00039869745,0.00017198373,0.000113545386],"category_scores_gemma":[0.0069375564,0.00011947638,0.00007519294,0.00024987734,0.0008227033,0.00023563835,0.000038019243,0.0040650074,0.0000010423536],"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":[0.00020444156,0.000015106077,0.87063426,0.000009588738,0.00008320147,0.00000622187,0.12548009,0.000019516288,0.000004425352,0.00040325228,0.000005006343,0.0031348772],"study_design_scores_gemma":[0.0012673808,0.00026000684,0.854866,0.00049763545,0.000098614895,0.000031622927,0.141086,0.00007859155,0.0000068687486,0.0016388957,0.00004172827,0.00012660709],"about_ca_topic_score_codex":0.27965224,"about_ca_topic_score_gemma":0.8676228,"teacher_disagreement_score":0.58797055,"about_ca_system_score_codex":0.00015579896,"about_ca_system_score_gemma":0.00056967646,"threshold_uncertainty_score":0.99823266},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94485927,0.00012508793,0.00019152298,0.000022230792,0.000059059894,0.0001004653,5.3316734e-7,0.00009836539,0.054543447],"genre_scores_gemma":[0.9978625,0.0000055902688,0.00066505576,0.0000071926133,0.00001844392,0.000037705464,0.0000034041207,0.0000066604657,0.0013934207],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993648,0.000074533076,0.00015249879,0.00015650051,0.00007339597,0.00017830325],"domain_scores_gemma":[0.99974614,0.00007063938,0.000044433036,0.00007617989,0.000028833092,0.000033771652],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0000717248,0.00007611742,0.0001418303,0.00008433899,0.000019469651,0.000016274267,0.000102807055,0.000049194376,0.0033667644],"category_scores_gemma":[0.00002393898,0.00006371711,0.000024991472,0.00014868125,0.000029436409,0.00005070505,0.00001424022,0.00019676297,0.00006678914],"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":[0.000008145776,0.0005100848,0.8441137,0.00001099137,0.000019550187,0.0000031428767,0.0039228257,0.00018074276,0.00010969097,0.0043925517,0.000102571954,0.14662597],"study_design_scores_gemma":[0.00038437016,0.0007722549,0.9746132,0.000035693934,0.000007480292,0.0000016777907,0.005910931,0.0153450435,0.000087671404,0.000027018796,0.00266266,0.00015198813],"about_ca_topic_score_codex":0.00013603755,"about_ca_topic_score_gemma":0.00007932317,"teacher_disagreement_score":0.14647399,"about_ca_system_score_codex":0.000003952287,"about_ca_system_score_gemma":0.0000020370185,"threshold_uncertainty_score":0.9975443},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7183673,0.0027065896,0.04830452,0.0011888489,0.0010604966,0.00018406511,0.000008621617,0.000034922465,0.22814468],"genre_scores_gemma":[0.99008423,0.00030295944,0.0034679892,0.00014678884,0.00031025105,0.000023765213,0.000018977975,0.000012523967,0.005632539],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9977279,0.0007225105,0.00032541403,0.00035435345,0.00019922896,0.00067062513],"domain_scores_gemma":[0.99894524,0.00039298984,0.00024596264,0.00016056832,0.00011671368,0.00013851974],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003993627,0.00015816829,0.00014911263,0.00018479936,0.0009144237,0.00023777723,0.00028879519,0.00019279814,0.0005320073],"category_scores_gemma":[0.0002697479,0.00017583082,0.00007948951,0.00057179114,0.0012812972,0.0005516567,0.00003938612,0.000231542,0.00025215655],"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":[0.000049912323,0.0016189023,0.02491512,0.00051996805,0.0000686127,0.00004941589,0.27920964,0.00014947454,0.0040756864,0.29643556,0.009416154,0.38349155],"study_design_scores_gemma":[0.0012921698,0.000825614,0.60119766,0.0009347429,0.00014536883,0.000746712,0.3047411,0.004361571,0.002732448,0.032453276,0.04985779,0.00071155065],"about_ca_topic_score_codex":0.0008199649,"about_ca_topic_score_gemma":0.0007875286,"teacher_disagreement_score":0.5762825,"about_ca_system_score_codex":0.00062654546,"about_ca_system_score_gemma":0.0005124877,"threshold_uncertainty_score":0.7170173},"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37912416,0.033069152,0.020604907,0.00037971913,0.001488697,0.0039199777,0.000037190766,0.00017564351,0.56120056],"genre_scores_gemma":[0.93714327,0.0009316321,0.00023699389,0.000031048763,0.00005627251,0.00007969451,0.000016328755,0.00003461395,0.061470162],"study_design_codex":"simulation_or_modeling","study_design_gemma":"observational","domain_scores_codex":[0.9973955,0.0002616217,0.00071004283,0.00058715104,0.00076409045,0.0002815847],"domain_scores_gemma":[0.9979719,0.0010455432,0.00043269523,0.00016612244,0.00035101408,0.000032716413],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0005950004,0.00033676653,0.00061214867,0.00055633753,0.00020465214,0.000038878785,0.00045472002,0.000091432645,0.00006001683],"category_scores_gemma":[0.00007376508,0.00024984143,0.00008858863,0.00027763267,0.00037374493,0.000031440726,0.00029959207,0.00084301305,0.000060387883],"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":[0.00022955622,0.000117366195,0.14370508,0.00013649752,0.0013906708,0.00049816316,0.029103221,0.7591404,1.7989271e-7,0.054747075,0.00012271093,0.010809073],"study_design_scores_gemma":[0.0014383056,0.003239984,0.5064322,0.016723165,0.0007417816,0.00016361549,0.44696656,0.0037915453,0.000007640093,0.008465921,0.009444843,0.0025844874],"about_ca_topic_score_codex":0.00017624747,"about_ca_topic_score_gemma":0.00017361299,"teacher_disagreement_score":0.75534886,"about_ca_system_score_codex":0.00016580163,"about_ca_system_score_gemma":0.000028182976,"threshold_uncertainty_score":0.9999954},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8944333,0.011697665,0.007558734,0.016983848,0.0028343736,0.0002639011,0.0001657629,0.00010472703,0.06595764],"genre_scores_gemma":[0.97051024,0.0031477734,0.0030102138,0.002292796,0.00036634385,0.00010445512,0.0003302288,0.00007780266,0.020160127],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9954366,0.0020723445,0.00046353124,0.0007444179,0.0003326753,0.00095043593],"domain_scores_gemma":[0.99801767,0.0005338455,0.0002741909,0.0005121179,0.00032651378,0.0003356812],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0012747104,0.0004221833,0.00042864005,0.00013707843,0.00054642744,0.00020565107,0.0003282177,0.0004921687,0.006415062],"category_scores_gemma":[0.00038540774,0.00049855595,0.00027214238,0.00066842354,0.0003801259,0.0002883273,0.00010822358,0.00082030444,0.00081130775],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004772645,0.0065454068,0.18364252,0.0010146894,0.0009924327,0.0004093873,0.31119466,0.0006401661,0.028858056,0.05873978,0.08439938,0.32308626],"study_design_scores_gemma":[0.0036749972,0.00028918262,0.6130212,0.00090438366,0.000221716,0.00018994651,0.0815334,0.00023847287,0.009860192,0.011006189,0.27828938,0.0007709389],"about_ca_topic_score_codex":0.009753754,"about_ca_topic_score_gemma":0.006484798,"teacher_disagreement_score":0.42937866,"about_ca_system_score_codex":0.0003833865,"about_ca_system_score_gemma":0.0028521952,"threshold_uncertainty_score":0.9999667},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57227033,0.000013099661,0.007488028,0.00016911545,0.00029620508,0.00018569441,0.0000030678364,0.00021459245,0.41935983],"genre_scores_gemma":[0.99351376,1.6680188e-7,0.0023683405,0.0006697836,0.00015050336,0.0001025697,0.000004245425,0.000014838054,0.0031757997],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99918723,0.000022416238,0.00013371198,0.00026958736,0.00010769305,0.00027935964],"domain_scores_gemma":[0.99964416,0.00005736333,0.000029750425,0.00013118573,0.000027866683,0.000109661356],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.000096642674,0.000108610606,0.00015403805,0.00006478831,0.00006560826,0.000025118092,0.0001208353,0.00006247708,0.0011297353],"category_scores_gemma":[0.000015750451,0.000085987194,0.000039817292,0.00013668246,0.000024092336,0.000013827829,0.000021246073,0.000104740546,0.0048868777],"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":[0.00018693565,0.00021916289,0.002310531,0.00003379825,0.00020621445,0.00009716878,0.13143069,0.00008291106,0.0038073878,0.32129863,0.0013573812,0.5389692],"study_design_scores_gemma":[0.008968291,0.0008863851,0.40337864,0.0002889294,0.000104546874,0.00011337701,0.5573434,0.00007091518,0.003150202,0.001494008,0.022656495,0.0015448157],"about_ca_topic_score_codex":0.00021675567,"about_ca_topic_score_gemma":0.000032765136,"teacher_disagreement_score":0.5374244,"about_ca_system_score_codex":0.000030741037,"about_ca_system_score_gemma":0.000021098442,"threshold_uncertainty_score":0.9997834},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93199193,0.00032534334,0.00052504026,0.0007690599,0.0015810548,0.00011853842,0.0000058330306,0.000024362618,0.06465886],"genre_scores_gemma":[0.9938131,0.00004418369,0.00013739974,0.00016086269,0.0002623045,0.00010937955,0.000009589277,0.000008107413,0.005455104],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9990622,0.00012917248,0.00023186595,0.0001508835,0.00033786456,0.00008803912],"domain_scores_gemma":[0.9976721,0.0012257212,0.00024229566,0.00012343796,0.00072120596,0.000015251817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00038024294,0.00009076695,0.0001087179,0.0000685579,0.00020695721,0.000038706705,0.0002611179,0.000025622536,0.0000509238],"category_scores_gemma":[0.0017318529,0.00006037642,0.00004333604,0.000036998295,0.000095137104,0.000050257193,0.000054407476,0.00012502474,0.000049459686],"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":[0.00005884554,0.0009700632,0.2165523,0.000010957591,0.00084016786,7.337574e-8,0.026738275,0.00001762246,0.00007653147,0.6557501,0.0031114577,0.095873624],"study_design_scores_gemma":[0.00029209536,0.0002441452,0.7751313,0.00016444024,0.00004010933,0.0000016885986,0.16848664,0.00009094801,0.00016939746,0.03260029,0.022667188,0.00011175178],"about_ca_topic_score_codex":0.000038563045,"about_ca_topic_score_gemma":0.0000055780597,"teacher_disagreement_score":0.6231498,"about_ca_system_score_codex":0.0000442476,"about_ca_system_score_gemma":0.00001861039,"threshold_uncertainty_score":0.2462079},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93481517,0.0013473477,0.00062869006,0.0005301369,0.0018686424,0.0001175003,0.0000074133436,0.00058082404,0.060104307],"genre_scores_gemma":[0.97271085,0.000040517338,0.00021073807,0.0005020794,0.0022961171,0.000022862385,0.00012262326,0.00007952903,0.02401466],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99645966,0.0016455696,0.00028381083,0.0006781998,0.00031418735,0.0006185527],"domain_scores_gemma":[0.9986796,0.0004973545,0.00020128947,0.00040953374,0.00004540409,0.00016684146],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00089601503,0.00032617224,0.00037458088,0.00013873162,0.00040330086,0.00047791906,0.0004018822,0.00020652747,0.001095604],"category_scores_gemma":[0.0014296669,0.00030011393,0.00015885533,0.000109498666,0.00004364073,0.0003324614,0.00012596487,0.0020948497,0.00048546898],"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":[0.000030984756,0.00008510974,0.017214391,0.000010457853,0.00012624176,0.000051280014,0.60161316,0.000050564155,0.0006269717,0.00304707,0.0005005262,0.37664324],"study_design_scores_gemma":[0.0009038636,0.00017755902,0.0051650293,0.00019892212,0.000057296147,0.0000036941337,0.9647056,0.00016934038,0.00014580044,0.00016396678,0.027824482,0.00048445992],"about_ca_topic_score_codex":0.0020668842,"about_ca_topic_score_gemma":0.00026464244,"teacher_disagreement_score":0.37615877,"about_ca_system_score_codex":0.000045326313,"about_ca_system_score_gemma":0.000017880518,"threshold_uncertainty_score":0.9999451},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9536197,0.0003927353,0.000192461,0.00043776477,0.00061960483,0.0002510751,0.000004850974,0.0000623065,0.044419467],"genre_scores_gemma":[0.97823066,0.000061031293,0.00006975129,0.000051461724,0.00011347096,0.0000039871534,0.0000019493257,0.000017233111,0.021450475],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99764127,0.00080012326,0.0002975499,0.00044196565,0.00037071857,0.00044836022],"domain_scores_gemma":[0.99742204,0.0014086578,0.00036093534,0.00046869004,0.0002249182,0.00011477915],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011748681,0.00022049993,0.00024379813,0.000059534323,0.0012238465,0.00006728914,0.00041387166,0.00015680122,0.000082724386],"category_scores_gemma":[0.00016409163,0.00014266279,0.00019002016,0.00027350744,0.0007638565,0.000116431656,0.00027200842,0.0005944074,0.000019284467],"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":[0.00026895085,0.00008637148,0.9890792,0.000028476277,0.00005694393,0.00002798247,0.0027822964,0.000012348395,0.0017588582,0.00035644282,0.0015229043,0.0040192436],"study_design_scores_gemma":[0.00046797405,0.00014375632,0.964109,0.000038997245,0.00010198404,0.00004354204,0.015338828,0.00004635778,0.0026515075,0.00006476604,0.016800433,0.00019284153],"about_ca_topic_score_codex":0.0003637014,"about_ca_topic_score_gemma":0.000047348236,"teacher_disagreement_score":0.024970168,"about_ca_system_score_codex":0.00007568483,"about_ca_system_score_gemma":0.000047875736,"threshold_uncertainty_score":0.9412961},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9594468,0.00090823515,0.000054634354,0.0005228626,0.0002018296,0.00035777898,0.000008016465,0.000106319014,0.038393557],"genre_scores_gemma":[0.98977554,0.000024525909,0.00002555593,0.00006995748,0.0001245075,0.00019631282,0.0000047103995,0.000020749312,0.009758121],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99843174,0.0005405349,0.00022215613,0.00029422154,0.00021409373,0.00029722694],"domain_scores_gemma":[0.99916863,0.00035150588,0.00012157663,0.00021799123,0.000088251305,0.00005202153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00020387773,0.00018087204,0.00020113953,0.000065928456,0.00074230635,0.00011957568,0.00023400525,0.00007262626,0.0002821074],"category_scores_gemma":[0.000012945409,0.000119746284,0.000055619174,0.00012750804,0.00020749184,0.0001604323,0.000022078004,0.0003442619,0.00032730313],"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":[0.00019145453,0.00032119302,0.034945875,0.000020396532,0.00029192414,0.00014020423,0.71326846,0.000006487773,0.00015908176,0.2394359,0.0012704795,0.0099485405],"study_design_scores_gemma":[0.0006387145,0.0007648974,0.2445258,0.000024614998,0.00002798623,0.000075967466,0.75008625,0.000009292306,0.0000045143192,0.0030347349,0.0006369805,0.00017024353],"about_ca_topic_score_codex":0.00012084592,"about_ca_topic_score_gemma":0.00007626726,"teacher_disagreement_score":0.23640117,"about_ca_system_score_codex":0.00001399338,"about_ca_system_score_gemma":0.000046919162,"threshold_uncertainty_score":0.5709295},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9647861,0.00066766184,0.00003345382,0.0048857355,0.0005568784,0.00006357109,0.0000018258448,0.0000035636554,0.029001184],"genre_scores_gemma":[0.99016106,0.000017398166,0.0002354021,0.0002563951,0.00043387432,0.000005097131,0.0000012900846,0.000011899564,0.008877573],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99859816,0.00042057273,0.0004287232,0.00016923409,0.000196522,0.00018676907],"domain_scores_gemma":[0.99751025,0.001441411,0.00064912625,0.000095096504,0.0002642224,0.000039889073],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00049270614,0.00010900035,0.00021009363,0.00013610652,0.00018183421,0.000017217426,0.00021979936,0.00008833816,0.0015507035],"category_scores_gemma":[0.0009709499,0.00007400471,0.00010585796,0.0001882195,0.00032169392,0.000054320455,0.000024810097,0.0006612579,0.000029631496],"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":[0.00006224215,0.00060365937,0.9764104,0.000008013841,0.000045697456,0.0000016149069,0.0029152755,0.000030005338,0.003786215,0.0055487026,0.0035002828,0.007087912],"study_design_scores_gemma":[0.00046264092,0.000470699,0.9878667,0.00003132343,0.00003352258,0.0002474299,0.0033685917,0.0000048339807,0.00002771097,0.0027275388,0.004680179,0.00007884952],"about_ca_topic_score_codex":0.000042669228,"about_ca_topic_score_gemma":0.000005898919,"teacher_disagreement_score":0.025374945,"about_ca_system_score_codex":0.00001613106,"about_ca_system_score_gemma":0.000105439896,"threshold_uncertainty_score":0.999362},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7802431,0.000060956925,8.063844e-7,0.00009009382,0.0014331639,0.00044942604,0.000035114077,0.000031665542,0.21765569],"genre_scores_gemma":[0.99095035,0.0021551128,0.00005594968,0.00010278386,0.00029167623,0.00058176875,0.00026832172,0.000049191643,0.0055448334],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99626213,0.0009565729,0.0005933727,0.0011655238,0.0003129362,0.00070943916],"domain_scores_gemma":[0.99826145,0.00052086834,0.00027301876,0.00068716053,0.00009953535,0.00015798263],"candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014585739,0.00044103176,0.000584814,0.001218858,0.00012528026,0.00027379105,0.0014050839,0.0004065719,0.0019454279],"category_scores_gemma":[0.00014735744,0.0003563592,0.00020230292,0.00011681143,0.0002935516,0.0001303757,0.00087252026,0.0026527434,0.0000762174],"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":[0.0001390124,0.0006201686,0.5835165,0.000024868343,0.0003018778,0.000015303174,0.009207783,0.00015607897,3.2442736e-7,0.00219215,0.000011350837,0.4038146],"study_design_scores_gemma":[0.0005085503,0.0002845618,0.97399014,0.0003153415,0.000008752324,0.000002678613,0.021006683,0.000102600636,0.0000018344776,0.0025953916,0.0008287419,0.00035471923],"about_ca_topic_score_codex":0.000537371,"about_ca_topic_score_gemma":0.00018926727,"teacher_disagreement_score":0.40345988,"about_ca_system_score_codex":0.0005019183,"about_ca_system_score_gemma":0.00029344606,"threshold_uncertainty_score":0.99988884},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92929316,0.00026878278,0.0002618945,0.0009386487,0.0026230842,0.00012942357,0.0000133699805,0.000038512917,0.06643314],"genre_scores_gemma":[0.9878295,0.00014128837,0.0055596097,0.0009870923,0.00057969143,0.000021412121,0.0000080272775,0.000022258055,0.0048511387],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9975745,0.00060011016,0.0006574563,0.00036814663,0.00032029027,0.00047950435],"domain_scores_gemma":[0.9970237,0.00043463023,0.0010000912,0.00023516532,0.0010166209,0.0002898002],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0027759417,0.0002098094,0.00028804384,0.0005020258,0.0015013487,0.00012462836,0.00063554075,0.00016025014,0.0021557605],"category_scores_gemma":[0.0020660844,0.00018807793,0.00017843278,0.00082136155,0.0005594714,0.00045753262,0.000038040453,0.000884886,0.00013626351],"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":[0.00025288615,0.003174411,0.18317086,0.00033751485,0.00029805873,0.000038988168,0.042904645,0.0005335949,0.021658499,0.24597082,0.015281487,0.48637825],"study_design_scores_gemma":[0.000989517,0.0017239981,0.5194876,0.0008707428,0.00025850828,0.004190346,0.08115225,0.0004365784,0.002195374,0.021676138,0.36603522,0.0009837134],"about_ca_topic_score_codex":0.0001363353,"about_ca_topic_score_gemma":0.000061622995,"teacher_disagreement_score":0.48539454,"about_ca_system_score_codex":0.00035359524,"about_ca_system_score_gemma":0.00044239027,"threshold_uncertainty_score":0.99979854},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88725543,0.00023860848,0.008646188,0.00021198027,0.000021971548,0.0000800279,0.00000197563,0.000051652343,0.10349219],"genre_scores_gemma":[0.9938699,0.0000014935518,0.00003600367,0.00015023602,0.00013422794,0.000003991165,0.000011296531,0.000009944682,0.0057829134],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99903625,0.00023042256,0.00016681179,0.0002161228,0.000115251656,0.00023512801],"domain_scores_gemma":[0.9950896,0.004669394,0.0000787009,0.00004758707,0.00006202986,0.000052671774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007314434,0.00010003685,0.00012008552,0.00008443927,0.00040630216,0.000057165507,0.00006480214,0.00007316564,0.0003771475],"category_scores_gemma":[0.00049270224,0.00006443385,0.00004387898,0.00022067614,0.00015356795,0.000052263113,0.00002397782,0.00037975333,0.0000944145],"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":[0.000015526357,0.000008970287,0.88289034,0.0000017161376,0.0000746555,0.0000032242797,0.0034639295,2.335372e-7,0.000008555571,0.019405842,0.000016888138,0.09411012],"study_design_scores_gemma":[0.00026325395,0.00006595443,0.9628795,0.000020298177,0.00011003869,0.000004333064,0.035343047,0.00000431493,0.000020948908,0.00096181926,0.00022875573,0.00009773245],"about_ca_topic_score_codex":0.00007232983,"about_ca_topic_score_gemma":0.0000686356,"teacher_disagreement_score":0.10661449,"about_ca_system_score_codex":0.0000052408973,"about_ca_system_score_gemma":0.0000070748047,"threshold_uncertainty_score":0.41295007},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9700221,0.00032956162,0.000029076315,0.025028856,0.0012877019,0.0005351316,0.000052623916,0.0001722231,0.0025427437],"genre_scores_gemma":[0.9934219,0.000057485944,0.00026643317,0.00006953723,0.0006247962,0.0005499881,0.00050502643,0.000028803428,0.0044760387],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9979255,0.00016307917,0.00036394727,0.0007571737,0.00028054454,0.00050971436],"domain_scores_gemma":[0.9973849,0.0018087692,0.00023837537,0.00018311132,0.00026892428,0.00011592038],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00026752093,0.00032007517,0.00038920986,0.00066728535,0.00036169053,0.000092539565,0.00028293466,0.00021565502,0.0009475296],"category_scores_gemma":[0.00068880984,0.0002992643,0.00003677053,0.00044125292,0.0004974982,0.00008947295,0.00012015787,0.0009131488,0.000041134448],"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":[0.00034633253,0.0012977936,0.45530435,0.000028392764,0.0001892736,0.000009792823,0.0065349373,0.0000020009968,0.00008573605,0.479395,0.0009676061,0.055838775],"study_design_scores_gemma":[0.004253528,0.003909026,0.824392,0.000072799434,0.00016797699,0.000014770557,0.013690523,0.00006361876,0.000050342973,0.15096161,0.001840327,0.00058344327],"about_ca_topic_score_codex":0.00010326071,"about_ca_topic_score_gemma":0.0011677064,"teacher_disagreement_score":0.3690877,"about_ca_system_score_codex":0.000032754877,"about_ca_system_score_gemma":0.00018563912,"threshold_uncertainty_score":0.9999657},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9702026,0.0056173448,0.00935409,0.00003176663,0.00063340133,0.00045700732,0.000031993306,0.000049420076,0.013622327],"genre_scores_gemma":[0.9948209,0.0011466428,0.0030203816,0.00014010578,0.00019225455,0.00010083719,0.000007557238,0.0000430288,0.0005282748],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978832,0.0004771424,0.00050487934,0.0004691858,0.00028124815,0.0003843476],"domain_scores_gemma":[0.99770904,0.00082796026,0.00073535414,0.00019962376,0.00036555136,0.00016245912],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00076484424,0.00027923216,0.0005841836,0.0004167621,0.00047346405,0.00043881225,0.0008596254,0.00018126202,0.008652688],"category_scores_gemma":[0.0004927724,0.00024501412,0.00013421115,0.0003795657,0.00029928188,0.0008378069,0.0003420943,0.00075204525,0.00001718854],"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":[0.0011055561,0.0002513106,0.84402925,0.00006129668,0.0006111795,0.000021761021,0.009712386,0.0000065774434,0.0018251828,0.030062953,0.0012327541,0.1110798],"study_design_scores_gemma":[0.00070872274,0.0001233849,0.94914037,0.00035030083,0.000111482885,0.00002373065,0.010713938,0.000032788408,0.00074680516,0.035475094,0.0022460907,0.00032728497],"about_ca_topic_score_codex":0.0014260889,"about_ca_topic_score_gemma":0.000050077466,"teacher_disagreement_score":0.11075251,"about_ca_system_score_codex":0.00003095731,"about_ca_system_score_gemma":0.0000534235,"threshold_uncertainty_score":0.99913853},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9798054,0.0008005233,0.00527967,0.000016471391,0.00023696566,0.0002757178,0.000006283113,0.0001419105,0.013437052],"genre_scores_gemma":[0.9787003,0.000110270186,0.00019830478,0.000030484876,0.000055984794,0.00007867732,0.00009147017,0.00003329187,0.020701222],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977563,0.00049112906,0.0004071948,0.0005232624,0.00041784663,0.00040428597],"domain_scores_gemma":[0.99935406,0.00013874714,0.00021525631,0.00017061875,0.00004596248,0.0000753307],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00028918503,0.00020470379,0.00026293096,0.00026425754,0.0004784372,0.0001414987,0.0003289852,0.00011551494,0.0009331383],"category_scores_gemma":[0.000025201369,0.00020431448,0.0000645946,0.00030828547,0.00007456122,0.00013458778,0.00015141278,0.00058979035,0.000309723],"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":[0.000011233439,0.00021761283,0.9910091,0.000008386426,0.00012759672,0.00008951683,0.0056978534,0.00020514664,0.00022406521,0.0008103071,0.00017265597,0.0014264894],"study_design_scores_gemma":[0.0009284502,0.00005573849,0.9163679,0.00013085594,0.00006642621,0.000013244713,0.08093623,0.00028901835,0.000028235434,0.000022754357,0.000857444,0.00030372085],"about_ca_topic_score_codex":0.0058326423,"about_ca_topic_score_gemma":0.00004962726,"teacher_disagreement_score":0.07523838,"about_ca_system_score_codex":0.00008216485,"about_ca_system_score_gemma":0.0000120024515,"threshold_uncertainty_score":0.99998015},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9353088,0.00019793562,0.057643943,0.00015453887,0.00006102886,0.00055557734,0.0000010130809,0.00002462124,0.006052541],"genre_scores_gemma":[0.99504286,0.00013788952,0.00077787705,0.000006815963,0.000044146233,0.00020507831,0.000015779317,0.000014158658,0.0037554114],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9984385,0.00046922514,0.00018331186,0.00024402134,0.00031215593,0.000352817],"domain_scores_gemma":[0.99872863,0.00021870839,0.00009812269,0.000116692514,0.0007556593,0.000082207276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029604996,0.00008110461,0.00018337216,0.00029019942,0.000121144425,0.000039174487,0.00013541932,0.000048020844,0.000068052024],"category_scores_gemma":[0.00026280325,0.000071235096,0.000017763356,0.0003968601,0.00011139053,0.00009583702,0.00007740769,0.00013898472,0.00000490246],"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":[0.0026349837,0.0007178851,0.09844202,0.0014265503,0.00045092497,0.000018085053,0.022992589,0.003549751,0.0015420258,0.12434195,0.0009299655,0.74295324],"study_design_scores_gemma":[0.004061865,0.0030050627,0.8759491,0.00023994455,0.00005653126,0.000002060045,0.08821743,0.0049213925,0.00042974966,0.0060392315,0.016765617,0.000312011],"about_ca_topic_score_codex":0.00025854062,"about_ca_topic_score_gemma":0.0000037833104,"teacher_disagreement_score":0.77750707,"about_ca_system_score_codex":0.000030918418,"about_ca_system_score_gemma":0.000045765315,"threshold_uncertainty_score":0.2904883},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96242005,0.00032651855,0.000094765586,0.000021490869,0.007910262,0.00007367317,0.0000027662456,0.000015851952,0.029134613],"genre_scores_gemma":[0.9949368,0.00004304635,0.000060549963,0.00003244225,0.0044546667,0.000004298683,0.0000048427114,0.000012141479,0.0004512045],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99823916,0.00034077573,0.00050622935,0.00013525349,0.00061990786,0.0001586772],"domain_scores_gemma":[0.98300415,0.0012071747,0.0005414274,0.000070645714,0.015090972,0.00008561147],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0016342208,0.000105810635,0.00014352675,0.00018477731,0.00012329877,0.00021262436,0.00041673658,0.00006664405,0.000018264162],"category_scores_gemma":[0.19143528,0.000079757185,0.000042350133,0.00013673156,0.00013557207,0.00007628572,0.00007963078,0.0007379134,0.0000033965443],"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":[0.00008771546,0.00009998579,0.96820956,0.000001570516,0.00007824849,0.000027009972,0.014849283,0.00019115668,3.4753856e-7,0.014642547,0.0008893307,0.00092326367],"study_design_scores_gemma":[0.001009694,0.00015561143,0.94101614,0.00007666753,0.000020704369,0.0000018296303,0.030887531,0.000058688333,0.0000037848324,0.0022696455,0.024403881,0.00009582364],"about_ca_topic_score_codex":0.000022147768,"about_ca_topic_score_gemma":0.000035183377,"teacher_disagreement_score":0.18980107,"about_ca_system_score_codex":0.000068532805,"about_ca_system_score_gemma":0.00006823296,"threshold_uncertainty_score":0.8153756},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965534,0.00013467777,0.0004956078,0.0002792784,0.00022070209,0.00006449606,0.0000016356632,0.0000056745744,0.002244482],"genre_scores_gemma":[0.9975918,0.000022493692,0.000172565,0.0010523581,0.00011092265,0.0000018164885,0.000018424644,0.0000025496588,0.0010270537],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99940383,0.00012525269,0.00013638109,0.000055781922,0.00008902366,0.00018974583],"domain_scores_gemma":[0.99950325,0.000022423632,0.00010405482,0.00003521076,0.00007756248,0.00025751692],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0000962668,0.000083476145,0.00007609556,0.00022235609,0.00018418874,0.00033363767,0.00006428245,0.000031798692,0.00026153628],"category_scores_gemma":[0.000003424122,0.0000630685,0.000011794757,0.000062851475,0.00002087922,0.0009917849,0.000019114765,0.00024643698,0.000041123898],"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":[0.000017806884,0.000044440163,0.872318,0.000008684998,0.000014774693,5.836547e-7,0.06369845,0.0000014312695,7.693973e-8,0.00051786675,0.00019501247,0.063182846],"study_design_scores_gemma":[0.00041187182,0.000050306728,0.9459505,0.000082896535,0.000007229338,0.00012030292,0.017045638,0.00010647669,1.8687173e-7,0.000009230742,0.03613142,0.000083922125],"about_ca_topic_score_codex":0.0032209717,"about_ca_topic_score_gemma":0.0004940489,"teacher_disagreement_score":0.07363249,"about_ca_system_score_codex":0.000039772833,"about_ca_system_score_gemma":0.000056163793,"threshold_uncertainty_score":0.48691672},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9666306,0.00008076995,0.000022174638,0.00696291,0.000116344,0.00040585594,0.000013060229,0.00001842056,0.025749892],"genre_scores_gemma":[0.9942485,9.2587374e-7,0.00018069072,0.0011845443,0.000025860072,0.00012378981,0.00003334144,0.0000040955924,0.004198214],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99897873,0.00036850528,0.00019495674,0.00018270304,0.00012939956,0.00014572796],"domain_scores_gemma":[0.9993668,0.00019240995,0.0000867556,0.00007165765,0.00026614766,0.000016185297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00012960065,0.000104912375,0.00012341845,0.0000532733,0.00008788727,0.000026531223,0.00008509847,0.00004588943,0.0008945271],"category_scores_gemma":[0.000017448614,0.0000694495,0.000023725977,0.00046784253,0.00005832322,0.000046905698,0.0000019452573,0.0001932694,0.0000023567945],"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":[0.000511455,0.0033270053,0.033894096,0.000028044067,0.000077283556,0.00045335336,0.014169228,0.001769612,0.00032393486,0.7533152,0.004358584,0.1877722],"study_design_scores_gemma":[0.0024788268,0.0018547531,0.9301227,0.000054293003,0.000026906431,0.00006555037,0.013528234,0.0015816608,0.00027425555,0.0006778604,0.048980184,0.00035478277],"about_ca_topic_score_codex":0.011937567,"about_ca_topic_score_gemma":0.04779527,"teacher_disagreement_score":0.8962286,"about_ca_system_score_codex":0.000033055454,"about_ca_system_score_gemma":0.0008084393,"threshold_uncertainty_score":0.994642},"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":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013614094,0.00190759,0.047821797,0.000012516175,0.00023283469,0.00027207678,0.000014394433,0.00020525625,0.93591946],"genre_scores_gemma":[0.4595077,0.0002465761,0.000683775,0.000016687287,0.00004450829,0.000013740332,0.000052067717,0.000078349345,0.5393566],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99719137,0.00020056518,0.00079905964,0.00084551674,0.00046685408,0.0004966625],"domain_scores_gemma":[0.99785435,0.0006708209,0.00080438884,0.00030547837,0.00029269911,0.0000722361],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0003708802,0.0005998904,0.0008691823,0.00018897907,0.00025283138,0.00004127304,0.00039090894,0.0005230389,0.011339227],"category_scores_gemma":[0.000055734035,0.000545465,0.00038411052,0.000042352494,0.00024443356,0.00009317041,0.00019317449,0.0018302135,0.00082980783],"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":[0.00014248335,0.00014884483,0.0021676077,0.00025135314,0.0016385643,0.000057862977,0.08078992,0.0072873468,0.000039577073,0.8230687,0.0000572841,0.08435048],"study_design_scores_gemma":[0.006177123,0.009039687,0.0037187065,0.0073585873,0.002817476,0.00010351901,0.5184409,0.016274156,0.00009260571,0.15659276,0.26950124,0.009883264],"about_ca_topic_score_codex":0.00058839674,"about_ca_topic_score_gemma":0.000038414106,"teacher_disagreement_score":0.6664759,"about_ca_system_score_codex":0.00005079295,"about_ca_system_score_gemma":0.000042215364,"threshold_uncertainty_score":0.99994814},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9943915,0.0012047774,0.000012143499,0.0000135180135,0.00004184334,0.00058918213,0.0000057819097,0.0000147174505,0.0037265145],"genre_scores_gemma":[0.9908194,0.0005200041,0.000056218385,0.0000012658826,0.0000132668765,0.0000017969064,0.00014594418,0.000014015695,0.008428094],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99752986,0.0011568371,0.00026919157,0.00036268443,0.0005011261,0.00018027745],"domain_scores_gemma":[0.9988929,0.000059792514,0.0006097559,0.00012970445,0.00026935432,0.00003849967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013928105,0.00021147783,0.00044636137,0.0001649993,0.00021998263,0.000026516824,0.0002308994,0.0002027872,0.00009816071],"category_scores_gemma":[0.000032794112,0.00019561953,0.00005298984,0.00013599907,0.00018101487,0.00010114382,0.00006170751,0.00071119535,0.0000012036888],"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":[0.00032402558,0.00027011806,0.76001763,0.00073405076,0.0005927049,0.000019097737,0.22394721,0.001226701,0.0002562191,0.0006909709,0.000009663526,0.011911591],"study_design_scores_gemma":[0.0014207104,0.0004729779,0.65696734,0.0006316099,0.00034750675,7.066548e-7,0.33967718,0.000041443975,0.000020783154,0.0001824643,0.00009682016,0.00014048931],"about_ca_topic_score_codex":0.006673254,"about_ca_topic_score_gemma":0.0015930175,"teacher_disagreement_score":0.11572996,"about_ca_system_score_codex":0.000039275812,"about_ca_system_score_gemma":0.000023215069,"threshold_uncertainty_score":0.9999414},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.666086,0.0010346975,0.041836496,0.017734217,0.0032096745,0.0016160344,0.00004164886,0.00051980704,0.2679214],"genre_scores_gemma":[0.98042697,0.00005965398,0.005200814,0.001394345,0.00018959204,0.00039767823,0.0005124766,0.0000144609685,0.0118040275],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.998561,0.00007655401,0.0005381149,0.00030377076,0.00022079374,0.00029972664],"domain_scores_gemma":[0.9979853,0.00021192025,0.0005152858,0.00017054532,0.0010553697,0.000061568586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010263331,0.000195179,0.00016828577,0.00038959735,0.00021047147,0.00012677778,0.00030800232,0.00038706884,0.000538519],"category_scores_gemma":[0.00088605226,0.00020827293,0.00009394669,0.00034802587,0.00025261208,0.001033444,0.00006808876,0.00083966384,0.00008199235],"study_design_candidate":"design_other","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":[0.000089794485,0.00047306245,0.032023337,0.000018253695,0.00009312756,1.326739e-7,0.031639118,0.0000017372205,0.000059850077,0.34343585,0.0055473754,0.58661836],"study_design_scores_gemma":[0.0010999048,0.00020047993,0.073696315,0.00009767323,0.00004925944,0.000031575048,0.5171175,0.00025168763,0.00012382703,0.008006909,0.39894006,0.00038478262],"about_ca_topic_score_codex":0.0002327848,"about_ca_topic_score_gemma":0.000018930034,"teacher_disagreement_score":0.58623356,"about_ca_system_score_codex":0.00024293108,"about_ca_system_score_gemma":0.00043254634,"threshold_uncertainty_score":0.84931237},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97946954,0.001959912,0.000028914748,0.016555823,0.0011311554,0.00036358522,0.0000018539525,0.000014394782,0.00047481252],"genre_scores_gemma":[0.9913084,0.00009411635,0.00014556629,0.0067058066,0.0015645765,0.00006945189,0.0000056837516,0.000017348104,0.000089078014],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99677426,0.00063868467,0.00035495963,0.00021464283,0.0015616516,0.0004557805],"domain_scores_gemma":[0.9958361,0.0003222073,0.00016375943,0.00011034605,0.00012670463,0.0034409112],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003557279,0.00014701129,0.00022062715,0.00017985672,0.00063847756,0.00026184737,0.0005881535,0.00016750737,0.0051546386],"category_scores_gemma":[0.0030890026,0.00010222019,0.000033807766,0.0001597625,0.00015419204,0.00012767094,0.00012277257,0.0012209035,0.000014312636],"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":[0.0000058285123,0.00019038345,0.539097,0.000004063781,0.00007422314,0.000015783653,0.10664366,2.9157379e-8,2.238011e-7,0.00029526252,0.0004766473,0.3531969],"study_design_scores_gemma":[0.0004207906,0.00021982941,0.8347804,0.0003064786,0.000053237683,0.0001558952,0.14473574,0.0000070763376,3.0240952e-7,0.00013202603,0.019073311,0.00011490378],"about_ca_topic_score_codex":0.06070057,"about_ca_topic_score_gemma":0.028521258,"teacher_disagreement_score":0.35308197,"about_ca_system_score_codex":0.000057780373,"about_ca_system_score_gemma":0.0013935984,"threshold_uncertainty_score":0.9957548},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.61553246,0.03460648,0.026400376,0.12924995,0.0005125014,0.005703693,0.000677546,0.000078995974,0.187238],"genre_scores_gemma":[0.99247646,0.0046325354,0.000016631557,0.00053766515,0.000050839975,0.00016631561,0.00007629031,0.000009011924,0.0020342271],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99784803,0.00089834514,0.00025007635,0.00030911772,0.00047475015,0.00021970063],"domain_scores_gemma":[0.9971116,0.0014850446,0.00013120973,0.00009622791,0.0011107945,0.00006509927],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0025312812,0.00009483995,0.0002010438,0.00014811181,0.00015436856,0.000102142025,0.00050658506,0.0000385246,0.0016073058],"category_scores_gemma":[0.0041356455,0.000054811615,0.000037411635,0.000496062,0.00016699207,0.00015749887,0.00033403453,0.0002690317,0.000113927345],"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":[0.0033963001,0.00068314845,0.49853146,0.0012076248,0.0005634273,0.00004687101,0.014134316,0.000012477613,0.00032099694,0.18920997,0.013621467,0.27827194],"study_design_scores_gemma":[0.006640255,0.0014442985,0.6142155,0.07807483,0.000094903735,0.000045395504,0.17129074,0.00040474292,0.00022814672,0.0033857631,0.12352823,0.0006471867],"about_ca_topic_score_codex":0.00084364443,"about_ca_topic_score_gemma":0.00007090313,"teacher_disagreement_score":0.376944,"about_ca_system_score_codex":0.00011480098,"about_ca_system_score_gemma":0.000084578045,"threshold_uncertainty_score":0.99930537},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82696944,0.0016304507,0.00036925168,0.15191011,0.010694961,0.00036998265,0.000002850987,0.000021471635,0.0080314865],"genre_scores_gemma":[0.98230124,0.0004066206,0.000038608967,0.0113734575,0.004900651,0.00005813942,0.000013760109,0.00002305852,0.0008844889],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9899805,0.001779854,0.0018126454,0.0005126747,0.005454058,0.00046027423],"domain_scores_gemma":[0.9954373,0.0018732005,0.00084033445,0.00040906848,0.000652165,0.0007879138],"candidate_categories":["metaresearch","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.009101982,0.00030870712,0.0006314419,0.00026305523,0.00037737252,0.00021857776,0.0027418416,0.00044945118,0.0056515257],"category_scores_gemma":[0.010747377,0.00015147711,0.00021265139,0.0007651331,0.0009557449,0.000100283534,0.00023098801,0.0030057705,0.00006355523],"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":[0.00027468338,0.0048192358,0.778737,0.0000100217385,0.00015774422,0.000028350261,0.001966114,7.335921e-7,3.6324877e-7,0.0058136936,0.09606087,0.112131186],"study_design_scores_gemma":[0.0026409922,0.0024546043,0.93987924,0.0005296044,0.000041652092,0.0005033225,0.012189479,0.000009615356,9.2693845e-8,0.003016356,0.038578004,0.0001570213],"about_ca_topic_score_codex":0.000095714844,"about_ca_topic_score_gemma":0.00010915,"teacher_disagreement_score":0.16114226,"about_ca_system_score_codex":0.000057455327,"about_ca_system_score_gemma":0.00095082034,"threshold_uncertainty_score":0.99929434},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8747207,0.00016958879,0.113561496,0.0045568724,0.0013946516,0.00026234082,0.000010330225,0.000016392733,0.005307663],"genre_scores_gemma":[0.9821792,0.00007784024,0.009188369,0.007624022,0.0005229865,0.000016252585,0.000043235425,0.000013938853,0.00033414195],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99675965,0.00013430478,0.0024906497,0.00006343294,0.00032153865,0.00023041047],"domain_scores_gemma":[0.99508226,0.0005229078,0.0031403897,0.00013580125,0.0010608019,0.00005785939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004360411,0.000091666836,0.00025529243,0.00066449936,0.00008241598,0.000030205856,0.00028463348,0.00008846822,0.000032084256],"category_scores_gemma":[0.0042410055,0.00006410721,0.000021988679,0.0008524463,0.000039755836,0.0005088795,0.00003917262,0.00032397234,0.000006635631],"study_design_candidate":"design_other","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":[0.00010959993,0.000084912426,0.010702397,0.0000996516,0.00003079918,4.3133454e-7,0.016926171,0.000004993678,0.000024189008,0.014563542,0.00586247,0.95159084],"study_design_scores_gemma":[0.008546303,0.0032464329,0.11072774,0.010068495,0.000034792545,0.00009837208,0.37203464,0.0040429276,0.00005516559,0.0045506195,0.48599747,0.0005970224],"about_ca_topic_score_codex":0.0000106619555,"about_ca_topic_score_gemma":0.0000026551306,"teacher_disagreement_score":0.95099384,"about_ca_system_score_codex":0.000114748895,"about_ca_system_score_gemma":0.000767944,"threshold_uncertainty_score":0.5077186},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9893889,0.00007976791,0.00010409236,0.00030675126,0.0011878528,0.000081877035,0.0000017927815,0.000011243946,0.008837723],"genre_scores_gemma":[0.9988346,0.000018208253,0.000007344683,0.0001581203,0.0005376998,0.0000054412053,0.00000228555,0.000009669609,0.00042662508],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99790955,0.00035897884,0.0004247027,0.00018000949,0.0008648926,0.000261895],"domain_scores_gemma":[0.99925435,0.00020733035,0.00016183751,0.000081293554,0.000090014735,0.00020516539],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00041451093,0.000115758405,0.00026044998,0.00015765634,0.00014263371,0.000008847423,0.00020595093,0.00012738482,0.010249502],"category_scores_gemma":[0.00028162223,0.00008521426,0.00008737031,0.00022211585,0.00017418036,0.000044405322,0.00002510095,0.0008879042,0.000056137902],"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":[0.00016139325,0.001787855,0.96709853,0.0000016542293,0.000119566,0.0005803451,0.018411366,7.1057207e-7,0.000012077003,0.00040738392,0.003579664,0.007839431],"study_design_scores_gemma":[0.0025164145,0.00068559335,0.9744082,0.00002700017,0.000013455336,0.00026451895,0.02121062,0.0000018203092,0.0000033693339,0.00036039515,0.00042011772,0.000088480054],"about_ca_topic_score_codex":0.0001041225,"about_ca_topic_score_gemma":0.00010065955,"teacher_disagreement_score":0.010193365,"about_ca_system_score_codex":0.000023121105,"about_ca_system_score_gemma":0.00014141753,"threshold_uncertainty_score":0.99065524},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9819807,0.00009849403,0.008171667,0.0037633253,0.0007741075,0.00012986636,0.000042507956,0.000013919724,0.0050254012],"genre_scores_gemma":[0.99827164,0.000026778369,0.0004103296,0.0002874367,0.00032529206,0.000011850991,0.00005261838,0.000014370661,0.00059968914],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984758,0.00023927799,0.0007067845,0.00019743192,0.00023667264,0.00014404675],"domain_scores_gemma":[0.9982042,0.00023044675,0.000776965,0.00014234282,0.000532351,0.0001136959],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00033202826,0.00017604834,0.00035767074,0.00016603716,0.0001161198,0.00006522134,0.00013749527,0.00011247647,0.00058978546],"category_scores_gemma":[0.00033690207,0.00013891797,0.00010561366,0.00021881651,0.0001497221,0.00027218182,0.000015891597,0.00022011131,0.000014341249],"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":[0.0010752929,0.0025576865,0.82223624,0.00013321475,0.0005510422,0.000048079684,0.027762078,0.000031724136,0.009693606,0.10813161,0.006376369,0.02140307],"study_design_scores_gemma":[0.0013904693,0.0023622632,0.9860277,0.000035047673,0.000040107134,0.00021776011,0.0005956135,0.00006799777,0.0002697361,0.008325782,0.00050174235,0.00016575138],"about_ca_topic_score_codex":0.000009075495,"about_ca_topic_score_gemma":0.00006280578,"teacher_disagreement_score":0.16379151,"about_ca_system_score_codex":0.0000072125877,"about_ca_system_score_gemma":0.000070734284,"threshold_uncertainty_score":0.6457737},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9561083,0.0006203525,0.00034897772,0.00004920007,0.00020520117,0.00007550138,0.000009412978,0.00015214746,0.042430926],"genre_scores_gemma":[0.99416924,0.000015309048,0.00014486181,0.00005598647,0.00034822422,0.000009374605,0.0000059343693,0.000026367064,0.005224727],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99846584,0.0005145803,0.00020962775,0.00035053765,0.00016696904,0.00029245575],"domain_scores_gemma":[0.999119,0.00045615053,0.00013109623,0.00018343098,0.000038053906,0.000072263516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005417142,0.00018197777,0.00026685634,0.00008219957,0.000150887,0.00003167306,0.00016068919,0.000093221104,0.00088323536],"category_scores_gemma":[0.0013879365,0.00011785856,0.00007315721,0.00006710365,0.00016417127,0.0001399408,0.000079494384,0.00049482094,0.000029081637],"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":[0.000054595785,0.00006399447,0.38525727,0.00001997887,0.000052632466,0.000019663854,0.36642045,0.00000327984,0.0075266967,0.0019969086,0.000041295574,0.23854323],"study_design_scores_gemma":[0.001996237,0.000354339,0.5642836,0.000234247,0.000034638684,0.000013697281,0.43056363,0.000028432289,0.0002531151,0.0001115223,0.0016363721,0.00049012585],"about_ca_topic_score_codex":0.0003593534,"about_ca_topic_score_gemma":0.00003470979,"teacher_disagreement_score":0.23805311,"about_ca_system_score_codex":0.000015528498,"about_ca_system_score_gemma":0.000009566631,"threshold_uncertainty_score":0.9670808},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98990047,0.00041985995,0.005826568,0.00055440614,0.00024965213,0.000062477346,0.0000017841523,0.00002821143,0.0029565957],"genre_scores_gemma":[0.99713624,0.000011092776,0.00037367115,0.00002785786,0.00017147059,0.000007886032,0.0000094497445,0.00000680169,0.002255564],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999404,0.00015741868,0.00012700233,0.0001596636,0.000058113994,0.00009378964],"domain_scores_gemma":[0.9989628,0.0007478954,0.000108446504,0.000084055646,0.000062107945,0.000034655415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00011297529,0.000064073065,0.000093714916,0.00008294897,0.0000709104,0.000014328749,0.000064289394,0.00004396235,0.000067553534],"category_scores_gemma":[0.00008311569,0.00004710623,0.000022851847,0.000065138505,0.00008032975,0.00006431366,0.000015674694,0.00006626429,0.000037974653],"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":[0.0000036938864,0.00001896977,0.6918617,0.000006496121,0.000010400527,5.4693665e-8,0.0015740638,1.9378056e-7,0.00003662859,0.013113426,0.0003996115,0.29297477],"study_design_scores_gemma":[0.00015176604,0.00007394078,0.9939143,0.00006839309,0.000016718666,0.000001368076,0.0024267095,0.0000019061727,0.000050677183,0.0013317178,0.0018954377,0.000067056666],"about_ca_topic_score_codex":0.000039011495,"about_ca_topic_score_gemma":0.000001833685,"teacher_disagreement_score":0.30205262,"about_ca_system_score_codex":0.000009845623,"about_ca_system_score_gemma":0.000041120147,"threshold_uncertainty_score":0.19209364},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9855738,0.00014385764,0.00015776964,0.00005991438,0.0024628046,0.000028117045,0.0000066211537,0.000009945431,0.011557156],"genre_scores_gemma":[0.9960277,0.00012379143,0.000120418495,0.000014786296,0.0031140875,5.7267647e-7,0.0000024690962,0.000011493617,0.0005846515],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988468,0.00016740331,0.0004257202,0.00010088079,0.0003318132,0.00012732409],"domain_scores_gemma":[0.9913796,0.0033832332,0.00048551895,0.0000637463,0.0046359748,0.000051909818],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.00052393385,0.0000904163,0.00015216129,0.00010902504,0.00013861722,0.00004324102,0.0002423308,0.00006463767,0.00004583312],"category_scores_gemma":[0.039406504,0.000053909444,0.00006157117,0.000047684545,0.00020818989,0.00004636688,0.000048157886,0.00034432768,0.000006222204],"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":[0.00014717072,0.000016269543,0.96391934,0.0000048167008,0.00011264299,0.000004419202,0.0027362737,0.000013768738,0.000029560615,0.0153113855,0.00016589183,0.017538449],"study_design_scores_gemma":[0.0007674778,0.00033155305,0.96203655,0.0002865584,0.00004490679,0.000004110932,0.0061575556,0.000017146887,0.00004438698,0.0004360466,0.029783636,0.00009009237],"about_ca_topic_score_codex":0.00000603418,"about_ca_topic_score_gemma":0.0000014468384,"teacher_disagreement_score":0.038882572,"about_ca_system_score_codex":0.00002975267,"about_ca_system_score_gemma":0.000029606099,"threshold_uncertainty_score":0.968685},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83753717,0.0008596684,0.0027356886,0.114588656,0.00033620434,0.00050814805,0.00031602563,0.0004420001,0.042676415],"genre_scores_gemma":[0.94830143,0.00033801014,0.00072837755,0.03868611,0.0001480002,0.000074999436,0.000106597894,0.000024390843,0.011592081],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978255,0.0009187042,0.00041422184,0.000311919,0.00024555472,0.0002841225],"domain_scores_gemma":[0.99283797,0.006357199,0.00029294312,0.00029210697,0.00003982016,0.00017998046],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00026849704,0.00022581394,0.00019949286,0.00023257443,0.00021009313,0.00045005025,0.00024009326,0.000121359604,0.005297313],"category_scores_gemma":[0.0014454457,0.0001476666,0.000058482812,0.00016198186,0.00012564071,0.07433292,0.00014690419,0.0002744679,0.0007922456],"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":[0.010336339,0.00018237144,0.4935634,0.0001200985,0.0003116241,0.000042852527,0.012333746,0.00001755602,0.0006040253,0.24877052,0.019441856,0.2142756],"study_design_scores_gemma":[0.0006696285,0.0005005794,0.3836865,0.0006653646,0.0000506826,0.000008486868,0.017641157,0.000036616544,0.0020701145,0.00028366814,0.59404016,0.00034701911],"about_ca_topic_score_codex":0.000075719654,"about_ca_topic_score_gemma":3.634409e-7,"teacher_disagreement_score":0.5745983,"about_ca_system_score_codex":0.000009093022,"about_ca_system_score_gemma":0.00008125654,"threshold_uncertainty_score":0.99998575},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97743756,0.00031338236,0.0074816374,0.0024754792,0.006743616,0.0008507637,0.0000911912,0.000017834947,0.0045885593],"genre_scores_gemma":[0.9830817,0.000013558939,0.002577308,0.0003810143,0.0017880558,0.0011919065,0.00013841136,0.0000404231,0.01078764],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99825567,0.00010394645,0.0005006776,0.0004327375,0.0003038103,0.00040314673],"domain_scores_gemma":[0.99867594,0.00039239,0.00017094835,0.0001525028,0.00048375578,0.00012447793],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010633825,0.00020578297,0.00015850007,0.00042839383,0.00027825832,0.00022558155,0.0006389506,0.00010609001,0.001887748],"category_scores_gemma":[0.00020478068,0.00016634056,0.00014970143,0.00014240068,0.00008752118,0.0005877906,0.00006364159,0.00038483692,0.000020957199],"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":[0.0039136284,0.0040207608,0.51521266,0.00002952725,0.00036421957,0.000012655093,0.25312945,0.0007681165,0.00018054798,0.028962433,0.008461563,0.18494442],"study_design_scores_gemma":[0.0012125453,0.00056063145,0.9285598,0.0001463022,0.00002995575,0.000104499304,0.031297028,0.008196722,0.0000246633,0.027068809,0.0024855798,0.00031350018],"about_ca_topic_score_codex":0.000116346404,"about_ca_topic_score_gemma":0.00037407846,"teacher_disagreement_score":0.4133471,"about_ca_system_score_codex":0.0004091178,"about_ca_system_score_gemma":0.00074942264,"threshold_uncertainty_score":0.9990247},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9933139,0.000014878232,0.000024899222,0.000073679104,0.00024027406,0.00023904647,0.000026513548,0.000023259297,0.0060435487],"genre_scores_gemma":[0.99628854,0.0000038344565,0.00009406322,0.000008879161,0.000022649052,0.0000012108268,0.0000023313496,0.0000066633957,0.0035718172],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99925476,0.00009416064,0.00010088254,0.00021790554,0.00015301282,0.00017927414],"domain_scores_gemma":[0.999389,0.00018227706,0.0000935481,0.00018751899,0.00010716684,0.000040515555],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00027960344,0.000030742973,0.00013729355,0.000024123505,0.00025152368,0.00006655426,0.00028879594,0.000066938315,0.00039779153],"category_scores_gemma":[0.000055989032,0.0000792498,0.000056650864,0.00015305179,0.00019572608,0.00005363826,0.00007922606,0.00027958522,0.00006633206],"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":[0.000022480936,0.0020937934,0.48834956,0.00001557376,0.00013615594,0.00024463856,0.009707987,0.0000011852893,0.00016935045,0.00013137293,0.0007646139,0.4983633],"study_design_scores_gemma":[0.0010959965,0.00009283783,0.96735287,0.000026949769,0.000017047809,0.000024118799,0.03037683,0.00006678729,4.061025e-8,0.00072524906,0.00013534077,0.0000859109],"about_ca_topic_score_codex":0.08405303,"about_ca_topic_score_gemma":0.5787034,"teacher_disagreement_score":0.4982774,"about_ca_system_score_codex":0.000009868408,"about_ca_system_score_gemma":0.000026435117,"threshold_uncertainty_score":0.92204636},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9931903,0.000709193,0.00029483918,0.003368607,0.0004190469,0.00004412681,0.0000014094227,0.0000040944083,0.0019684155],"genre_scores_gemma":[0.9994415,0.00020136304,0.00010500273,0.00017385201,0.0000401416,6.079277e-7,2.5024553e-8,0.0000015210512,0.000035974965],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99645644,0.00024017063,0.00062504754,0.00019676346,0.0020559344,0.0004256441],"domain_scores_gemma":[0.99879754,0.00014097994,0.00063987466,0.00006608637,0.00016465526,0.00019088623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007510772,0.00007304622,0.00025959106,0.00019188078,0.00016989806,0.00003300016,0.0012163077,0.0000416661,0.0002618233],"category_scores_gemma":[0.00058477756,0.00004072355,0.000043952143,0.0008341409,0.0013155772,0.00019767566,0.00012029627,0.0001840279,0.000017894286],"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":[0.000017598759,0.0000911244,0.8427102,0.0000050448293,0.000003944513,0.000016645448,0.00026026918,0.0000022089262,0.000027131653,0.0075421454,0.00004548998,0.14927821],"study_design_scores_gemma":[0.0007067392,0.0010401899,0.9933734,0.00047641405,0.000001684064,0.0001504599,0.0032376703,0.000004075178,0.000019681194,0.0007651971,0.00017457132,0.000049905364],"about_ca_topic_score_codex":0.00026104334,"about_ca_topic_score_gemma":0.000027795268,"teacher_disagreement_score":0.15066321,"about_ca_system_score_codex":0.0001057098,"about_ca_system_score_gemma":0.0011199355,"threshold_uncertainty_score":0.4847299},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99508834,0.00023602987,0.00001267845,0.0021957287,0.000108295164,0.0000580178,8.0705615e-7,0.000015510004,0.0022846146],"genre_scores_gemma":[0.99940544,0.00005118537,0.00001695075,0.0000789113,0.00003812099,0.000001980281,2.0814108e-8,0.0000036488132,0.0004037223],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99918973,0.000049737104,0.00015588141,0.0001950972,0.00019700277,0.00021256528],"domain_scores_gemma":[0.9993539,0.00006451204,0.00018019232,0.000075571326,0.0002495153,0.00007633988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005876541,0.00008136854,0.00015301288,0.00056248734,0.00025879464,0.00004113225,0.00022875896,0.00008075059,0.00003949621],"category_scores_gemma":[0.0003691786,0.000043811146,0.000012930275,0.000404404,0.0016524785,0.00012111267,0.000048326237,0.00030314692,0.000015783444],"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":[0.000033546854,0.00011340696,0.5348738,0.0000015813961,0.00003990165,0.0004284616,0.010573302,2.2725796e-8,0.005257885,0.014115636,0.0000804795,0.43448198],"study_design_scores_gemma":[0.0023351174,0.010683522,0.6793772,0.00020921149,0.000033056058,0.0016956177,0.29192415,2.4079318e-7,0.0021287776,0.0055691977,0.005799853,0.00024404156],"about_ca_topic_score_codex":0.0000021026067,"about_ca_topic_score_gemma":0.0000032796954,"teacher_disagreement_score":0.43423793,"about_ca_system_score_codex":0.000013335437,"about_ca_system_score_gemma":0.000055243334,"threshold_uncertainty_score":0.6088626},"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":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001212427,0.00023464714,0.0005829058,0.00004076391,0.0014293896,0.00042209055,0.0003068347,0.00020372591,0.9955672],"genre_scores_gemma":[0.4236275,0.000006791312,0.0001260959,0.0007271699,0.00050178776,0.000016674116,0.00002417053,0.00005760607,0.5749122],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9978931,0.000083076164,0.00033216938,0.00077263435,0.00039313786,0.0005258605],"domain_scores_gemma":[0.99889344,0.00006155383,0.00027831312,0.0004182303,0.00015413029,0.00019435369],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00009840407,0.00055660825,0.0005296025,0.00008581312,0.00030130646,0.00008613273,0.00055093406,0.00062803534,0.0026182502],"category_scores_gemma":[0.000015653002,0.00053621904,0.00033715216,0.000019551335,0.00022880048,0.000032650147,0.0003950202,0.00048758514,0.0029130755],"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":[0.00021419858,0.000038633396,0.0004227749,0.000013842596,0.0004663682,0.00036930907,0.0003866455,0.0000012486657,0.000001383074,0.9850389,0.00589239,0.007154309],"study_design_scores_gemma":[0.0045347842,0.0013368212,0.0041100923,0.0009880115,0.0008448676,0.0001389469,0.00043434955,7.8112384e-7,0.000026329688,0.73970324,0.24567749,0.0022043225],"about_ca_topic_score_codex":0.00027012182,"about_ca_topic_score_gemma":0.000054463973,"teacher_disagreement_score":0.42241508,"about_ca_system_score_codex":0.00024376079,"about_ca_system_score_gemma":0.00013486487,"threshold_uncertainty_score":0.99970895},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996082,0.000354167,0.001656545,0.000920949,0.00031197045,0.00004991691,0.0000024882756,0.0000024798376,0.0006194787],"genre_scores_gemma":[0.99967766,0.0001594658,0.000029795458,0.000076462195,0.00002714837,6.9809687e-7,7.495486e-8,0.0000017488128,0.000026921805],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969501,0.00020567818,0.0008514025,0.0001469843,0.0016006061,0.00024522698],"domain_scores_gemma":[0.9984539,0.000065518536,0.0010652647,0.00008918507,0.00020829,0.00011784437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005383318,0.00005827608,0.00023272402,0.00014636839,0.000059126734,0.000017295588,0.0008467227,0.000042926138,0.00012348646],"category_scores_gemma":[0.00042609402,0.00003537724,0.000044147273,0.00041770292,0.0004733883,0.00013935428,0.00007782978,0.00014340167,0.00000828749],"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":[0.000030228706,0.0001257212,0.9106231,0.000017422466,0.00000819082,0.000005679087,0.000475315,0.0000022524155,0.0006992204,0.004309447,0.000031220454,0.08367225],"study_design_scores_gemma":[0.00057557755,0.00024032951,0.9960993,0.0002687805,0.000003027481,0.00005803159,0.0016851986,0.000005900033,0.00014973589,0.0008403914,0.00003864408,0.0000350605],"about_ca_topic_score_codex":0.000086594206,"about_ca_topic_score_gemma":0.0000096130025,"teacher_disagreement_score":0.08547627,"about_ca_system_score_codex":0.00008502042,"about_ca_system_score_gemma":0.00033190075,"threshold_uncertainty_score":0.18657613},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9730811,0.00023789868,0.0006344637,0.02452311,0.00025933367,0.000098167846,0.000016711003,0.000024266352,0.001124927],"genre_scores_gemma":[0.9979947,0.00006103304,0.00011534702,0.000515369,0.00007917329,0.000048179747,0.000033792596,0.000005800329,0.0011465691],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989201,0.00033863747,0.000232874,0.0002267098,0.00009737109,0.00018435197],"domain_scores_gemma":[0.9992853,0.00007473057,0.00020811411,0.00012158158,0.0002050831,0.00010519297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004073815,0.000069824106,0.0001366204,0.00011624394,0.00008337857,0.000019509585,0.000093637995,0.00004064495,0.0007493526],"category_scores_gemma":[0.0001589726,0.00004469516,0.000017567056,0.0002344644,0.00013314022,0.00015662973,0.000033729917,0.0000682766,0.0000072511352],"study_design_candidate":"design_other","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":[0.000012983805,0.0006188211,0.011683486,0.000013241138,0.000008633267,1.1957165e-7,0.031036748,8.6325036e-10,0.00006829954,0.015903011,0.000094039606,0.94056064],"study_design_scores_gemma":[0.0007080553,0.0009253137,0.8167813,0.00012861162,0.0000017432062,0.000004957478,0.16312255,0.000004230591,0.000035422254,0.0010144549,0.017168498,0.000104870254],"about_ca_topic_score_codex":0.00065489375,"about_ca_topic_score_gemma":0.00010786135,"teacher_disagreement_score":0.94045573,"about_ca_system_score_codex":0.000023038398,"about_ca_system_score_gemma":0.00021945869,"threshold_uncertainty_score":0.8204886},"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":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0008027466,0.03143722,0.00010347325,0.0015370641,0.9060193,0.0004003018,0.00005561868,0.0000436245,0.059600696],"genre_scores_gemma":[0.031008804,0.033697933,0.0011710256,0.0022704978,0.9145999,0.0005514592,0.0000657161,0.000054576914,0.016580097],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9949141,0.00022853214,0.0007381354,0.0014577099,0.0016213126,0.0010401689],"domain_scores_gemma":[0.9964127,0.0014794191,0.00088380795,0.00045025663,0.00054038863,0.0002334364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034611982,0.00030951612,0.0004264003,0.002001608,0.0007090925,0.00017586078,0.0014061038,0.000296916,0.0008517835],"category_scores_gemma":[0.0018998366,0.00023435355,0.00006641494,0.004540034,0.0017901912,0.0008451322,0.00007940444,0.0006505464,0.0004063935],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010991774,0.00015527445,0.0062851417,0.00010055801,0.0000022801953,2.625069e-7,0.0015025404,4.6124777e-7,3.9723983e-7,0.003814251,0.57957584,0.40855202],"study_design_scores_gemma":[0.00021594946,0.00039211102,0.0058694626,0.00067390746,0.0000032536225,0.000001165897,0.0017859114,0.000002241145,0.000002254716,0.007997153,0.98275685,0.00029974332],"about_ca_topic_score_codex":0.0007804667,"about_ca_topic_score_gemma":0.00010953062,"teacher_disagreement_score":0.40825227,"about_ca_system_score_codex":0.00053755695,"about_ca_system_score_gemma":0.0073616747,"threshold_uncertainty_score":0.9982657},"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":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.29445893,0.06153669,0.0016719258,0.009171711,0.030235771,0.0052857534,0.000041369523,0.00032432238,0.5972735],"genre_scores_gemma":[0.17179777,0.0006428306,0.00668119,0.0013210399,0.0002254666,0.000401554,0.000017282611,0.00005826417,0.81885463],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976378,0.0002950033,0.0006963777,0.0007225888,0.0002917833,0.000356413],"domain_scores_gemma":[0.99869806,0.0005341606,0.00032886764,0.0001806285,0.0001377609,0.00012051345],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00043733593,0.00043214345,0.0005545388,0.00033764794,0.00023690042,0.000042357362,0.0001949713,0.00032560484,0.0037495233],"category_scores_gemma":[0.0001178932,0.0003442439,0.000050491224,0.000104801904,0.00018980788,0.0003823456,0.00014796296,0.00071414857,0.00013157095],"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":[0.0012492032,0.0004058053,0.36909467,0.00029701347,0.00019475032,0.000027239159,0.03248381,0.000079836835,0.000015814023,0.48503175,0.00022690468,0.110893205],"study_design_scores_gemma":[0.0004004619,0.00017124899,0.27217153,0.0059905737,0.000032130774,0.000010546797,0.003415347,7.2440616e-7,0.000011977695,0.06535018,0.6515812,0.00086402625],"about_ca_topic_score_codex":0.000019530493,"about_ca_topic_score_gemma":0.000027138103,"teacher_disagreement_score":0.6513544,"about_ca_system_score_codex":0.00028149973,"about_ca_system_score_gemma":0.0006113231,"threshold_uncertainty_score":0.99990094},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9305172,0.00033850386,0.016616568,0.004836897,0.0022260777,0.00004939102,0.000012085524,0.000027384136,0.0453759],"genre_scores_gemma":[0.990272,0.000052697666,0.00020535088,0.00018171959,0.0006796839,0.000005859205,0.0000013410076,0.000011722096,0.0085896235],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9986834,0.00016724982,0.0003832039,0.00012905295,0.00046242346,0.00017466406],"domain_scores_gemma":[0.9984186,0.00035232562,0.00047722907,0.00007359565,0.0006050733,0.000073165626],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00034571823,0.00010434168,0.00015837305,0.00019250857,0.0000576684,0.00006102352,0.0003979936,0.00006323793,0.007650154],"category_scores_gemma":[0.00039833746,0.00006509771,0.00015730006,0.000039729126,0.00007851752,0.0001861139,0.000049764716,0.00023240638,0.00054016034],"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":[0.0005361852,0.00038425685,0.37174252,0.0000059945028,0.0013333654,0.0004882264,0.0032065785,0.000015651296,0.0034222177,0.022734065,0.011040531,0.5850904],"study_design_scores_gemma":[0.006722591,0.0011685513,0.85306805,0.0010116986,0.0001366759,0.0013198559,0.0072424468,0.000058883576,0.0012708649,0.01702478,0.110438816,0.0005367777],"about_ca_topic_score_codex":0.00001523153,"about_ca_topic_score_gemma":0.0000031463805,"teacher_disagreement_score":0.58455366,"about_ca_system_score_codex":0.00007311865,"about_ca_system_score_gemma":0.000041389856,"threshold_uncertainty_score":0.993257},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9947009,0.0019321323,0.00087460846,0.0019943868,0.00020528205,0.00008679689,0.000001155431,0.0000026045254,0.00020210585],"genre_scores_gemma":[0.995893,0.0038652804,0.00008606414,0.000080439044,0.000057656685,0.0000059314734,0.000001412977,0.0000016705857,0.000008526688],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99890757,0.0001811071,0.00038132162,0.00008848084,0.00033850298,0.00010304408],"domain_scores_gemma":[0.9985,0.00088472205,0.00041491378,0.000020868765,0.00013215422,0.00004733369],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018972938,0.000056420096,0.0001293085,0.00036477254,0.00007444073,0.000046302488,0.00009465345,0.000044422286,0.000020952097],"category_scores_gemma":[0.0013718866,0.00003393297,0.000018632343,0.00015406731,0.00015349312,0.00073232595,0.000009832191,0.00009400296,3.2831247e-7],"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":[0.000023419681,0.000027396736,0.47605202,0.0000053129397,0.0000026767123,3.241096e-8,0.0024505428,0.000008582607,0.000010997594,0.00022163177,0.000034406108,0.521163],"study_design_scores_gemma":[0.0015673043,0.00020161096,0.98685825,0.00030125177,0.00000360762,0.000001914666,0.007894085,0.0017045188,0.000043026157,0.0008038068,0.00056686596,0.000053732845],"about_ca_topic_score_codex":0.00006283512,"about_ca_topic_score_gemma":0.000015204155,"teacher_disagreement_score":0.5211093,"about_ca_system_score_codex":0.00001916937,"about_ca_system_score_gemma":0.00012334765,"threshold_uncertainty_score":0.16423754},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6643459,0.000101614,0.31059662,0.00027440963,0.000094910465,0.000043473836,0.0000011676271,0.00006156232,0.024480337],"genre_scores_gemma":[0.9792307,0.000007922405,0.012388945,0.000038224676,0.000036070072,0.000012356093,0.0000026817213,0.000011008178,0.008272105],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.999069,0.00032401126,0.00014391182,0.00021138816,0.000056529483,0.00019516268],"domain_scores_gemma":[0.9991227,0.0007378586,0.000039184823,0.000050751878,0.000015780211,0.000033723325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007500083,0.000090781665,0.00012041931,0.00013114762,0.000067030145,0.000022683222,0.00005538342,0.00005637094,0.00059796474],"category_scores_gemma":[0.0002687176,0.000063356,0.000028534672,0.00005211245,0.000030440164,0.00006264672,0.000041958676,0.00027441152,0.000025276431],"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":[0.000009927053,0.000026741096,0.27013177,0.000014532048,0.000044088512,0.0000071762565,0.0014015539,0.000008279595,0.0020823455,0.21459806,0.000014724907,0.5116608],"study_design_scores_gemma":[0.0011001531,0.000078604695,0.9726043,0.00023878814,0.0000070944598,0.00002263952,0.012369356,0.006994159,0.000053293697,0.0009496308,0.0052846675,0.00029732636],"about_ca_topic_score_codex":0.00009444191,"about_ca_topic_score_gemma":0.000017488992,"teacher_disagreement_score":0.7024725,"about_ca_system_score_codex":0.000026782745,"about_ca_system_score_gemma":0.0000052814253,"threshold_uncertainty_score":0.6547295},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99000114,0.0004458212,0.00005335365,0.0064904434,0.00028216414,0.00016456941,0.00014852785,0.00003874425,0.0023752542],"genre_scores_gemma":[0.9954501,0.00025203463,0.00002665437,0.0002656206,0.0006394688,0.000010070539,0.00008155146,0.000009108293,0.003265436],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99835014,0.00044262284,0.00016772661,0.00048738983,0.00030296308,0.00024918126],"domain_scores_gemma":[0.9989645,0.000545913,0.00006163388,0.00013979782,0.00016716903,0.00012097769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047040865,0.00014104511,0.00015207147,0.00012308934,0.000454784,0.0000396936,0.00019259693,0.00014253413,0.0008665837],"category_scores_gemma":[0.00014102596,0.000105205494,0.00003613963,0.000121178964,0.0009078619,0.00013939825,0.00038232293,0.0004018124,0.000048849],"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":[0.0013117114,0.00035421023,0.31353208,0.000029710254,0.00054713624,0.00009317872,0.035056207,6.0346514e-7,0.00044040525,0.04017393,0.0034818195,0.60497904],"study_design_scores_gemma":[0.0016060931,0.00025876163,0.8618188,0.00004679971,0.000028983599,0.000043399195,0.013564636,0.00008660917,0.000030509107,0.0012137772,0.1211192,0.00018241927],"about_ca_topic_score_codex":0.0004067737,"about_ca_topic_score_gemma":0.00007490581,"teacher_disagreement_score":0.6047966,"about_ca_system_score_codex":0.0000824404,"about_ca_system_score_gemma":0.000010834064,"threshold_uncertainty_score":0.9488484},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96155083,0.00037631363,0.000043814023,0.014834497,0.0013308135,0.000054168377,0.0000013315167,0.0000025325971,0.021805726],"genre_scores_gemma":[0.9934128,0.000032438293,0.000019411817,0.00020727883,0.0004344609,0.00000298428,8.4587185e-8,0.0000043103537,0.0058862125],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9991692,0.00033851925,0.00017055793,0.000064513624,0.00018474409,0.000072520874],"domain_scores_gemma":[0.99860376,0.0005602075,0.0004280159,0.00012996417,0.0002607071,0.000017361226],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047230686,0.000055341763,0.00008307772,0.000067503126,0.00011457772,0.000018296367,0.00023411028,0.000016839638,0.00068723987],"category_scores_gemma":[0.0003850555,0.000020949217,0.00009117775,0.0001341883,0.00012483765,0.000054861684,0.000014958813,0.0001427712,0.000010339607],"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":[0.00007304051,0.00040785124,0.26548082,0.00000503043,0.0001076854,3.0107876e-7,0.045829292,4.1366377e-7,0.00071693445,0.64382833,0.012455799,0.031094499],"study_design_scores_gemma":[0.00016593444,0.0001311765,0.8828942,0.00033519676,0.00003659293,0.000006900193,0.07439567,7.91459e-8,0.001030627,0.030934459,0.010017483,0.000051673025],"about_ca_topic_score_codex":0.000016499145,"about_ca_topic_score_gemma":0.00001992079,"teacher_disagreement_score":0.6174134,"about_ca_system_score_codex":0.000038934988,"about_ca_system_score_gemma":0.00010980411,"threshold_uncertainty_score":0.75247943},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98548293,0.00018057835,0.00025586004,0.0053735794,0.00018992105,0.0001455837,0.0000016770346,0.0000064001115,0.00836345],"genre_scores_gemma":[0.99589825,0.00021492061,0.000080140635,0.000012261228,0.00022328609,0.000009333029,0.0000047365165,0.000012298477,0.0035447981],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979218,0.0004526364,0.00042694825,0.00024247056,0.0006064826,0.00034965662],"domain_scores_gemma":[0.99829805,0.0004140785,0.0004888207,0.00020801112,0.0004784749,0.00011255714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019130495,0.00013025026,0.00029325543,0.00042775815,0.0005717585,0.00064108067,0.0004309489,0.00009347012,0.0002019624],"category_scores_gemma":[0.00059971487,0.00010685756,0.00004306454,0.00025121233,0.00034005637,0.0003179896,0.00011913159,0.0007827473,0.000021570258],"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":[0.00016872004,0.00010837927,0.92665994,0.000042937572,0.000084449886,0.00016120585,0.00076886895,0.000005392413,0.000020296075,0.001515985,0.00027395916,0.07018986],"study_design_scores_gemma":[0.0007854135,0.00052204,0.9854335,0.00021674416,0.000019910764,0.000015771056,0.011068081,0.000030717212,0.000010324559,0.0010022704,0.00078336796,0.00011183487],"about_ca_topic_score_codex":0.00034940464,"about_ca_topic_score_gemma":0.00019220039,"teacher_disagreement_score":0.07007803,"about_ca_system_score_codex":0.000041147738,"about_ca_system_score_gemma":0.0001226679,"threshold_uncertainty_score":0.61819553},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99271214,0.0006169955,0.0009658992,0.0019905053,0.002642985,0.0000994167,0.00001565258,0.00004837863,0.00090803165],"genre_scores_gemma":[0.996864,0.00010331332,0.00039666504,0.00008305626,0.00046527424,0.000045597102,0.000038234888,0.000011688451,0.0019921705],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992407,0.000033941356,0.0001931014,0.00025130404,0.00015202921,0.00012890036],"domain_scores_gemma":[0.99903685,0.00013727146,0.00019450701,0.0001259498,0.00045415212,0.000051292787],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000108260814,0.00012314433,0.00017880846,0.0001512746,0.0003635684,0.00012525497,0.00019218425,0.000046148267,0.000038994],"category_scores_gemma":[0.0007481073,0.0001203787,0.000031443687,0.00004605183,0.00008104439,0.00012575874,0.00011850167,0.00022219802,0.00004326336],"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":[0.00002142744,0.00012973955,0.73247814,0.000018280749,0.0005426192,6.756551e-7,0.016310494,0.00013372059,0.000035736273,0.002866866,0.0005546041,0.24690768],"study_design_scores_gemma":[0.00025991123,0.00009147141,0.95531183,0.00008562705,0.00003072718,0.0000042640963,0.026450029,0.00018611338,0.000019158093,0.00014046147,0.0172833,0.00013710561],"about_ca_topic_score_codex":0.0002258649,"about_ca_topic_score_gemma":0.000034014785,"teacher_disagreement_score":0.24677058,"about_ca_system_score_codex":0.00005000164,"about_ca_system_score_gemma":0.000025130741,"threshold_uncertainty_score":0.4908901},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9940388,0.00070573366,0.0000066836096,0.00044805853,0.00095554953,0.00018073965,0.000019946741,0.0000043850782,0.0036400976],"genre_scores_gemma":[0.99869055,0.00000821222,0.000008033409,0.000010841089,0.000111698864,0.000039290044,0.000006166017,0.000004923709,0.0011202868],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990649,0.00018270078,0.00037621552,0.00012437621,0.0001960358,0.000055737913],"domain_scores_gemma":[0.9970367,0.0010442602,0.00081753486,0.00017847453,0.0009143576,0.000008654527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042729793,0.000078876175,0.00015760069,0.00011587136,0.00029781356,0.0000106601865,0.000353827,0.00004517579,0.00001099997],"category_scores_gemma":[0.004229697,0.000047485322,0.00003058199,0.00007563235,0.0002841432,0.00009533973,0.00014452933,0.00024668872,0.0000017282734],"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":[0.0000063108623,0.00013418544,0.8742451,0.000008708532,0.0002136898,6.48661e-9,0.08827731,2.4035708e-7,0.000047143276,0.03048626,0.0001454399,0.0064356183],"study_design_scores_gemma":[0.0001772322,0.000038748323,0.850921,0.000063627056,0.00004312089,1.8339735e-7,0.14426988,5.022032e-7,0.00008486148,0.003991418,0.00037334155,0.00003611581],"about_ca_topic_score_codex":0.00026282194,"about_ca_topic_score_gemma":0.00004830151,"teacher_disagreement_score":0.055992573,"about_ca_system_score_codex":0.00002158043,"about_ca_system_score_gemma":0.00006015579,"threshold_uncertainty_score":0.5063648},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9536629,0.00013161667,0.000035105997,0.0037826737,0.00028313388,0.000030084144,0.000011333022,0.000033242333,0.042029917],"genre_scores_gemma":[0.9963511,0.000020005096,0.000020183914,0.0022235892,0.00031808525,0.000013905012,0.0000074042,0.0000070900273,0.0010386062],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99935496,0.00010937732,0.00010606569,0.00019584967,0.00007088071,0.00016284894],"domain_scores_gemma":[0.9997384,0.000114720155,0.000037688184,0.00005375879,0.000021764967,0.000033668344],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000069256006,0.0000856164,0.00011418894,0.000014757327,0.00005683113,0.00005688933,0.00010520835,0.000042693708,0.0017149801],"category_scores_gemma":[0.000040079878,0.000050720228,0.000018382902,0.00006893568,0.000093285125,0.000035086712,0.00004540182,0.000084906766,0.00004869676],"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":[0.00044083974,0.00009913124,0.8575386,0.000025659334,0.000104313636,0.000062023464,0.018491352,0.0000035397209,0.0011026366,0.05956571,0.0054198243,0.0571464],"study_design_scores_gemma":[0.0008530986,0.0003070048,0.9554259,0.00002889614,0.000016911967,0.000006807363,0.017877614,0.00062528177,0.00033319896,0.00042574632,0.023832677,0.0002668337],"about_ca_topic_score_codex":0.00096291146,"about_ca_topic_score_gemma":0.0000984695,"teacher_disagreement_score":0.09788736,"about_ca_system_score_codex":0.0000023544142,"about_ca_system_score_gemma":0.000008308054,"threshold_uncertainty_score":0.9991976},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68659204,0.00025496873,0.000019297275,0.000305467,0.00002478517,0.00006112946,0.0000016051627,0.0000016541122,0.31273904],"genre_scores_gemma":[0.9330203,0.000012280511,0.00091743603,0.00008961697,0.00008590565,0.0000087954895,0.000004613123,0.0000067150177,0.065854326],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99938756,0.000113100425,0.00008389119,0.00022030374,0.000047849015,0.00014729911],"domain_scores_gemma":[0.9997252,0.00009739518,0.00004254989,0.000073132695,0.000019930432,0.00004175349],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00017618085,0.00007193679,0.00010004874,0.00002582119,0.00011426426,0.00013910647,0.00013848607,0.00004175897,0.018488267],"category_scores_gemma":[0.000038375878,0.000060165938,0.000016042575,0.000039888244,0.000053638694,0.000089502515,0.00009017058,0.00017029526,0.002017608],"study_design_candidate":"design_other","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":[0.000019848821,0.00003067882,0.024305267,6.1833913e-7,0.000022863473,0.000004537588,0.0040842136,0.0000014485687,0.00009090931,0.00037806868,0.00028792894,0.97077364],"study_design_scores_gemma":[0.0006450573,0.0001573905,0.21221873,0.000023388193,0.000020571539,0.000016827478,0.013587313,0.00004176407,0.0003039189,0.00004450853,0.7727643,0.00017621409],"about_ca_topic_score_codex":0.000066388406,"about_ca_topic_score_gemma":0.000052381314,"teacher_disagreement_score":0.9705974,"about_ca_system_score_codex":0.0000042732395,"about_ca_system_score_gemma":0.000008721661,"threshold_uncertainty_score":0.99875945},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99538654,0.00029227615,0.00068198075,0.0002721404,0.000043241744,0.00009131552,0.000002187001,0.000106384556,0.0031239602],"genre_scores_gemma":[0.99758655,0.00005190113,0.0002904708,0.00019837201,0.00007663957,0.0000059147537,0.0000141147975,0.000018096267,0.0017579219],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990566,0.000096883516,0.00019759091,0.00026044704,0.00018773068,0.00020074847],"domain_scores_gemma":[0.9995877,0.0001402811,0.000086923814,0.000053126583,0.0000432306,0.00008869437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000118468175,0.00013386592,0.00021223817,0.000048296293,0.000059955026,0.0000283846,0.00012390122,0.000050971306,0.0004752076],"category_scores_gemma":[0.0001490545,0.0001169612,0.00004130232,0.00011685285,0.00003123831,0.000037332808,0.00012380886,0.0003662937,0.000027256072],"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":[0.000074953845,0.00019403387,0.94357204,0.000081969454,0.00025949714,0.000015820404,0.016717024,0.000684082,0.004049602,0.0027059224,0.000042744996,0.031602297],"study_design_scores_gemma":[0.00107394,0.0013528225,0.9446134,0.00006366452,0.00004836798,0.000002766793,0.04730507,0.0014353159,0.00047305936,0.0000074436725,0.0033754825,0.0002486746],"about_ca_topic_score_codex":0.000061167535,"about_ca_topic_score_gemma":0.0000050059557,"teacher_disagreement_score":0.031353623,"about_ca_system_score_codex":0.0000054970615,"about_ca_system_score_gemma":0.0000059014665,"threshold_uncertainty_score":0.520319},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97899485,0.00013893809,0.0004211214,0.00017984938,0.00006238827,0.000098120436,9.655774e-7,0.00002992237,0.02007382],"genre_scores_gemma":[0.99950844,0.000012428346,0.000025042451,0.00018793304,0.00004353128,0.000020898984,0.0000018534655,0.0000054151546,0.00019446081],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99905956,0.00017336695,0.00017664736,0.0001847952,0.00023946557,0.00016619371],"domain_scores_gemma":[0.9995724,0.0002498978,0.000057518882,0.000067373454,0.000023752855,0.000029037588],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00016124304,0.00009750521,0.00016005004,0.000037294063,0.00002873467,0.000031489017,0.00039239993,0.000042423682,0.001058603],"category_scores_gemma":[0.000088531786,0.000057303718,0.000039549854,0.00018967039,0.00003234849,0.000032735235,0.000047165315,0.0002616239,0.00005138094],"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":[0.000017344755,0.00006529189,0.96376836,0.000015745814,0.000043722364,0.00000439379,0.029035702,0.000021439895,0.00010259082,0.004191943,0.000043078548,0.002690407],"study_design_scores_gemma":[0.0002465671,0.00017548712,0.9749907,0.000012264301,0.000010011532,7.5069437e-7,0.02398525,0.0001907267,0.000037114198,0.00007713566,0.00019314997,0.00008081204],"about_ca_topic_score_codex":0.00009341673,"about_ca_topic_score_gemma":0.0000070608685,"teacher_disagreement_score":0.02051356,"about_ca_system_score_codex":0.0000024044637,"about_ca_system_score_gemma":0.0000073918422,"threshold_uncertainty_score":0.99985456},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97268885,0.00036661548,0.003005614,0.00015838598,0.0003478492,0.00022446165,0.000057934598,0.000029280593,0.023121005],"genre_scores_gemma":[0.9979589,0.00010141803,0.00046817813,0.0000061201486,0.00012930391,1.8150548e-7,0.00004725324,0.000009305514,0.0012793698],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99765337,0.0007452966,0.0003529941,0.000361801,0.0005608363,0.00032568094],"domain_scores_gemma":[0.9978815,0.00030032278,0.0008448459,0.00045304027,0.00037412104,0.00014617351],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00072656694,0.00023181364,0.00036456605,0.00009716261,0.0015283722,0.000017810959,0.00082563685,0.00024345836,0.00023560681],"category_scores_gemma":[0.00005381946,0.00020624738,0.0002840448,0.0001820474,0.0019614554,0.0005613144,0.00013280982,0.00066919473,0.0000090012945],"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":[0.0016548034,0.003413164,0.19986373,0.0001222589,0.0020661207,0.0000910424,0.10719256,0.0019993044,0.21505468,0.41964078,0.00063829037,0.048263267],"study_design_scores_gemma":[0.0012984439,0.0006077841,0.8064634,0.00018948544,0.00027550585,0.000022804086,0.1823214,0.00039794223,0.0055023674,0.0004459486,0.002137819,0.00033706473],"about_ca_topic_score_codex":0.0048601823,"about_ca_topic_score_gemma":0.00025366907,"teacher_disagreement_score":0.6065997,"about_ca_system_score_codex":0.000072284776,"about_ca_system_score_gemma":0.0002824338,"threshold_uncertainty_score":0.9997715},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8852495,0.00007262182,0.00033528876,0.0004140768,0.00035348235,0.00004350252,0.0000039778997,0.00005006103,0.11347751],"genre_scores_gemma":[0.98726916,0.00002114661,0.00037309594,0.000064569685,0.00017309767,0.000001389369,0.0000030776637,0.000008089871,0.012086354],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99931747,0.000106071064,0.00007207543,0.000277123,0.000066983,0.0001602978],"domain_scores_gemma":[0.9993909,0.00016427336,0.00015054109,0.00017908007,0.00004868856,0.00006649587],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00011716113,0.00011684074,0.00012944682,0.00005309354,0.00092971494,0.00014329921,0.00021054315,0.000113995484,0.0010882453],"category_scores_gemma":[0.00011902725,0.00009105592,0.00003775492,0.000033131724,0.00026924122,0.0001502066,0.00009196241,0.0003759279,0.000057261113],"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":[0.000054522523,0.000046619374,0.529456,0.00000655646,0.00009677769,0.0000044649373,0.0055448776,0.0000010631186,0.000028027895,0.40010712,0.00006917296,0.06458476],"study_design_scores_gemma":[0.00030121455,0.00007789384,0.9321187,0.00004339132,0.000012978212,0.000012184836,0.04204552,0.000022972397,0.00004991284,0.0039321785,0.021221744,0.0001612891],"about_ca_topic_score_codex":0.0007252604,"about_ca_topic_score_gemma":0.00012970659,"teacher_disagreement_score":0.40266266,"about_ca_system_score_codex":0.0000110388,"about_ca_system_score_gemma":0.000029474919,"threshold_uncertainty_score":0.9998249},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98450285,0.00043380048,0.0020194456,0.0021826606,0.000056681907,0.0001566105,0.00000829589,0.00031560042,0.010324069],"genre_scores_gemma":[0.99840415,0.000022232332,0.000948445,0.00019853303,0.00007020346,0.000020564341,0.000009089695,0.000018645565,0.0003081671],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988649,0.000087497916,0.00019014478,0.00044462256,0.000112505455,0.00030036026],"domain_scores_gemma":[0.9996346,0.000090151174,0.000056387707,0.00009224132,0.000027779668,0.00009881057],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00015638628,0.00021013708,0.00026539864,0.000093997674,0.00017268835,0.00021246004,0.00015795825,0.00011047012,0.00013086695],"category_scores_gemma":[0.000096834345,0.00016964682,0.000027429776,0.00006366594,0.000071885144,0.00014110842,0.00019180472,0.0005775492,0.000016711243],"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":[0.00006171234,0.00021118237,0.571648,0.00018301235,0.0005874421,0.000074445314,0.039946534,0.000021392892,0.0086615,0.32104772,0.00039631026,0.05716076],"study_design_scores_gemma":[0.001964066,0.0006828683,0.77912974,0.00014593973,0.00008988589,0.000045026678,0.210283,0.0005410806,0.00025184735,0.00036062094,0.0058353357,0.0006706099],"about_ca_topic_score_codex":0.000091063055,"about_ca_topic_score_gemma":0.000012560197,"teacher_disagreement_score":0.32068712,"about_ca_system_score_codex":0.000010409311,"about_ca_system_score_gemma":0.000010887734,"threshold_uncertainty_score":0.69179964},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98850083,0.0010228375,0.00003984256,0.0009978993,0.00069097773,0.000032979176,4.5516603e-7,9.56539e-7,0.008713221],"genre_scores_gemma":[0.99842364,0.00095751556,0.00017156797,0.000009840501,0.000043371674,4.49291e-8,1.4697441e-7,0.000002797488,0.00039108898],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9993583,0.00022280277,0.0001569318,0.00006155537,0.00014482472,0.00005560551],"domain_scores_gemma":[0.99800044,0.0004343155,0.0011824307,0.000081669146,0.00027466114,0.000026466589],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047262418,0.000044847882,0.0001139955,0.00004754213,0.00027324195,0.000014882326,0.00018782633,0.000046986483,0.000025647316],"category_scores_gemma":[0.0007212759,0.00003638625,0.000024700845,0.00004285244,0.00030242043,0.00026520927,0.000021032114,0.00030524965,5.242292e-7],"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":[0.0018837873,0.0007041973,0.16009787,0.000040177907,0.000113977156,4.79467e-7,0.07299007,0.000011115386,0.00085921993,0.0010101238,0.00018818911,0.7621008],"study_design_scores_gemma":[0.00033135587,0.0004801449,0.8797183,0.0013593677,0.00022417388,0.00007692617,0.116670854,0.000020493942,0.00036652826,0.00011439223,0.00059373904,0.00004373273],"about_ca_topic_score_codex":0.00003118949,"about_ca_topic_score_gemma":7.4178655e-7,"teacher_disagreement_score":0.76205707,"about_ca_system_score_codex":0.000020306225,"about_ca_system_score_gemma":0.00008433405,"threshold_uncertainty_score":0.21015838},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96050876,0.000052902848,0.0005174362,0.009599926,0.000045009954,0.000090303794,9.472613e-7,0.000015643162,0.02916906],"genre_scores_gemma":[0.993443,0.000002439572,0.000061975246,0.0061511924,0.000044245367,0.000018722898,0.000004284037,0.000004269274,0.00026987086],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99947447,0.00007960926,0.000096651536,0.00015209404,0.00007272934,0.00012447659],"domain_scores_gemma":[0.9997817,0.00011750172,0.000014688118,0.000063303785,0.000006612526,0.000016152004],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00006883944,0.000054936456,0.0000621424,0.000032048723,0.000008190206,0.000017707502,0.000100411984,0.000026149726,0.001523802],"category_scores_gemma":[0.000042632622,0.000036301153,0.000024118819,0.00012301051,0.000008884061,0.000020157908,0.000014937611,0.00017469862,0.00014204058],"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":[0.00008769478,0.00009324906,0.388675,0.000023949966,0.000073108014,0.00011547119,0.54555035,0.00068865385,0.0005053021,0.010001026,0.005500711,0.0486855],"study_design_scores_gemma":[0.00039508883,0.000041996038,0.9765344,0.000004922341,0.0000037750867,0.000005720163,0.017737117,0.0025644894,0.000056327557,0.0001931184,0.0023779373,0.00008508604],"about_ca_topic_score_codex":0.00031439945,"about_ca_topic_score_gemma":0.000043946256,"teacher_disagreement_score":0.58785945,"about_ca_system_score_codex":0.000004338436,"about_ca_system_score_gemma":0.0000032171479,"threshold_uncertainty_score":0.99938893},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43112493,0.00018479832,0.05639382,0.010392746,0.0006028676,0.00038233347,0.000047804962,0.0004093956,0.5004613],"genre_scores_gemma":[0.9934796,0.0000010291847,0.0003809776,0.00183454,0.00016460856,0.000027860322,0.000010964889,0.0000068637582,0.0040935194],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996831,0.000010723642,0.000052041934,0.00011978117,0.000029132269,0.000105257706],"domain_scores_gemma":[0.99979544,0.00008418944,0.000011808314,0.0000365669,0.000023091414,0.00004891285],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000019676014,0.000046843463,0.000057558445,0.000008578671,0.00002044151,0.000010138286,0.000056330304,0.000025884481,0.0028728268],"category_scores_gemma":[0.000045734254,0.000037281246,0.000035038844,0.00003783334,0.0000109341945,0.000012783042,0.0000062955432,0.000043911135,0.00034472984],"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":[0.00019230026,0.00012189359,0.013112644,0.00003928784,0.00023942898,0.000010185121,0.0139417155,0.000011062576,0.00040391236,0.58131254,0.13990635,0.2507087],"study_design_scores_gemma":[0.00332642,0.0018923368,0.09387095,0.000014893947,0.00008197947,0.0000032479118,0.025695002,0.00243205,0.0013329252,0.0013333231,0.86932576,0.0006911252],"about_ca_topic_score_codex":0.000011890435,"about_ca_topic_score_gemma":0.0000013506329,"teacher_disagreement_score":0.7294194,"about_ca_system_score_codex":0.0000016909182,"about_ca_system_score_gemma":0.0000041522953,"threshold_uncertainty_score":0.9980387},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8954374,0.0011712622,0.00001911386,0.00019724677,0.000023128274,0.00007615738,0.000002464197,0.00003163541,0.10304157],"genre_scores_gemma":[0.9867642,0.00025165308,0.000015555812,0.00034024997,0.00002427951,0.000019918574,0.0000081472945,0.0000075400903,0.01256849],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994053,0.00017959112,0.00008664458,0.00015734551,0.00004404247,0.00012707137],"domain_scores_gemma":[0.99974173,0.00015744228,0.000019287992,0.000036296675,0.000018314404,0.000026924014],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00010680315,0.00006133736,0.00009469447,0.000035773668,0.00007868176,0.00001954369,0.000030786723,0.000035448385,0.018266467],"category_scores_gemma":[0.00004721246,0.00005507217,0.000013492076,0.00012797893,0.00004394958,0.00003270129,0.000008310584,0.00019326257,0.0010221308],"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":[0.000015489315,0.000056408975,0.06688571,0.000007451893,0.00001731503,0.0000120635095,0.009521881,4.2917716e-7,0.000013800047,0.0011580033,0.00006592095,0.9222455],"study_design_scores_gemma":[0.00061606715,0.00011810108,0.9590673,0.00010060511,0.000017586737,0.0000104626415,0.0062876,0.000013343291,0.000008100165,0.0003002968,0.033336915,0.00012366498],"about_ca_topic_score_codex":0.00017478199,"about_ca_topic_score_gemma":0.0000427245,"teacher_disagreement_score":0.9221219,"about_ca_system_score_codex":0.0000053081035,"about_ca_system_score_gemma":0.000009497759,"threshold_uncertainty_score":0.9997557},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9811641,0.00025904863,0.00016302992,0.0012152392,0.00063146395,0.0002126747,0.0000028978302,0.0000090714875,0.01634245],"genre_scores_gemma":[0.9978162,0.000042816875,0.00015384435,0.00010490463,0.00007793582,0.00005475397,0.000004798798,0.0000071035915,0.0017376663],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993079,0.00015320972,0.00013283025,0.0002129482,0.000064369946,0.00012877515],"domain_scores_gemma":[0.99934,0.00010751836,0.00014823837,0.00031524285,0.00005958377,0.000029408797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003421708,0.0000896592,0.00012692236,0.00007010281,0.00024479863,0.000050933635,0.0002187845,0.000054125678,0.000060822167],"category_scores_gemma":[0.00037721032,0.000058500198,0.000022217439,0.000045378994,0.0001289079,0.00007049189,0.00003612674,0.00019846248,0.000008666527],"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":[0.00007153531,0.00007877518,0.60788685,0.000011566796,0.000014225921,3.536601e-8,0.008271358,0.000004529953,0.000028292267,0.001749021,0.0009890063,0.3808948],"study_design_scores_gemma":[0.0001223936,0.0001559757,0.9735481,0.000087296816,0.00000453829,2.978875e-7,0.02315851,0.00009812006,0.00021092388,0.0015462659,0.0009973303,0.00007020651],"about_ca_topic_score_codex":0.00014109358,"about_ca_topic_score_gemma":0.000021965432,"teacher_disagreement_score":0.3808246,"about_ca_system_score_codex":0.00002339946,"about_ca_system_score_gemma":0.000045895667,"threshold_uncertainty_score":0.23855689},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99791604,0.0000693901,0.000034235192,0.00016236144,0.00004447672,0.0001727158,0.000001455785,0.000016043608,0.0015832614],"genre_scores_gemma":[0.9996673,0.000034682165,0.0000059036806,0.00003484336,0.000025934753,0.000016971902,0.000002529565,0.0000074338336,0.00020441225],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991384,0.00022203494,0.00013626441,0.00016652206,0.00023094691,0.00010582811],"domain_scores_gemma":[0.9993709,0.00038540532,0.000110751964,0.00006788901,0.000026820693,0.0000382859],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001059619,0.000106863576,0.00018553693,0.0000205206,0.00008045676,0.000016674267,0.00010434439,0.00002859952,0.00006360569],"category_scores_gemma":[0.000043794906,0.0000497803,0.000028601487,0.00005084625,0.0001386372,0.000015467549,0.00004697943,0.00014643156,0.0000038322864],"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":[0.00070700963,0.000059748287,0.9580031,0.000037520556,0.00017871823,8.2894445e-7,0.0009786725,0.000006339197,0.00037066816,0.0011800193,0.000007885536,0.038469464],"study_design_scores_gemma":[0.0013419642,0.0061668195,0.98733425,0.000044895274,0.000040119117,7.475794e-7,0.0021234134,0.000011230646,0.0027985966,0.000003886963,0.00007593568,0.000058121645],"about_ca_topic_score_codex":0.000029319372,"about_ca_topic_score_gemma":0.000014447889,"teacher_disagreement_score":0.03841134,"about_ca_system_score_codex":0.000004366461,"about_ca_system_score_gemma":0.0000027241645,"threshold_uncertainty_score":0.20299818},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9709213,0.000039384446,0.00003149632,0.000020857848,0.009517247,0.00006633255,0.000026805903,0.0000076697515,0.019368904],"genre_scores_gemma":[0.9941193,0.000056393757,0.000068642235,0.000060919025,0.0055158995,0.000002454392,0.000010253635,0.000011532418,0.00015463424],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980362,0.00025942354,0.0006086137,0.00013457728,0.0008391279,0.000122054604],"domain_scores_gemma":[0.98115116,0.0005405236,0.001943154,0.0001937035,0.016111258,0.000060219176],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0010107842,0.00011901161,0.0002146434,0.0001326266,0.00012317613,0.00009942522,0.0015392319,0.0001004407,0.00017061128],"category_scores_gemma":[0.0674243,0.000085422755,0.00008931461,0.000035650683,0.00023118219,0.00008880398,0.000094346084,0.0007251863,0.0000023847658],"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":[0.00024985522,0.00020088976,0.9564974,0.000008907766,0.00044879538,0.0000053937847,0.020831296,0.000102897415,0.00007258465,0.018825281,0.0004936127,0.002263111],"study_design_scores_gemma":[0.0014539184,0.0014237582,0.96153665,0.0005194011,0.00011953088,4.527123e-7,0.01848217,0.000040860086,0.0022502572,0.0034713533,0.010525471,0.00017618878],"about_ca_topic_score_codex":0.000036331574,"about_ca_topic_score_gemma":0.000004477467,"teacher_disagreement_score":0.066413514,"about_ca_system_score_codex":0.00002460635,"about_ca_system_score_gemma":0.000059285645,"threshold_uncertainty_score":0.9404312},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6735624,0.00022810702,0.000113432034,0.0008479608,0.0003624522,0.0028158124,0.000015040754,0.000087310225,0.32196748],"genre_scores_gemma":[0.97647953,0.0001982067,0.00010422841,0.0002463227,0.00011792882,0.0031529304,0.000047545163,0.00004225069,0.019611053],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9932924,0.0013381849,0.0006097993,0.0012545561,0.0019612457,0.001543812],"domain_scores_gemma":[0.99811876,0.00033102283,0.00011521071,0.00079916004,0.00037019645,0.00026567793],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0032931422,0.0003602808,0.00039444346,0.0006345178,0.0002976706,0.00048140626,0.0011676435,0.00014002778,0.0031912462],"category_scores_gemma":[0.0000565706,0.00033838605,0.00014967997,0.0011430138,0.00046591018,0.00029587804,0.0014093802,0.00078162656,0.004909117],"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":[0.00020234009,0.004473756,0.49157995,0.0005264648,0.0013610886,0.00075643585,0.004123801,0.0000020933232,0.0000019258791,0.1388274,0.009222134,0.3489226],"study_design_scores_gemma":[0.0017327274,0.00040214593,0.90326566,0.00024516459,0.00003677636,8.6166193e-7,0.074948736,0.000010674628,0.0000064931137,0.01715019,0.0018221765,0.00037841205],"about_ca_topic_score_codex":0.0024548145,"about_ca_topic_score_gemma":0.000043926073,"teacher_disagreement_score":0.4116857,"about_ca_system_score_codex":0.00029364444,"about_ca_system_score_gemma":0.0000133611875,"threshold_uncertainty_score":0.99990684},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9275027,0.00028801852,0.00041015696,0.00076038705,0.0018183972,0.00007682144,0.0000034248528,0.00000758045,0.069132544],"genre_scores_gemma":[0.98962176,0.000022073129,0.00016675095,0.000062558414,0.00020123998,6.007569e-7,2.72706e-7,0.000014098421,0.009910667],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.996416,0.00247774,0.0002713347,0.00023333186,0.00031962452,0.00028196993],"domain_scores_gemma":[0.9983109,0.00033855872,0.00065447146,0.000545114,0.000073754054,0.00007717363],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.011010098,0.00011832747,0.00011725198,0.00005357391,0.0055802423,0.0010596423,0.0012777066,0.000025937416,0.000097215874],"category_scores_gemma":[0.0008648007,0.00005115856,0.00016015503,0.000046379042,0.00054579007,0.00010768053,0.00032447337,0.0012952074,0.000050311995],"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":[0.00011353954,0.000111003945,0.06865146,0.000004392288,0.00028904245,0.000021515332,0.07493357,0.000021600456,0.0091021545,0.006356183,0.0101493485,0.8302462],"study_design_scores_gemma":[0.00042372377,0.00019073213,0.9768026,0.00015526045,0.000029494458,0.0000612672,0.007894613,0.000051874,0.00018129672,0.0023766316,0.011720366,0.00011216533],"about_ca_topic_score_codex":0.00002013561,"about_ca_topic_score_gemma":0.0000015117087,"teacher_disagreement_score":0.9081511,"about_ca_system_score_codex":0.000023540648,"about_ca_system_score_gemma":0.000030481237,"threshold_uncertainty_score":0.99997735},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99332786,0.00019552796,0.000049650484,0.002064675,0.00037781752,0.00031960307,0.0000022819677,0.000018627778,0.003643951],"genre_scores_gemma":[0.9980325,0.000057889047,0.0000054833113,0.00010175758,0.0013679279,0.000007782359,0.0000011762876,0.000021334065,0.00040416632],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9899115,0.0071984353,0.0007586816,0.00035950114,0.0012830426,0.0004888667],"domain_scores_gemma":[0.99527735,0.0022584267,0.0017254308,0.0001703939,0.00048176487,0.00008664084],"candidate_categories":["sts"],"consensus_categories":["sts"],"category_scores_codex":[0.008889841,0.00030026663,0.0005723323,0.00015507585,0.0036346621,0.00026339482,0.0012029188,0.000073480885,0.00071081734],"category_scores_gemma":[0.0021916307,0.00011626525,0.00042204413,0.0005339889,0.0056421096,0.00024293645,0.00017206406,0.0021446971,0.000009501402],"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":[0.00088868325,0.00034405285,0.6288681,0.000010021035,0.00036130357,0.000009489151,0.305591,0.00090680574,0.00061449973,0.00037980574,0.00043879918,0.061587434],"study_design_scores_gemma":[0.0010100841,0.0060212254,0.6359185,0.000095638854,0.00011473396,0.00005915974,0.35496333,0.00097442087,0.000045301113,0.00023097251,0.00042697976,0.0001396615],"about_ca_topic_score_codex":0.00027715057,"about_ca_topic_score_gemma":0.000028752902,"teacher_disagreement_score":0.061447773,"about_ca_system_score_codex":0.00004536797,"about_ca_system_score_gemma":0.00016258111,"threshold_uncertainty_score":0.9976625},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9880738,0.00006414441,0.010671163,0.00002304911,0.00024265818,0.000060255243,0.00019602671,0.0000018867274,0.000666987],"genre_scores_gemma":[0.9959409,0.00008156604,0.003809033,0.0000028962868,0.000053713204,2.268088e-7,0.0000056681424,0.0000031334384,0.00010284919],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99882317,0.00020071956,0.00040696334,0.00011427289,0.00038275894,0.00007211085],"domain_scores_gemma":[0.9971441,0.00038971478,0.000825012,0.000059863647,0.0015327093,0.000048591366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042797145,0.00007397903,0.00022736577,0.00009647096,0.000034866465,0.000011316531,0.00027160015,0.000048945425,0.00022781178],"category_scores_gemma":[0.000425358,0.000057555248,0.000046790974,0.000049579154,0.00033950928,0.00010330911,0.000084714164,0.00015737013,7.3294274e-7],"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":[0.0015923386,0.00042325002,0.966473,0.000047722362,0.0003052701,0.000005631235,0.0030807701,0.00008168587,0.0008710893,0.007477313,0.00008999816,0.01955192],"study_design_scores_gemma":[0.0019034989,0.0016969551,0.96139914,0.0003207345,0.000061154315,0.000007939515,0.0033316803,0.0008137535,0.0010190343,0.029180499,0.00016484474,0.00010074406],"about_ca_topic_score_codex":0.00025881836,"about_ca_topic_score_gemma":0.000044991302,"teacher_disagreement_score":0.021703186,"about_ca_system_score_codex":0.00002100371,"about_ca_system_score_gemma":0.000069082715,"threshold_uncertainty_score":0.24943791},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6959964,0.0032571892,0.00195322,0.0021099132,0.0028554744,0.0022127612,0.001361987,0.000903908,0.28934914],"genre_scores_gemma":[0.92488337,0.001865852,0.0035065187,0.0013364125,0.0016500168,0.000094693954,0.00053257856,0.00034134169,0.06578919],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9881961,0.0014575036,0.0018197442,0.0036786434,0.00158846,0.0032595585],"domain_scores_gemma":[0.9922665,0.0012753212,0.0014151307,0.002183895,0.0016904653,0.0011687275],"candidate_categories":["metaepi_narrow","sts","research_integrity","insufficient_payload"],"consensus_categories":["metaepi_narrow","insufficient_payload"],"category_scores_codex":[0.0010569667,0.0023133305,0.0022727328,0.0012252076,0.0019203678,0.00086342695,0.002779307,0.0016088551,0.022782475],"category_scores_gemma":[0.00025487572,0.002425744,0.001031791,0.002321368,0.0026122874,0.0015458392,0.0010796518,0.0017437573,0.008973256],"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":[0.011369354,0.012860776,0.072254345,0.0030471412,0.014965697,0.00741551,0.0945402,0.00060280977,0.00686601,0.14135599,0.25370932,0.38101283],"study_design_scores_gemma":[0.021208545,0.014792709,0.1428398,0.0040648417,0.0040783,0.00084529375,0.19167161,0.027370175,0.0051527307,0.007136834,0.56702435,0.013814811],"about_ca_topic_score_codex":0.0012099557,"about_ca_topic_score_gemma":0.00018174708,"teacher_disagreement_score":0.36719802,"about_ca_system_score_codex":0.000521755,"about_ca_system_score_gemma":0.0005800932,"threshold_uncertainty_score":0.99968725},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5790862,0.41247258,0.000008424452,0.0002634233,0.00010229681,0.0003243565,0.000010844085,0.000059584465,0.0076723197],"genre_scores_gemma":[0.99062395,0.0023095843,0.000022331114,0.00046816602,0.000643957,0.00006881534,0.000019997506,0.000011353949,0.0058318563],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99858296,0.0006587091,0.00021437733,0.00025018546,0.00012331073,0.0001704563],"domain_scores_gemma":[0.9972332,0.0022152287,0.00014390935,0.00014084535,0.00023675819,0.000030052875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006504563,0.00016769946,0.00039127818,0.000046734654,0.0006086911,0.0001401318,0.00008929873,0.00006656176,0.00002936466],"category_scores_gemma":[0.005303522,0.0000892745,0.00004440486,0.00018988141,0.00025105343,0.00009421747,0.00008125668,0.0004097492,0.000008872806],"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":[0.0000051329744,0.000008728513,0.04727166,0.006988321,0.0003845682,0.000016187529,0.93774086,5.9016703e-9,4.6047427e-7,0.0060690697,0.0011242545,0.00039077344],"study_design_scores_gemma":[0.00032042907,0.00023915734,0.1261398,0.06736302,0.0006421332,0.000015886177,0.8032592,3.2243008e-7,0.0000033949132,0.00093214284,0.000832031,0.00025249043],"about_ca_topic_score_codex":0.0000084432595,"about_ca_topic_score_gemma":0.000007925287,"teacher_disagreement_score":0.41153777,"about_ca_system_score_codex":0.000006164077,"about_ca_system_score_gemma":0.0000032674538,"threshold_uncertainty_score":0.6349194},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9904506,0.0017963302,0.0000036223312,0.0010458526,0.0005611977,0.0001991018,7.377385e-7,0.00004694724,0.005895612],"genre_scores_gemma":[0.95677024,0.00029114206,0.000004231517,0.00045842677,0.00014648125,0.00015035406,0.0000017772674,0.000016769583,0.04216056],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977691,0.0009262056,0.00027292475,0.00034302264,0.00041449457,0.0002742106],"domain_scores_gemma":[0.9939862,0.004605164,0.00035647355,0.00014029139,0.000874223,0.000037636815],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0008760432,0.00019960053,0.00024101778,0.00006999866,0.0016873166,0.00010162791,0.00024822532,0.000065416134,0.00020515434],"category_scores_gemma":[0.0012611952,0.00011114606,0.00004947049,0.00022900866,0.0008748694,0.000078520025,0.00017597273,0.0008061708,0.00018097299],"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":[0.0000712774,0.00011267546,0.9508381,0.000009492733,0.00042510594,5.447071e-7,0.029563019,0.000012197385,0.00003418908,0.008881802,0.00020086195,0.009850724],"study_design_scores_gemma":[0.00021640724,0.00039281632,0.8321896,0.00015132016,0.00005100748,0.0000012434257,0.15887849,6.8458365e-7,0.000030342566,0.00019394477,0.0077775773,0.00011652814],"about_ca_topic_score_codex":0.00011784591,"about_ca_topic_score_gemma":0.000015043388,"teacher_disagreement_score":0.12931547,"about_ca_system_score_codex":0.000022711745,"about_ca_system_score_gemma":0.000042572414,"threshold_uncertainty_score":0.99961233},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81420815,0.00023275726,0.00014248825,0.000017142529,0.00036993474,0.00024551476,0.0000028870863,0.00047912035,0.18430203],"genre_scores_gemma":[0.9870336,0.0000028403788,0.0000834805,0.00014073319,0.0009254208,0.00005782034,0.00004713526,0.00006140195,0.011647548],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99670875,0.0010255049,0.00037129273,0.0006955825,0.00044578203,0.000753079],"domain_scores_gemma":[0.99900556,0.0003484868,0.00020117332,0.0002818059,0.00006237671,0.00010057655],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0015173352,0.00033690708,0.0003408243,0.00030874,0.0004652166,0.00023721128,0.00049640617,0.0001530275,0.0008474966],"category_scores_gemma":[0.0011892186,0.000303065,0.00010307039,0.0002447233,0.00013742846,0.00019227478,0.00013026535,0.0022298624,0.00040009766],"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":[0.000091964794,0.00043004256,0.23224856,0.000023449002,0.000078086436,0.0003733993,0.6229461,0.00019652203,0.00077784853,0.0076091434,0.000076095705,0.1351488],"study_design_scores_gemma":[0.0018342754,0.0018940761,0.2240734,0.00026998363,0.000038381633,0.0000139889635,0.76925826,0.00044398717,0.0005499074,0.000102128455,0.0007594679,0.000762146],"about_ca_topic_score_codex":0.0011564757,"about_ca_topic_score_gemma":0.000138081,"teacher_disagreement_score":0.1728255,"about_ca_system_score_codex":0.000089894245,"about_ca_system_score_gemma":0.000035537123,"threshold_uncertainty_score":0.9999421},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95967174,0.00032405398,0.002929901,0.0002570844,0.00034565697,0.00009674374,0.000001387137,0.000007229118,0.036366224],"genre_scores_gemma":[0.9946335,0.0000061084193,0.0029446876,0.000032440923,0.000646486,0.0000023919115,0.0000024498038,0.000010493584,0.0017214186],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991153,0.00015080623,0.00036236548,0.00009982431,0.00017170128,0.00009999403],"domain_scores_gemma":[0.99856544,0.00029152294,0.0007386914,0.000077651945,0.00028430062,0.00004239189],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006886339,0.000087388784,0.00019181066,0.00023807104,0.00013188305,0.000035334066,0.00008556342,0.000042380787,0.00013655513],"category_scores_gemma":[0.00021194416,0.00007099648,0.000045352725,0.00008901533,0.00011623165,0.00014955133,0.000015744945,0.0003067241,0.0000074636782],"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":[0.000027897038,0.0002477787,0.7526187,0.000020142392,0.00014873363,4.3252396e-7,0.07423255,0.0000010244917,0.00016755475,0.08260143,0.0006210198,0.08931277],"study_design_scores_gemma":[0.00029485254,0.00029706542,0.9325128,0.00036189068,0.00012618297,0.000020024674,0.04972143,0.000010778173,0.00013685392,0.015773049,0.00065568666,0.00008936965],"about_ca_topic_score_codex":0.000035370944,"about_ca_topic_score_gemma":0.000022407608,"teacher_disagreement_score":0.17989415,"about_ca_system_score_codex":0.00003947412,"about_ca_system_score_gemma":0.00007721559,"threshold_uncertainty_score":0.28951523},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90090406,0.0003976253,0.000030892134,0.00039179626,0.0067487257,0.0000989075,0.000008424048,0.00006112587,0.09135845],"genre_scores_gemma":[0.9128648,0.000060693903,0.00007904543,0.00027043108,0.0007838356,0.00015066378,0.00001716454,0.00000945554,0.08576392],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99888355,0.00011685664,0.0002093855,0.00029297837,0.00033854964,0.00015871102],"domain_scores_gemma":[0.9978257,0.0001674969,0.00015777275,0.0000933262,0.0017160813,0.000039669394],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00018369501,0.00012317556,0.00013501142,0.00013400057,0.00024994207,0.000063843,0.0003142639,0.00004297652,0.0023196114],"category_scores_gemma":[0.00047679103,0.00010487297,0.0000439456,0.00013385568,0.0002783687,0.00012310446,0.000109270106,0.00014586626,0.0009296056],"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":[0.00004090626,0.0003277991,0.92490876,0.0000044478284,0.0006156571,0.00000118028,0.017433189,4.5470102e-7,0.000012874211,0.0065381057,0.019203642,0.030912964],"study_design_scores_gemma":[0.00025072237,0.0001910052,0.85610014,0.00006414093,0.00002346811,0.0000029255511,0.089696385,0.0000051077745,0.000040786912,0.0016538503,0.05183712,0.00013434963],"about_ca_topic_score_codex":0.00015436544,"about_ca_topic_score_gemma":0.00008053189,"teacher_disagreement_score":0.072263196,"about_ca_system_score_codex":0.000056495745,"about_ca_system_score_gemma":0.00005355328,"threshold_uncertainty_score":0.9998483},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98722136,0.0009719351,0.00013227765,0.006364992,0.0009922893,0.00039161113,0.000022013319,0.0000042968877,0.0038992271],"genre_scores_gemma":[0.997975,0.000044444754,0.000070957365,0.00027378334,0.00028903142,0.00032645822,0.00004501551,0.000004107743,0.00097122916],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990533,0.00021916915,0.00029053885,0.000115204355,0.00025119237,0.000070570175],"domain_scores_gemma":[0.99434537,0.00393325,0.00030316037,0.000095458454,0.0013155838,0.0000072029475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000982294,0.00006856715,0.00011013182,0.00007218319,0.00028015836,0.000042486223,0.00028800115,0.000028267232,0.000008096288],"category_scores_gemma":[0.0022216076,0.00003447965,0.000040252045,0.0001210339,0.00048956886,0.000059341146,0.000041540545,0.000084977255,0.0000035989683],"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":[0.000107893684,0.00013075706,0.7253055,0.000010973615,0.00019451795,7.068084e-9,0.04007514,1.1493982e-7,0.0000027192013,0.21942201,0.00146102,0.013289357],"study_design_scores_gemma":[0.00045539252,0.000042072406,0.78717154,0.00007269987,0.000048886937,6.5789095e-7,0.13953686,0.0000013345486,0.00001634692,0.071230315,0.001392498,0.00003138656],"about_ca_topic_score_codex":0.00011715092,"about_ca_topic_score_gemma":0.00009036977,"teacher_disagreement_score":0.14819169,"about_ca_system_score_codex":0.000018547835,"about_ca_system_score_gemma":0.000066770874,"threshold_uncertainty_score":0.26596323},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9874278,0.00035761352,0.0078461515,0.0038403722,0.000052166484,0.00029412867,0.000008987254,0.000024770108,0.00014801278],"genre_scores_gemma":[0.9514855,0.000030505922,0.037724312,0.000043795655,0.000046817197,0.00015898202,0.000034412144,0.000009282516,0.010466382],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99910164,0.00006216494,0.00014838768,0.00026681763,0.00014428774,0.00027671023],"domain_scores_gemma":[0.9986377,0.0004910453,0.000048118116,0.000087728884,0.0006774432,0.00005799886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00038985128,0.00007984757,0.0001117329,0.0002569237,0.000309864,0.000020334359,0.00009499272,0.00011446642,0.0001341769],"category_scores_gemma":[0.00032631433,0.00007081302,0.000007311189,0.00018139425,0.0007567228,0.000043708875,0.00008428261,0.00023176151,0.000015759282],"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":[0.0008784453,0.0035408153,0.27004036,0.00013857262,0.00058665185,0.0000034575755,0.026679344,0.000025161133,0.002318903,0.15013178,0.024213381,0.5214431],"study_design_scores_gemma":[0.002373601,0.003194394,0.83765864,0.00019616494,0.000032659525,0.000053356227,0.02149344,0.009209874,0.004230908,0.08337386,0.037486687,0.00069640623],"about_ca_topic_score_codex":0.00001168631,"about_ca_topic_score_gemma":0.000017264068,"teacher_disagreement_score":0.56761825,"about_ca_system_score_codex":0.000017453876,"about_ca_system_score_gemma":0.00044455068,"threshold_uncertainty_score":0.2887671},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9927921,0.0016844121,0.000042231724,0.0013516891,0.002048111,0.00022246724,0.000004320133,0.000060894523,0.001793727],"genre_scores_gemma":[0.98537177,0.00006025027,0.00020253821,0.000919705,0.00072072167,0.00017308524,0.000014456232,0.000019677564,0.012517792],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99858546,0.00022369828,0.00030656345,0.00035042106,0.0002983294,0.0002355463],"domain_scores_gemma":[0.9983859,0.00022967506,0.00023780506,0.00020267336,0.0008469942,0.00009696012],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00035854976,0.00018136442,0.0002744964,0.0001984623,0.00027177148,0.000046147587,0.00021714963,0.000060569066,0.0007131228],"category_scores_gemma":[0.00008674165,0.00014841252,0.000047663467,0.0004473276,0.00019439158,0.000089927045,0.00014157627,0.00017260453,0.00044459366],"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":[0.00003875884,0.00017443622,0.9735878,0.0000266664,0.0004435392,1.941232e-7,0.006657635,0.0000015255393,0.0005121907,0.008339174,0.005764501,0.0044535436],"study_design_scores_gemma":[0.00023530626,0.00032455436,0.88655925,0.00013233998,0.000059370046,4.1267938e-7,0.105425455,9.157214e-8,0.0006841836,0.00051655906,0.0059140874,0.00014836938],"about_ca_topic_score_codex":0.00021698003,"about_ca_topic_score_gemma":0.000014867983,"teacher_disagreement_score":0.098767824,"about_ca_system_score_codex":0.00006231213,"about_ca_system_score_gemma":0.000091313384,"threshold_uncertainty_score":0.7808194},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9743393,0.021926643,0.000015009264,0.00042572117,0.00025243204,0.00019529433,0.00005007921,0.00007104186,0.002724471],"genre_scores_gemma":[0.97434217,0.00013943689,0.000048025053,0.00025614476,0.00040156767,0.000042541797,0.000040515904,0.000017359447,0.024712212],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987673,0.00022475683,0.00016148212,0.00039951768,0.0001843654,0.00026254242],"domain_scores_gemma":[0.9992879,0.0002702375,0.000064043634,0.0001028283,0.00018993186,0.00008503743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00024840832,0.00020425985,0.00022917677,0.00008481039,0.00040802936,0.0001934141,0.0000973256,0.00008136451,0.0000348568],"category_scores_gemma":[0.00051167054,0.00015829688,0.000028652144,0.00019012271,0.00008564529,0.000104590545,0.00014932208,0.00030762563,0.000025193724],"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":[0.00006555414,0.00007209567,0.22211502,0.00004025013,0.00032091656,0.000030496747,0.7672979,1.4530738e-7,0.000183639,0.004196027,0.0024175523,0.0032604064],"study_design_scores_gemma":[0.0013140888,0.00081856095,0.37875345,0.0003675893,0.000090645444,0.0000047487697,0.6069887,0.0000012316327,0.00018215261,0.00014800356,0.010910296,0.0004204951],"about_ca_topic_score_codex":0.000014616098,"about_ca_topic_score_gemma":0.000050812367,"teacher_disagreement_score":0.16030917,"about_ca_system_score_codex":0.000011487699,"about_ca_system_score_gemma":0.0000038095711,"threshold_uncertainty_score":0.6455159},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96334046,0.0012237217,0.00033112135,0.000095902746,0.0003527751,0.00046828788,0.000014096742,0.0003911507,0.033782456],"genre_scores_gemma":[0.99131256,0.000028052797,0.0001946061,0.00008988272,0.0013104423,0.00008957952,0.00004902257,0.000083606246,0.0068422626],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99378896,0.003049539,0.00062060583,0.0009577961,0.000585945,0.0009971617],"domain_scores_gemma":[0.99682,0.0020351475,0.00034163534,0.00055042823,0.000068412206,0.00018443231],"candidate_categories":["metaepi_narrow","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0031711836,0.00052534207,0.00057252846,0.00023394011,0.0013987606,0.0006588732,0.0009451111,0.00027733322,0.00012786691],"category_scores_gemma":[0.003217526,0.00039498598,0.00011751771,0.0001720014,0.00039636425,0.00026444087,0.00047445679,0.00325997,0.000049476577],"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":[0.000049283968,0.00009940974,0.52528995,0.000012715645,0.00013087591,0.000016174938,0.28065884,8.080804e-7,0.00037374982,0.00089227303,0.00006855488,0.19240734],"study_design_scores_gemma":[0.0012217086,0.00032803195,0.74864817,0.00025498497,0.00006750578,0.0000045466227,0.24685293,0.000025254929,0.00008877304,0.0001213421,0.0019315103,0.00045520952],"about_ca_topic_score_codex":0.0014200648,"about_ca_topic_score_gemma":0.0009218116,"teacher_disagreement_score":0.22335823,"about_ca_system_score_codex":0.00010025581,"about_ca_system_score_gemma":0.000029551615,"threshold_uncertainty_score":0.9999013},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99479675,0.000021420512,0.000054464956,0.00060934323,0.00063588936,0.00051067845,0.0000075672547,0.000028940893,0.0033349164],"genre_scores_gemma":[0.99425286,0.0000028051459,0.00037621876,0.00022121094,0.00017810483,0.00016971535,0.000003902323,0.000020771971,0.0047743977],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988684,0.000046495632,0.0002787458,0.0002083169,0.00033101573,0.0002670058],"domain_scores_gemma":[0.99885905,0.00010553217,0.00034209376,0.00009931682,0.0004767753,0.00011720756],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000652995,0.00012888684,0.0001693987,0.00021944499,0.0001604449,0.00009440161,0.00029031426,0.000063717984,0.000061611594],"category_scores_gemma":[0.0006043327,0.00010709138,0.00004899537,0.0005578086,0.000024047902,0.00009416808,0.000056424135,0.00022422706,0.000023196499],"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":[0.000024386516,0.00015367649,0.90362,0.00026186588,0.00041792679,3.850809e-7,0.024135457,0.0010214349,0.00041233224,0.05771,0.006675003,0.0055675004],"study_design_scores_gemma":[0.00030784396,0.000053051597,0.9716247,0.0003739413,0.00006969653,5.794417e-7,0.016434614,0.00035781442,0.00009495727,0.000014726303,0.010530801,0.00013732655],"about_ca_topic_score_codex":0.017824108,"about_ca_topic_score_gemma":0.0018058923,"teacher_disagreement_score":0.068004616,"about_ca_system_score_codex":0.0012890217,"about_ca_system_score_gemma":0.00012715971,"threshold_uncertainty_score":0.9887163},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98677725,0.0024203283,0.00096838066,0.0007614768,0.0008638705,0.000053388227,6.4037926e-7,0.0000021418864,0.008152513],"genre_scores_gemma":[0.9960954,0.0000505825,0.00005694629,0.000045513847,0.0001899025,9.567826e-7,6.7846105e-7,0.000003537409,0.0035564548],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99937797,0.00013418378,0.00022940549,0.00006974953,0.00011919591,0.00006952363],"domain_scores_gemma":[0.9989322,0.00039398775,0.00037964652,0.00007004093,0.00020005331,0.000024109102],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005469087,0.00005160411,0.000104275925,0.00007081531,0.000067121335,0.000031439235,0.00011037437,0.000019986319,0.00029403158],"category_scores_gemma":[0.000055479748,0.000032289292,0.000040138464,0.00010112144,0.000056149776,0.0000749408,0.00001439287,0.0001860615,0.000014150312],"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":[0.00010247422,0.000063012885,0.57959574,0.00001613787,0.000100139885,5.9283156e-8,0.007236675,0.0000025000245,0.00015236349,0.019606838,0.0004799621,0.3926441],"study_design_scores_gemma":[0.000070030655,0.00017722673,0.9638677,0.0001342685,0.000041401152,0.0000045009965,0.024095936,0.0000016487584,0.00017619248,0.0063914303,0.0049984013,0.000041261068],"about_ca_topic_score_codex":0.000041655454,"about_ca_topic_score_gemma":0.000019667052,"teacher_disagreement_score":0.39260283,"about_ca_system_score_codex":0.000016395827,"about_ca_system_score_gemma":0.000054628694,"threshold_uncertainty_score":0.32194397},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967743,0.00055761146,0.00009913908,0.00026644938,0.00026757436,0.00022560668,0.000015644795,0.0000027367082,0.0017909452],"genre_scores_gemma":[0.99917406,0.000031009436,0.00012051279,0.0003158532,0.0000777975,0.0000113031,0.000012875502,0.0000103238635,0.00024624486],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99852145,0.0003300231,0.00060038985,0.00017596327,0.0002151823,0.00015701164],"domain_scores_gemma":[0.9974042,0.0010313222,0.00095312775,0.00006778399,0.00048177544,0.00006175887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00049832725,0.00014260286,0.0004834947,0.00050453306,0.000024267169,0.0000148726085,0.00009971173,0.000046037,0.0003577071],"category_scores_gemma":[0.0001720944,0.00011594941,0.000095872885,0.00030620003,0.00009553642,0.0001524076,0.00001657319,0.00030210032,0.000012002609],"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":[0.0012185822,0.0025058943,0.65531904,0.00011047689,0.0021352551,0.000008379792,0.05627435,0.0001769356,0.0014896751,0.002705735,0.00005237373,0.27800333],"study_design_scores_gemma":[0.0013539669,0.0010727928,0.97008234,0.00086368894,0.0002892106,0.000008632303,0.0254638,0.0000134926695,0.00034939122,0.0002931514,0.00009089782,0.000118614465],"about_ca_topic_score_codex":0.00007811749,"about_ca_topic_score_gemma":0.000052346437,"teacher_disagreement_score":0.31476334,"about_ca_system_score_codex":0.000023751341,"about_ca_system_score_gemma":0.00017882753,"threshold_uncertainty_score":0.472828},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98152727,0.00034497943,0.0005299651,0.0012110415,0.0019647272,0.0005492111,0.0000065095896,0.000018910314,0.013847409],"genre_scores_gemma":[0.9925201,0.000019451187,0.00025766905,0.0039403946,0.0008381104,0.00010034275,0.000051945804,0.000026263338,0.002245737],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99683744,0.00040804563,0.00050195254,0.00048219072,0.0012328016,0.0005376012],"domain_scores_gemma":[0.9945291,0.0001536652,0.00018935274,0.00015902604,0.00019093971,0.0047778925],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016307337,0.0001938374,0.00028132895,0.0003133679,0.00034980403,0.00040637504,0.00048442776,0.0003701923,0.023953961],"category_scores_gemma":[0.0026045109,0.00017968894,0.000073842806,0.00023957006,0.00014877613,0.00021012645,0.000049767936,0.0010799428,0.00013796487],"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":[0.0000485749,0.00045373527,0.82729554,0.000078946876,0.00020689622,0.000054759294,0.009814005,0.0000046710434,0.0000111356685,0.0018393163,0.013623055,0.14656936],"study_design_scores_gemma":[0.0013025464,0.00014049311,0.9411296,0.0007255116,0.000050760245,0.0007566509,0.051589962,0.00074733916,0.0000016244647,0.00022303667,0.0030176833,0.00031477492],"about_ca_topic_score_codex":0.004495366,"about_ca_topic_score_gemma":0.0025834062,"teacher_disagreement_score":0.14625457,"about_ca_system_score_codex":0.00018972185,"about_ca_system_score_gemma":0.00506333,"threshold_uncertainty_score":0.97693825},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88783747,0.00057697773,0.10898475,0.000923405,0.0010764886,0.00007003464,5.271498e-7,0.00001855209,0.00051178195],"genre_scores_gemma":[0.99335396,0.00007307855,0.0054431465,0.00008163202,0.00009408459,0.000008420175,0.000001607078,0.0000051233833,0.0009389496],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999428,0.000043132066,0.000202742,0.00011286271,0.00012306629,0.00009022475],"domain_scores_gemma":[0.99923223,0.00011375102,0.0002160315,0.00007440322,0.00033854277,0.000025026535],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00028791153,0.00007261781,0.00013779287,0.001206765,0.000022613547,0.000024681285,0.00022017452,0.00009839746,0.00043270766],"category_scores_gemma":[0.00007741308,0.00006271389,0.000050621766,0.00033522656,0.000030702493,0.0001139262,0.000017784061,0.00019682279,0.000058855007],"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":[0.0004837186,0.00043304052,0.5226203,0.000011422472,0.0031356178,0.000016986558,0.0020990395,0.002283797,0.003114273,0.025818694,0.0007637446,0.43921933],"study_design_scores_gemma":[0.001405673,0.0012546061,0.96743715,0.00018785903,0.0007126118,0.0008125715,0.0052273762,0.0064680506,0.0036939932,0.0054908115,0.0068978043,0.00041148422],"about_ca_topic_score_codex":0.0000044146436,"about_ca_topic_score_gemma":1.6961356e-7,"teacher_disagreement_score":0.44481683,"about_ca_system_score_codex":0.000029169838,"about_ca_system_score_gemma":0.00010348671,"threshold_uncertainty_score":0.47378454},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.755711,0.04732091,0.0011168125,0.0011059392,0.0022195322,0.0028913624,0.00010040485,0.00032002153,0.189214],"genre_scores_gemma":[0.851084,0.04588101,0.00153301,0.000103332,0.00008927852,0.00023425742,0.00016212858,0.00005108067,0.100861914],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99880815,0.000055479366,0.00038457068,0.0003376341,0.00023471277,0.00017944546],"domain_scores_gemma":[0.9989266,0.00061134057,0.0003530701,0.00006116444,0.000028444285,0.000019374877],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.00010324172,0.00028042195,0.00032975178,0.00047290628,0.000102631675,0.000024340588,0.00011892746,0.00032356192,0.00010412196],"category_scores_gemma":[0.0001829403,0.0002708544,0.000033910776,0.000056011188,0.00056722976,0.0012670177,0.00008270221,0.00073632394,0.000021338512],"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":[0.00025269637,0.00003821742,0.0053625405,0.00009760817,0.00003791625,0.000002213006,0.0005258217,0.00046912843,0.00007209368,0.71632266,0.000009584583,0.2768095],"study_design_scores_gemma":[0.0024292648,0.003758573,0.5133085,0.0021700815,0.0000637183,0.00016790708,0.012620719,0.00006603092,0.0004254722,0.08800913,0.37572414,0.0012564473],"about_ca_topic_score_codex":0.0000065281642,"about_ca_topic_score_gemma":0.000005252369,"teacher_disagreement_score":0.62831354,"about_ca_system_score_codex":0.00008487948,"about_ca_system_score_gemma":0.000066420645,"threshold_uncertainty_score":0.99997437},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950678,0.0001934946,0.000015832107,0.00028606917,0.0012741196,0.00040990775,0.000023671633,0.000025926947,0.0027032292],"genre_scores_gemma":[0.99404716,0.0000737698,0.0000017985743,0.00048981566,0.00012124466,0.000045947992,0.00004393233,0.000011366884,0.0051649767],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99885947,0.00025007006,0.0001489404,0.00036409483,0.00022257875,0.00015485821],"domain_scores_gemma":[0.9989417,0.00052224484,0.00012662371,0.0000529371,0.0003141699,0.00004230458],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002027801,0.00015621308,0.00018416398,0.00017461304,0.00008451663,0.000026604035,0.00017206717,0.000052798063,0.00013894694],"category_scores_gemma":[0.00019775161,0.00014280097,0.000034737455,0.00011837102,0.000026355196,0.00011940426,0.00016619162,0.000423018,0.00012992212],"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":[0.0001859106,0.00016843693,0.9449354,0.000017660792,0.00032093853,0.0000016321134,0.012660191,0.000010727517,0.00006573447,0.00027695997,0.000041219664,0.04131519],"study_design_scores_gemma":[0.0008386179,0.00031921992,0.9644711,0.00046346,0.000019911591,6.5421995e-7,0.03269222,0.000010901033,0.00016620642,0.000052787338,0.0008257494,0.00013918406],"about_ca_topic_score_codex":0.00009437507,"about_ca_topic_score_gemma":0.000030719424,"teacher_disagreement_score":0.041176006,"about_ca_system_score_codex":0.00012187669,"about_ca_system_score_gemma":0.000031449435,"threshold_uncertainty_score":0.58232546},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9609883,0.000017111512,0.036783803,0.001356761,0.0005492531,0.000044539418,0.0000021297496,0.0000034313125,0.00025468384],"genre_scores_gemma":[0.9985106,8.6962416e-7,0.0010354706,0.00027102607,0.00013235357,9.137654e-7,0.000002577541,0.0000032280914,0.00004298824],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985905,0.00034721516,0.00024518138,0.00013493476,0.00061457424,0.00006759049],"domain_scores_gemma":[0.9983932,0.00010611393,0.00043234814,0.00013534742,0.0008435617,0.00008943686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008088031,0.000062056846,0.00008346825,0.00014926755,0.00013531363,0.00005304564,0.0006152302,0.000036312093,0.0000050660815],"category_scores_gemma":[0.000102950595,0.000038185306,0.000042329044,0.00016493959,0.00028651766,0.0003007742,0.000046819387,0.0002519768,7.946691e-7],"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":[0.000041440475,0.00020647442,0.9150796,0.0000022989168,0.000013989536,1.2699196e-7,0.013308011,0.033506542,0.0004055238,0.001589573,0.00009406033,0.035752356],"study_design_scores_gemma":[0.00022535361,0.00017429914,0.73818934,0.00006828967,0.000010460735,0.0000056503964,0.000818221,0.25593495,0.00034083083,0.0041781594,0.000016546177,0.00003788264],"about_ca_topic_score_codex":0.000016486503,"about_ca_topic_score_gemma":0.000002890545,"teacher_disagreement_score":0.22242843,"about_ca_system_score_codex":0.000046001904,"about_ca_system_score_gemma":0.0005782337,"threshold_uncertainty_score":0.15571517},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9939768,0.00054465997,0.0003488405,0.0011815403,0.0006978847,0.00009541313,0.0000014461745,0.000006308919,0.0031471162],"genre_scores_gemma":[0.997699,0.000101315934,0.00014716582,0.000059332117,0.00010057277,0.0000023262608,0.000001650415,0.000008416515,0.0018802271],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981751,0.00064063387,0.00032698963,0.00010306008,0.00057841034,0.00017580089],"domain_scores_gemma":[0.9985187,0.00087805203,0.00031403988,0.00006868977,0.00013082709,0.000089675916],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011198968,0.00009060357,0.00022530851,0.000046942947,0.00011516297,0.000017315975,0.00020717445,0.00009922196,0.00135979],"category_scores_gemma":[0.00031507868,0.000047359143,0.00006358386,0.000075233176,0.00033537165,0.000056290148,0.00009654424,0.0008543412,0.000014139055],"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":[0.00026645153,0.0002071375,0.91459364,0.000086709435,0.00019881368,0.00002068381,0.005387403,0.0000058985174,0.0012744227,0.04274974,0.00016973459,0.035039343],"study_design_scores_gemma":[0.0012967109,0.00076117646,0.89048433,0.00086451566,0.00006572983,0.00041320352,0.09551019,0.00021764144,0.00023217035,0.009796822,0.00023685412,0.00012067808],"about_ca_topic_score_codex":0.000014668559,"about_ca_topic_score_gemma":0.0000047826416,"teacher_disagreement_score":0.09012279,"about_ca_system_score_codex":0.0000048503316,"about_ca_system_score_gemma":0.00018445944,"threshold_uncertainty_score":0.9995531},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9738562,0.000053004907,0.00023829554,0.000003176806,0.003293455,0.000050648036,0.0000035554892,0.000010183343,0.02249146],"genre_scores_gemma":[0.99818575,0.000009042318,0.0004027208,0.000019414478,0.0012486309,0.000001070455,0.000007471649,0.000010653695,0.000115252195],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99869066,0.000049888207,0.0005180455,0.00007528944,0.00053895643,0.00012718473],"domain_scores_gemma":[0.99340403,0.00031777396,0.0005564209,0.000049254377,0.00563945,0.000033076096],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0003782178,0.00009872832,0.00018890417,0.00033942924,0.000016554082,0.00006452747,0.0002893702,0.00005634382,0.00015731734],"category_scores_gemma":[0.01421048,0.00008498853,0.000049655166,0.000098045246,0.000027783268,0.00013537557,0.000047649806,0.0004864897,0.000010830462],"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":[0.00020319255,0.00006935357,0.94943327,0.000017711247,0.00018260702,0.00001836837,0.015623335,0.029321946,0.000022175342,0.0034567337,0.00004983203,0.0016014768],"study_design_scores_gemma":[0.0029911404,0.00079564034,0.93975675,0.0013556392,0.000043758675,0.000009131786,0.0388906,0.0013376344,0.00009904595,0.00004442434,0.014430371,0.00024588997],"about_ca_topic_score_codex":0.000038936803,"about_ca_topic_score_gemma":0.0000032753774,"teacher_disagreement_score":0.027984312,"about_ca_system_score_codex":0.000052337724,"about_ca_system_score_gemma":0.00004260951,"threshold_uncertainty_score":0.99409324},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9861236,0.00015620995,0.000041848896,0.00003077858,0.0010701391,0.00041894783,0.0000050343388,0.00007288714,0.012080555],"genre_scores_gemma":[0.9929613,0.000010757909,0.000004281085,0.00010047266,0.0005249847,0.001120548,0.000020541207,0.000013301995,0.0052438397],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978594,0.0007174008,0.00023313548,0.00043717286,0.00039086273,0.00036198576],"domain_scores_gemma":[0.9987966,0.00062024797,0.00013824292,0.00010913232,0.00016132148,0.00017449837],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0015766481,0.00013798362,0.00018155643,0.00009245534,0.00022674487,0.00018042422,0.00015924487,0.00013148924,0.0017852818],"category_scores_gemma":[0.0017603065,0.00011723356,0.00002835689,0.00014666772,0.00040994314,0.00011965969,0.00006720325,0.00036647747,0.00004131156],"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":[0.00007498379,0.00019874609,0.68967134,0.0000030291594,0.00004727164,0.0000010838202,0.0032431632,3.146584e-8,2.5256196e-7,0.000065656895,0.00008136583,0.3066131],"study_design_scores_gemma":[0.00060698536,0.00020862462,0.99196434,0.000011826663,0.000009724763,0.000011134159,0.006228433,0.000011700416,0.0000022161187,0.00008812391,0.00071944273,0.00013745186],"about_ca_topic_score_codex":0.00068434695,"about_ca_topic_score_gemma":0.0004417645,"teacher_disagreement_score":0.30647564,"about_ca_system_score_codex":0.000021330003,"about_ca_system_score_gemma":0.00006646276,"threshold_uncertainty_score":0.9991272},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99884784,0.00019275356,0.000011987678,0.000025542216,0.00031196658,0.00023134545,0.0000039735874,0.0000024459769,0.000372165],"genre_scores_gemma":[0.9997906,0.000014357498,0.000081471204,0.000034587338,0.000018480683,0.0000017073866,1.8614041e-7,0.0000023296598,0.000056268942],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997831,0.00023590274,0.00069084007,0.00019559058,0.00079333404,0.00025334183],"domain_scores_gemma":[0.99854046,0.00006459487,0.00095489173,0.00006924135,0.00026419832,0.000106616084],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019287245,0.00007889492,0.00031223663,0.00016754626,0.00009665613,0.00003755042,0.00034859826,0.000026912174,0.00009466182],"category_scores_gemma":[0.00016431783,0.000062508356,0.000036613514,0.00058334775,0.0003463933,0.0001673849,0.000105740095,0.00028941192,0.000008956866],"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":[0.00016795413,0.00040512485,0.9953496,0.000021400721,0.00001748497,0.0000036810302,0.0012196458,0.000058235895,0.000066394736,0.00008798491,0.0000030002898,0.0025994892],"study_design_scores_gemma":[0.0012537965,0.0022619716,0.96582514,0.000093699324,0.0000030470285,0.00004124476,0.030421237,0.000014487001,0.000004283058,0.000030760522,0.0000041293647,0.00004622501],"about_ca_topic_score_codex":0.00059288676,"about_ca_topic_score_gemma":0.000029876554,"teacher_disagreement_score":0.029524483,"about_ca_system_score_codex":0.00009628277,"about_ca_system_score_gemma":0.00035149456,"threshold_uncertainty_score":0.25490168},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9107075,0.00019682996,0.00024715866,0.0022662352,0.0001407922,0.00020470427,0.000006744743,0.00010998475,0.08612007],"genre_scores_gemma":[0.96251726,0.000092071044,0.00004272079,0.00051541993,0.00008417727,0.0000031542695,0.000023364808,0.0000220421,0.03669976],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.997998,0.0005415896,0.00019438451,0.00047980782,0.00024886543,0.00053737464],"domain_scores_gemma":[0.9991209,0.00026127842,0.00014061177,0.00032167978,0.000079518555,0.00007601216],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00036006037,0.00024358722,0.00024131367,0.0002881516,0.00029079695,0.000057691417,0.00062923133,0.00010582005,0.0012491111],"category_scores_gemma":[0.00003041876,0.0002078178,0.00011351041,0.0006026173,0.00025242,0.00019714802,0.00012302147,0.0006563934,0.0012634578],"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":[0.0011439786,0.0018142186,0.3423216,0.000059663646,0.00028939272,0.0033007562,0.10795862,0.0012226152,0.00019486759,0.10216908,0.016226644,0.42329857],"study_design_scores_gemma":[0.0022958764,0.0003215853,0.4771518,0.000043169886,0.00007380451,0.00010276639,0.057196613,0.0004001467,0.00000950697,0.00036937173,0.46152735,0.00050799455],"about_ca_topic_score_codex":0.0004187694,"about_ca_topic_score_gemma":0.00040666765,"teacher_disagreement_score":0.4453007,"about_ca_system_score_codex":0.00010286481,"about_ca_system_score_gemma":0.000039822906,"threshold_uncertainty_score":0.9996639},"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11731518,0.00037304062,0.008596652,0.00450421,0.00093932956,0.00035818652,0.000035046753,0.00015729235,0.8677211],"genre_scores_gemma":[0.8539769,0.00005993152,0.0007707703,0.0007842015,0.0001484315,0.00016165689,0.000247642,0.00002018113,0.14383027],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99834645,0.000069781694,0.00034485903,0.0005049108,0.00044091308,0.00029307],"domain_scores_gemma":[0.99945927,0.00004096046,0.00014851056,0.00024554285,0.00006696091,0.000038751634],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00016043766,0.00024122576,0.00017885379,0.00017479219,0.00009440758,0.00013135899,0.00059219694,0.000048652942,0.005679989],"category_scores_gemma":[0.0000027828125,0.00022093956,0.00012404288,0.00015589804,0.00008223973,0.000116290794,0.00027042345,0.00017855232,0.001358381],"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":[0.0001007042,0.0011473129,0.06615023,0.00006333974,0.0013394727,0.00026619615,0.0010777848,0.00015630323,0.000025686533,0.7025627,0.15905891,0.068051346],"study_design_scores_gemma":[0.0011073065,0.000042087875,0.73039,0.000070454706,0.00005177065,0.0000050146414,0.0030141687,0.00007673984,0.000009976802,0.0014275991,0.2635638,0.00024105667],"about_ca_topic_score_codex":0.0032458263,"about_ca_topic_score_gemma":0.002229856,"teacher_disagreement_score":0.73666173,"about_ca_system_score_codex":0.00005227071,"about_ca_system_score_gemma":0.000003729476,"threshold_uncertainty_score":0.99941915},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11450729,0.045810375,0.0003106005,0.0008113956,0.05702737,0.0027080686,0.0077549354,0.00061560643,0.77045435],"genre_scores_gemma":[0.89647293,0.0011209588,0.00050281343,0.00009798591,0.004400297,0.000026774636,0.009188212,0.00013826208,0.08805179],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9954873,0.00016985694,0.00055047084,0.0026560111,0.00060160813,0.00053476717],"domain_scores_gemma":[0.99424034,0.00024045647,0.0005460117,0.0046190843,0.00026670142,0.000087413246],"candidate_categories":["metaepi_narrow","open_science"],"consensus_categories":[],"category_scores_codex":[0.0018378858,0.00048566834,0.0006875003,0.00029971363,0.0005871541,0.00010196886,0.0044446154,0.00021385767,0.0002792712],"category_scores_gemma":[0.00046180878,0.0004395456,0.000033560056,0.00014546937,0.0024409788,0.0007376836,0.010243533,0.0012583869,0.00036520444],"study_design_candidate":"design_other","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":[0.0008189093,0.00137405,0.080516055,0.00074738875,0.0030264477,0.0014124082,0.11513906,0.000060381386,0.00060677674,0.1170987,0.068993635,0.6102062],"study_design_scores_gemma":[0.0056449906,0.0030169042,0.051957324,0.0042347414,0.0011920774,0.00014261651,0.48274007,0.0024062716,0.000022383638,0.0067688064,0.4349042,0.006969626],"about_ca_topic_score_codex":0.000085822336,"about_ca_topic_score_gemma":0.00029789447,"teacher_disagreement_score":0.7819656,"about_ca_system_score_codex":0.00008246763,"about_ca_system_score_gemma":0.00039263174,"threshold_uncertainty_score":0.9998056},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00781264,0.055073455,0.33631068,0.008062873,0.00370076,0.0039560376,0.00006166211,0.0043648197,0.58065706],"genre_scores_gemma":[0.7778918,0.00068483275,0.005754012,0.0003919094,0.0018096453,0.00025270894,0.00028470517,0.000253209,0.21267715],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99777573,0.00008067325,0.00047522853,0.0010089113,0.00023477858,0.00042464733],"domain_scores_gemma":[0.9984917,0.00028273946,0.00062597083,0.00023369314,0.00025269954,0.000113209055],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.00026893042,0.0006240878,0.00056930986,0.00034477614,0.00098291,0.00025142953,0.00030666543,0.00034124253,0.00037757645],"category_scores_gemma":[0.00017031969,0.00056591816,0.00012755847,0.0000681288,0.0002809148,0.00011532841,0.00011974278,0.0016890251,0.000042652042],"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":[0.00008919605,0.000033231376,0.0018241331,0.0003450033,0.00030529997,0.00001460003,0.010223994,0.00008722257,0.000090098976,0.41245094,0.0012451716,0.5732911],"study_design_scores_gemma":[0.00079149706,0.0021540504,0.0009885846,0.0047771623,0.0008878818,0.000323034,0.11985428,0.0007529418,0.0008455697,0.050770357,0.81409776,0.0037568635],"about_ca_topic_score_codex":0.00006897136,"about_ca_topic_score_gemma":0.000029058032,"teacher_disagreement_score":0.8128526,"about_ca_system_score_codex":0.00005384,"about_ca_system_score_gemma":0.00015137765,"threshold_uncertainty_score":0.9996792},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9318459,0.010059258,0.00026328405,0.00040154584,0.0009660645,0.00044710631,0.00003773388,0.000057155477,0.05592194],"genre_scores_gemma":[0.99072635,0.0016245376,0.000048152247,0.0013418718,0.00036621373,0.00004226797,0.000025000441,0.0000659479,0.005759666],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99655837,0.00093875895,0.00068788877,0.00062518835,0.0006444075,0.00054539816],"domain_scores_gemma":[0.9962616,0.0017827979,0.00094532437,0.00056732434,0.00027498766,0.00016798134],"candidate_categories":["metaepi_narrow","scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001270094,0.00035851053,0.00073311274,0.0002775488,0.00042042343,0.0014062421,0.003091993,0.0001595782,0.07021223],"category_scores_gemma":[0.0004234514,0.00025220864,0.00028673687,0.0005779489,0.0001533638,0.0009971982,0.0008997833,0.0011030858,0.0006917181],"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":[0.00020045246,0.00012388697,0.915647,0.00001719366,0.0004712729,0.00002086692,0.0025019408,0.00007450553,0.005559011,0.00048687682,0.018089736,0.056807276],"study_design_scores_gemma":[0.00070287555,0.00003374375,0.9503047,0.0003724593,0.00010145155,0.0000060756015,0.0067134867,0.00005793726,0.0006213564,0.0027597994,0.03793871,0.0003874224],"about_ca_topic_score_codex":0.0036272744,"about_ca_topic_score_gemma":0.00004674395,"teacher_disagreement_score":0.06952051,"about_ca_system_score_codex":0.00004956814,"about_ca_system_score_gemma":0.00008278955,"threshold_uncertainty_score":0.999993},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9877931,0.000011882379,0.000004574599,0.000693665,0.00022585031,0.0044147894,0.000101597856,0.000034135992,0.0067204456],"genre_scores_gemma":[0.9966478,2.7982162e-7,0.000023613686,0.0008127577,0.000054674143,0.0003208863,0.00009508987,0.000034367065,0.0020105275],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971154,0.00085466716,0.00045971607,0.0007556299,0.00042773868,0.00038688895],"domain_scores_gemma":[0.9988793,0.0001057383,0.00039262936,0.00024358573,0.00014652377,0.0002321874],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00021827241,0.00025038928,0.000567084,0.00003819673,0.00012349943,0.000036686786,0.00054413144,0.000086845386,0.0034236424],"category_scores_gemma":[0.000723784,0.00024225393,0.00006799455,0.0003964546,0.000013456484,0.00016832474,0.00034613995,0.00031679956,0.0001316759],"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":[0.0007647036,0.0005553869,0.96049273,0.0000033325296,0.00027107238,0.00011363097,0.03499074,0.000050771632,0.000007930756,0.000011629994,0.00062956364,0.0021085273],"study_design_scores_gemma":[0.0046801907,0.0005853983,0.89371735,0.00008113878,0.000056547786,1.2236525e-7,0.10026065,0.000033961343,0.0000012563494,0.00001846966,0.00026160217,0.0003033082],"about_ca_topic_score_codex":0.6345701,"about_ca_topic_score_gemma":0.8945673,"teacher_disagreement_score":0.25999713,"about_ca_system_score_codex":0.0005414508,"about_ca_system_score_gemma":0.0001283249,"threshold_uncertainty_score":0.99748737},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9954318,0.00021738368,0.00029937402,0.0017609602,0.0010585354,0.00015106717,0.000003935374,0.000014678792,0.001062268],"genre_scores_gemma":[0.97995764,0.00004352849,0.00032656404,0.00029239935,0.00032224,0.000015110178,0.00003523081,0.000012754375,0.018994527],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99890566,0.00012668586,0.00031517228,0.00017729655,0.0003365867,0.0001385777],"domain_scores_gemma":[0.99904376,0.00009386574,0.0004495231,0.000032009357,0.00031795207,0.0000628635],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00014055244,0.00012903319,0.00016562335,0.00008705714,0.00008242424,0.00008154971,0.00024728445,0.00004057257,0.00029184585],"category_scores_gemma":[0.000013868742,0.00009929751,0.00012374806,0.00006376415,0.000034474462,0.00014319019,0.00006605831,0.0002998183,0.00001276061],"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":[0.0031322262,0.0013180547,0.6935072,0.0001332182,0.0030146595,0.000060322727,0.2551707,0.008358439,0.0014450563,0.0062757987,0.0037291222,0.023855213],"study_design_scores_gemma":[0.0033928188,0.0005016126,0.835684,0.0001938292,0.00009533454,0.00001352774,0.14533688,0.00045884654,0.00014096801,0.00020279725,0.013746851,0.00023251165],"about_ca_topic_score_codex":0.000036607373,"about_ca_topic_score_gemma":0.000008670391,"teacher_disagreement_score":0.14217682,"about_ca_system_score_codex":0.00025041,"about_ca_system_score_gemma":0.00004310881,"threshold_uncertainty_score":0.4049235},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99030405,0.0009558402,0.000018131735,0.000047831294,0.0009378814,0.00031233716,0.000035008023,0.000043693304,0.007345198],"genre_scores_gemma":[0.99870837,0.0001244403,0.000018700739,0.00008870255,0.000069543916,0.00004405797,0.00001618951,0.000030920157,0.0008990883],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980188,0.00033330373,0.00053278194,0.00041113078,0.00022113931,0.0004828596],"domain_scores_gemma":[0.99873966,0.00041876806,0.00030755828,0.0002883998,0.0001404518,0.00010515954],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052748807,0.0002449712,0.00035678962,0.00019703466,0.00018850443,0.000031506548,0.00032799313,0.00021898375,0.000319949],"category_scores_gemma":[0.00026391388,0.0001840352,0.000106558284,0.0003377663,0.00031655,0.00008405355,0.00012166896,0.0005059404,0.00008750473],"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":[0.0002669677,0.0004864285,0.9191254,0.00004242614,0.00012682923,0.000028071358,0.007734732,1.4458828e-7,0.00006595276,0.013266638,0.00027099464,0.058585413],"study_design_scores_gemma":[0.0010665415,0.00034930775,0.99535304,0.0000855864,0.000036884583,0.0000042723545,0.0010936356,0.000077303084,0.00012360075,0.00036844527,0.0012098588,0.0002315065],"about_ca_topic_score_codex":0.00025746517,"about_ca_topic_score_gemma":0.00007265319,"teacher_disagreement_score":0.07622765,"about_ca_system_score_codex":0.000025046706,"about_ca_system_score_gemma":0.000039491886,"threshold_uncertainty_score":0.75047374},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9796664,0.00018695135,0.01843823,0.0006681396,0.00016339788,0.0005769638,0.0000012730138,0.00004134648,0.00025727868],"genre_scores_gemma":[0.9832687,0.000021615513,0.016202861,0.00021499873,0.000058955495,0.0001391458,0.0000016147228,0.000014828561,0.000077321805],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9989287,0.000038417904,0.0002572402,0.0003809341,0.00017976588,0.00021494091],"domain_scores_gemma":[0.9993346,0.000089660505,0.00015619237,0.00006398892,0.00027293258,0.00008263737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00030143207,0.00017736148,0.00020088119,0.000024601597,0.00007094233,0.00007405222,0.00031282462,0.00009275196,0.00006643992],"category_scores_gemma":[0.00013093947,0.00014339115,0.000039743685,0.0002637912,0.00007322372,0.00013846542,0.00008170426,0.00015697876,0.000003902457],"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":[0.0006536689,0.0008581902,0.030593496,0.00044991795,0.00022441568,0.0000012203708,0.3447979,0.000109655615,0.56444764,0.012117829,0.0034823618,0.0422637],"study_design_scores_gemma":[0.0042717746,0.0009482578,0.45034423,0.0012179251,0.00016819709,0.000026662185,0.07568873,0.012408641,0.44960082,0.0012979093,0.0022251254,0.001801717],"about_ca_topic_score_codex":0.000021169844,"about_ca_topic_score_gemma":2.0748365e-7,"teacher_disagreement_score":0.41975075,"about_ca_system_score_codex":0.00002836177,"about_ca_system_score_gemma":0.00020077809,"threshold_uncertainty_score":0.5847322},"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":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9506542,0.0006733601,0.00075983116,0.01366599,0.00019359475,0.0005134125,0.000007694207,0.000054098902,0.03347783],"genre_scores_gemma":[0.9957048,0.00002350213,0.0001316235,0.0031845542,0.0005131197,0.00009955102,0.0002407107,0.000022634897,0.000079483376],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99642336,0.0007335054,0.0010955153,0.0006154794,0.0006729731,0.00045913554],"domain_scores_gemma":[0.9984008,0.0006811208,0.0005136432,0.00015472597,0.0001119387,0.00013774972],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0036664216,0.00023198006,0.0005186658,0.00013749566,0.00009599327,0.000016345446,0.00021451802,0.00018219104,0.0018203057],"category_scores_gemma":[0.0021281035,0.00019704137,0.00003671892,0.00023159913,0.00013264145,0.00009516451,0.00009551154,0.0014357059,0.00001736208],"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":[0.000028614222,0.000015847187,0.87816346,0.000034570996,0.00003773359,0.00012442449,0.062260743,0.000013028001,0.00028773944,0.0010200606,0.0017223501,0.05629143],"study_design_scores_gemma":[0.002505753,0.0002081635,0.80405575,0.0011022467,0.000063685555,0.00003364897,0.18440585,0.0027837956,0.0000062390586,0.0017887314,0.0027972825,0.0002488399],"about_ca_topic_score_codex":0.0004992792,"about_ca_topic_score_gemma":0.000043894306,"teacher_disagreement_score":0.1221451,"about_ca_system_score_codex":0.0001326823,"about_ca_system_score_gemma":0.0000615146,"threshold_uncertainty_score":0.99909216},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98903435,0.00013931259,0.00006336741,0.0010504321,0.0001658597,0.00008568999,0.0000033148303,0.000003412199,0.0094542345],"genre_scores_gemma":[0.9981969,0.0000015684732,0.00054038543,0.00035129627,0.00022137153,0.0000052310793,0.000002864102,0.000005796426,0.00067460944],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99917465,0.00013425574,0.00034250438,0.00010547587,0.0001712745,0.00007183298],"domain_scores_gemma":[0.999078,0.00018592214,0.00038227713,0.00004004362,0.00021700936,0.000096760814],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002840041,0.000068351605,0.00017158473,0.00008321602,0.00013451625,0.000014876506,0.00005969665,0.0000271837,0.00045701297],"category_scores_gemma":[0.00012899973,0.00006130121,0.00003693354,0.000068286805,0.0000305921,0.00007733537,0.000014366032,0.0002374027,0.0000031005848],"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":[0.00019980228,0.002360357,0.12540996,0.000022157017,0.000374346,0.00011172712,0.76115227,0.0000072877965,0.00016579872,0.013283968,0.00070658274,0.09620574],"study_design_scores_gemma":[0.0009815681,0.00086361554,0.45764345,0.00004127776,0.00008225393,0.0016536493,0.5373029,0.000007671128,0.000004396424,0.00013782106,0.0012097082,0.00007171063],"about_ca_topic_score_codex":0.0012368194,"about_ca_topic_score_gemma":0.0011404649,"teacher_disagreement_score":0.3322335,"about_ca_system_score_codex":0.000039338913,"about_ca_system_score_gemma":0.00040133644,"threshold_uncertainty_score":0.50039715},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9720195,0.00014446612,0.00012059464,0.0044816644,0.0001095868,0.00013125375,0.0000046725795,0.000034497567,0.022953743],"genre_scores_gemma":[0.9990605,0.00001817346,0.00010413403,0.0001187432,0.00027230073,0.000034252287,0.000026154981,0.0000169682,0.00034873487],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976345,0.0006630614,0.00027297935,0.00051813194,0.00054091547,0.00037044272],"domain_scores_gemma":[0.99889445,0.00046961135,0.000058510843,0.00008157578,0.00042226643,0.00007356586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019964725,0.00011607489,0.00017400691,0.0002741472,0.00016199233,0.0002794818,0.00033538416,0.00009431395,0.00046370373],"category_scores_gemma":[0.0021062363,0.000112557485,0.000019903113,0.00033214362,0.00017279004,0.00033242587,0.00024246471,0.0013244151,0.000040073457],"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":[0.00014233301,0.0001289006,0.888554,0.00002159458,0.000014142964,0.000058153157,0.0060664834,0.000056627374,0.0007313499,0.0032794266,0.00001614538,0.100930884],"study_design_scores_gemma":[0.0005442901,0.000055741308,0.98165494,0.0001092421,0.0000016203591,0.0000040610753,0.012721503,0.0024402682,0.000024970856,0.00036167813,0.001961634,0.00012005059],"about_ca_topic_score_codex":0.0022351742,"about_ca_topic_score_gemma":0.000354869,"teacher_disagreement_score":0.10081084,"about_ca_system_score_codex":0.00007207303,"about_ca_system_score_gemma":0.00009538036,"threshold_uncertainty_score":0.5753998},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9713881,0.0013140969,0.021924047,0.004533098,0.00020936936,0.0002705789,0.000004913392,0.00007755793,0.00027821198],"genre_scores_gemma":[0.990159,0.0000066676425,0.0094408365,0.00009573476,0.000101022364,0.0000069350763,0.0000040565596,0.000023981365,0.00016178252],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99888164,0.00012037358,0.00033974298,0.00020601823,0.00007632297,0.0003759065],"domain_scores_gemma":[0.9986029,0.00026610764,0.00044694325,0.000054772932,0.0003749284,0.00025433194],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00022727228,0.00013933284,0.0003483922,0.00044369558,0.000212538,0.00006059835,0.0001512573,0.00020341515,0.000070179914],"category_scores_gemma":[0.0005874564,0.00012917392,0.00008544155,0.00033026724,0.00024732627,0.000057153884,0.000016371245,0.00082060037,0.0000034630973],"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":[0.000100462836,0.00002947481,0.586316,0.000121209145,0.00022071936,0.00014644134,0.0047144517,0.0008154655,0.0003653562,0.002325612,0.0004499366,0.4043949],"study_design_scores_gemma":[0.00769326,0.028410273,0.022193033,0.0015855961,0.0005533982,0.00071030244,0.053055856,0.013695128,0.0017484691,0.0010738147,0.8677779,0.0015029964],"about_ca_topic_score_codex":0.00023842984,"about_ca_topic_score_gemma":0.00035466295,"teacher_disagreement_score":0.8673279,"about_ca_system_score_codex":0.000019345514,"about_ca_system_score_gemma":0.00030197398,"threshold_uncertainty_score":0.5267559},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9958431,0.0008157568,0.00005130834,0.00029217353,0.000057770794,0.0023012955,0.00026690398,0.000007868947,0.0003638088],"genre_scores_gemma":[0.9993551,0.00007078871,0.000021939975,0.00013829114,0.000003797378,0.00031845336,0.00007288862,0.000012913169,0.000005840229],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99638766,0.0013869824,0.0012450028,0.00026396083,0.0005542452,0.0001621401],"domain_scores_gemma":[0.99374485,0.0035141588,0.0017014546,0.00016205422,0.00081710465,0.000060400962],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085754105,0.00016467266,0.0006326528,0.00010799184,0.00004192219,0.000012392939,0.00015155437,0.000044603108,0.0004715653],"category_scores_gemma":[0.0052991537,0.00012208556,0.00016555964,0.00034491706,0.00023117986,0.00014830737,0.000060960112,0.000085338695,0.0000056774716],"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":[0.00021379995,0.00064405816,0.94582456,0.011101677,0.00040245327,2.1155648e-7,0.024939401,0.0000021771432,0.000003033436,0.0005139493,0.00006149003,0.016293168],"study_design_scores_gemma":[0.0022620228,0.0007858685,0.9208918,0.013822805,0.00046924804,1.9513195e-7,0.058894683,0.00045103848,0.000027337754,0.0022908468,3.794584e-8,0.00010410816],"about_ca_topic_score_codex":0.00013062275,"about_ca_topic_score_gemma":0.000033532582,"teacher_disagreement_score":0.03395528,"about_ca_system_score_codex":0.000012327327,"about_ca_system_score_gemma":0.00011477868,"threshold_uncertainty_score":0.6343965},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07465311,0.17067713,0.00014954475,0.02626931,0.0022960424,0.00037544302,0.00000408238,0.00008013045,0.7254952],"genre_scores_gemma":[0.8932682,0.008363502,0.00027143583,0.009466485,0.002221202,0.00016258759,0.000065384585,0.000020178133,0.086161],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99920714,0.0001561912,0.00015531358,0.00020216283,0.00012088526,0.00015831325],"domain_scores_gemma":[0.99936783,0.00017476626,0.00008516709,0.000119792654,0.00019653431,0.00005588439],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00023780075,0.00008160665,0.0001289987,0.00002844058,0.00013899393,0.000015706622,0.00012107387,0.000027432572,0.039912473],"category_scores_gemma":[0.00043407336,0.000067440866,0.000059458525,0.00016461831,0.00008612613,0.000034540553,0.000017653314,0.00014348463,0.012197971],"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":[0.0000101885935,0.00022348472,0.07440368,0.00040542288,0.00010715486,0.0000015486588,0.0016411111,6.5091264e-8,0.000014971935,0.17497702,0.22210355,0.5261118],"study_design_scores_gemma":[0.000062045765,0.000072917726,0.23403454,0.00084022066,0.000029172701,0.000012366493,0.00017438154,7.4799067e-7,0.0000027655524,0.0013340914,0.7633303,0.00010645424],"about_ca_topic_score_codex":0.000027607419,"about_ca_topic_score_gemma":0.0000031406212,"teacher_disagreement_score":0.81861514,"about_ca_system_score_codex":0.000013971356,"about_ca_system_score_gemma":0.00009262147,"threshold_uncertainty_score":0.98857117},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99048054,0.00024649475,0.007774975,0.00019733736,0.00015438229,0.00045891467,0.00003637648,0.000035807006,0.000615157],"genre_scores_gemma":[0.996213,0.000018583469,0.0028418177,0.0003791334,0.00016262506,0.000069050795,0.00024319455,0.000014148604,0.000058447567],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981305,0.00030700964,0.00076957716,0.000107108055,0.00045157605,0.00023422045],"domain_scores_gemma":[0.9984171,0.00031778731,0.0007584221,0.0001159965,0.00032438338,0.0000663245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011477941,0.00012285696,0.00031356703,0.000084730455,0.00021060144,0.000033724365,0.00013920847,0.0001351637,0.00017501308],"category_scores_gemma":[0.00049620203,0.00008874613,0.00007874476,0.00022796087,0.00009845576,0.000067232475,0.000036781355,0.00032669437,8.581726e-7],"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":[0.0005273795,0.003327827,0.55990124,0.013005233,0.0011774037,0.00000133011,0.10566964,0.0011336663,0.0046960237,0.014917883,0.0025673176,0.29307505],"study_design_scores_gemma":[0.008462125,0.0018512944,0.34089008,0.0062107923,0.00045439115,0.00047822748,0.29821444,0.3243024,0.016968353,0.00021034386,0.0009639401,0.0009936072],"about_ca_topic_score_codex":0.00018318948,"about_ca_topic_score_gemma":0.000018278719,"teacher_disagreement_score":0.32316872,"about_ca_system_score_codex":0.000035782898,"about_ca_system_score_gemma":0.0007360557,"threshold_uncertainty_score":0.36189622},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9905814,0.000055807966,0.00000881922,0.0017305264,0.0010203721,0.00019081836,0.0000036931258,0.000019402138,0.006389177],"genre_scores_gemma":[0.9928947,0.000006495784,0.000012774751,0.00005052583,0.00009309171,0.00008721686,0.000005806146,0.00001804817,0.006831327],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99901336,0.00006257653,0.0001807313,0.00017257195,0.00034647688,0.00022428294],"domain_scores_gemma":[0.99885654,0.0002661621,0.00030748386,0.000076941826,0.00041895988,0.000073912124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00050307217,0.00011799983,0.00013925841,0.00008393236,0.00030214697,0.0000957837,0.00020937104,0.00006335198,0.00004807231],"category_scores_gemma":[0.00073595595,0.000080676225,0.00006642669,0.00029197475,0.000026471129,0.000049452883,0.000024096631,0.00029383582,0.0000063143957],"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":[0.00005182882,0.0001260507,0.9222251,0.00009175258,0.00065314595,5.4127435e-7,0.0117363855,0.0010586074,0.0012138814,0.049010407,0.0039339303,0.00989836],"study_design_scores_gemma":[0.0007611053,0.0006433383,0.9556455,0.00026916713,0.00014162598,0.0000027634585,0.01199651,0.00010427799,0.013121359,0.000035171186,0.017019464,0.00025971638],"about_ca_topic_score_codex":0.0017336616,"about_ca_topic_score_gemma":0.0016806815,"teacher_disagreement_score":0.048975237,"about_ca_system_score_codex":0.00045993106,"about_ca_system_score_gemma":0.00022016875,"threshold_uncertainty_score":0.3289881},"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0070994697,0.01971849,0.0001944144,0.0025532262,0.0006276818,0.00021589709,0.00002460275,0.00014126429,0.96942496],"genre_scores_gemma":[0.8758003,0.007958141,0.0001655227,0.0020070525,0.00033737312,0.00011542325,0.000114896146,0.000056879635,0.11344441],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9967717,0.00039556867,0.0005275195,0.0015424886,0.00028430083,0.000478432],"domain_scores_gemma":[0.9984607,0.0005203033,0.00041830665,0.00040021763,0.00006349179,0.0001369618],"candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003568061,0.00061231083,0.0007185417,0.00018725941,0.00023816466,0.00004533092,0.00046466262,0.0008714197,0.0062884972],"category_scores_gemma":[0.000047924856,0.0003808903,0.00015306404,0.00019759526,0.0012437383,0.00013395972,0.000075178556,0.0029064952,0.00025267585],"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":[0.0020755923,0.0002955557,0.06578671,0.00004670391,0.00027771233,0.00025557578,0.0020971883,0.000006891518,0.000003251567,0.2690169,0.00089820597,0.6592397],"study_design_scores_gemma":[0.0016202288,0.003047197,0.63327247,0.00019415513,0.00010573912,0.0002106239,0.00020823494,0.0000024957503,1.525943e-7,0.05205901,0.308589,0.0006906704],"about_ca_topic_score_codex":0.000006515434,"about_ca_topic_score_gemma":0.000034551762,"teacher_disagreement_score":0.8687008,"about_ca_system_score_codex":0.000018108061,"about_ca_system_score_gemma":0.000009233488,"threshold_uncertainty_score":0.9998643},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8919835,0.00012760829,0.08442527,0.00089807634,0.0029192928,0.00066034886,0.0000032640237,0.000046493093,0.018936133],"genre_scores_gemma":[0.9936399,0.00001731963,0.004100375,0.00018242536,0.00028172403,0.0003940274,0.000042932203,0.000017544948,0.0013237905],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986607,0.00020806103,0.0002587669,0.00033661368,0.0002253537,0.0003104923],"domain_scores_gemma":[0.9991598,0.00031124894,0.00015989547,0.00010770668,0.0001866844,0.000074648764],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003679929,0.00015733375,0.00017735967,0.00042815568,0.000066075314,0.00013049823,0.00024865934,0.000066577675,0.000074040145],"category_scores_gemma":[0.000083103485,0.00014887453,0.000032483556,0.00021649699,0.000025956931,0.000119648124,0.000037322752,0.0003640163,0.00005537057],"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":[0.00031586003,0.0005317386,0.48326468,0.000018038223,0.000101958605,0.00000322433,0.00633653,0.0028093588,0.000010124923,0.45626765,0.00011754712,0.050223276],"study_design_scores_gemma":[0.0013075115,0.0006438688,0.911145,0.0029436997,0.000029425857,0.000009198534,0.0727562,0.0055906046,0.000012721201,0.001679758,0.003410122,0.00047193575],"about_ca_topic_score_codex":0.00017343649,"about_ca_topic_score_gemma":0.000026080916,"teacher_disagreement_score":0.4545879,"about_ca_system_score_codex":0.00018459404,"about_ca_system_score_gemma":0.000041299016,"threshold_uncertainty_score":0.60709274},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5440565,0.0082446085,0.044365823,0.028052203,0.012684057,0.0003728274,0.000041491647,0.00018742397,0.3619951],"genre_scores_gemma":[0.9605478,0.0007521494,0.0010227319,0.002518107,0.00064001925,0.00017410758,0.00014467117,0.000057890116,0.03414249],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9954191,0.0027942795,0.00039542222,0.00070069823,0.00022642249,0.0004641154],"domain_scores_gemma":[0.99816537,0.0006514277,0.0002778865,0.00035124941,0.0004178993,0.00013614225],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00093432615,0.0002751234,0.00026184646,0.00010378748,0.00039602336,0.00018296028,0.00015391812,0.0004248566,0.00241811],"category_scores_gemma":[0.00069507357,0.00032803413,0.00015962409,0.0005492345,0.00031235255,0.00021502143,0.00004100404,0.00071031065,0.0007757502],"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":[0.000112186994,0.0035981243,0.03838521,0.0002826155,0.00023935172,0.0002892123,0.050175793,0.00045374647,0.0015971044,0.090442665,0.034698203,0.7797258],"study_design_scores_gemma":[0.0015211892,0.00014748727,0.74607366,0.00024092248,0.00007979253,0.00027553347,0.049636267,0.0003349637,0.0004224414,0.007245367,0.19357873,0.00044363376],"about_ca_topic_score_codex":0.0030590121,"about_ca_topic_score_gemma":0.00074408954,"teacher_disagreement_score":0.77928215,"about_ca_system_score_codex":0.0001245269,"about_ca_system_score_gemma":0.0026094494,"threshold_uncertainty_score":0.99991715},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95671594,0.0012083511,0.0003945046,0.004192333,0.0004399121,0.00004313586,9.061051e-7,0.000013079696,0.03699181],"genre_scores_gemma":[0.99558705,0.000034259137,0.0012554177,0.00012175748,0.00070206117,0.000007418507,0.000007007765,0.000012038566,0.0022730094],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9988478,0.00025336782,0.00023003733,0.00020277638,0.00033908783,0.00012695343],"domain_scores_gemma":[0.998939,0.00026548374,0.00026775626,0.00005896074,0.000415743,0.0000531056],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00029452797,0.00011160909,0.00015832159,0.0001083167,0.00011989992,0.00017817869,0.00018824248,0.000053582327,0.0013108586],"category_scores_gemma":[0.000094906805,0.000082407205,0.000048786227,0.000055289955,0.00015303449,0.00015792444,0.000052421146,0.00054301496,0.000010754624],"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":[0.00009885021,0.00090440165,0.43283942,0.0000053151234,0.00044607001,0.000024380675,0.065689586,0.000028788832,0.000032062504,0.4888899,0.000141413,0.010899805],"study_design_scores_gemma":[0.0006832403,0.00026465364,0.7209269,0.0001295869,0.00005720045,0.00017587576,0.27107558,0.000007714895,0.0000104883175,0.0027022394,0.0038386215,0.00012794965],"about_ca_topic_score_codex":0.000017511535,"about_ca_topic_score_gemma":0.0000033607464,"teacher_disagreement_score":0.48618767,"about_ca_system_score_codex":0.00008600256,"about_ca_system_score_gemma":0.00010400669,"threshold_uncertainty_score":0.9996021},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9898916,0.00015691185,0.0003097929,0.002491141,0.00032731832,0.00020113154,0.00014717743,0.000036044155,0.0064389096],"genre_scores_gemma":[0.96346784,0.0005436783,0.000009314665,0.00009694025,0.0000465189,5.360016e-7,0.00008178369,0.000013156825,0.035740208],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9962401,0.001501076,0.00031648355,0.00043248048,0.0011002708,0.00040962856],"domain_scores_gemma":[0.99734956,0.0011398073,0.00044977223,0.0003551485,0.0005183579,0.00018734978],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008472913,0.00021010287,0.0003451102,0.00008801843,0.00092965126,0.000022546774,0.001010572,0.00021212897,0.0011597321],"category_scores_gemma":[0.00053284224,0.000165954,0.00027977457,0.00053825695,0.0011399433,0.0001462749,0.00076458306,0.00048747862,0.00006135554],"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":[0.0024374712,0.0017251018,0.86040026,0.00013009613,0.003882585,0.0020224347,0.006059558,0.000030396966,0.00078278367,0.083423056,0.021574754,0.017531494],"study_design_scores_gemma":[0.0024391152,0.0002786379,0.8934391,0.000192452,0.0002484374,0.00003844138,0.07169405,0.00016279123,0.0010389547,0.00040876103,0.029763283,0.00029595348],"about_ca_topic_score_codex":0.00076641096,"about_ca_topic_score_gemma":0.0029490378,"teacher_disagreement_score":0.083014295,"about_ca_system_score_codex":0.00007679555,"about_ca_system_score_gemma":0.00018095018,"threshold_uncertainty_score":0.99975336},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9766523,0.000029094399,0.001836309,0.0019513749,0.00008751326,0.0001246777,6.149434e-7,0.000032734326,0.019285373],"genre_scores_gemma":[0.9954015,0.0000033485067,0.0032493304,0.0009090551,0.000070767244,0.000025615853,0.0000047937365,0.0000054267207,0.00033018473],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99877614,0.000049777333,0.00021585144,0.00036235506,0.0002611986,0.00033467752],"domain_scores_gemma":[0.99905473,0.00031330602,0.00016733455,0.00008299389,0.0003057867,0.00007587446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080337044,0.00012856632,0.0001372802,0.00022817042,0.00037482928,0.000346713,0.00010710482,0.00004732236,0.00006673442],"category_scores_gemma":[0.00024951817,0.000107764296,0.000009075174,0.00033505604,0.0005974878,0.0005551062,0.000033277323,0.0002754269,0.000010044825],"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":[0.000051728042,0.000143764,0.31041774,0.000048331432,0.0000065969657,0.0000084646945,0.032232307,0.00004691141,0.0004232179,0.079633474,0.00018133422,0.5768061],"study_design_scores_gemma":[0.0007291574,0.00049415254,0.8520046,0.0005732264,0.00001584637,0.00010745595,0.12591752,0.01327345,0.00012596085,0.0004118102,0.005898476,0.00044837454],"about_ca_topic_score_codex":0.0005273777,"about_ca_topic_score_gemma":0.00010098513,"teacher_disagreement_score":0.5763578,"about_ca_system_score_codex":0.000029095745,"about_ca_system_score_gemma":0.0010437852,"threshold_uncertainty_score":0.43945006},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9759553,0.0005845327,0.016713195,0.00030709823,0.0061185826,0.00004096949,0.000006133531,0.000008972253,0.00026523313],"genre_scores_gemma":[0.9962875,0.0000138473115,0.0024998211,0.000050343268,0.0010742882,0.0000037889236,0.000013336002,0.0000118443495,0.000045199184],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9987676,0.00015835486,0.00030783584,0.00011812931,0.000564456,0.000083622275],"domain_scores_gemma":[0.99806476,0.00011282264,0.00026775908,0.00013533456,0.0013695946,0.000049726026],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005892091,0.00008067993,0.00013979907,0.0001626937,0.000017397771,0.000027622416,0.00023845801,0.000066873305,0.00049439614],"category_scores_gemma":[0.0008223243,0.000077317374,0.000092894305,0.000092214,0.000011504747,0.00017914148,0.000030444811,0.0001911886,0.000001221476],"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":[0.00058564765,0.0028275657,0.0023703023,0.00008597052,0.001990514,0.000071042545,0.0069104284,0.026632866,0.43842745,0.05386464,0.0009095454,0.46532404],"study_design_scores_gemma":[0.014091898,0.0036761626,0.21896705,0.0046365764,0.002849216,0.008109727,0.03809815,0.21510291,0.4185732,0.061440174,0.012048342,0.0024065936],"about_ca_topic_score_codex":0.000047057754,"about_ca_topic_score_gemma":0.0000048913507,"teacher_disagreement_score":0.46291745,"about_ca_system_score_codex":0.0001462479,"about_ca_system_score_gemma":0.0004654625,"threshold_uncertainty_score":0.5413291},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9879887,0.0000346789,0.008648864,0.00014974731,0.00082135055,0.00038700795,0.00003448661,0.0001013441,0.0018338086],"genre_scores_gemma":[0.99837655,0.000013201021,0.00024478778,0.00030781995,0.000334759,0.00011163766,0.00038480235,0.000029580508,0.00019684786],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99786156,0.00072876655,0.0003609701,0.00039265404,0.00043611974,0.00021995172],"domain_scores_gemma":[0.99897593,0.000074341544,0.00041846526,0.00014716791,0.00033572182,0.000048356444],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00041588946,0.00018283901,0.00019742441,0.00030278688,0.00072356063,0.00004843139,0.000109345245,0.00010691131,0.0023385282],"category_scores_gemma":[0.00005201809,0.00017579728,0.00006888557,0.00043342693,0.00009282525,0.0013835557,0.00005988182,0.0003828226,0.00002080129],"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":[0.008242084,0.007333059,0.026874974,0.0006564071,0.0010122636,0.00005386279,0.35238913,0.005285913,0.12153915,0.009808682,0.002212479,0.464592],"study_design_scores_gemma":[0.009946803,0.009807795,0.22937201,0.0010438499,0.00086443906,0.0002576482,0.65421784,0.013786886,0.05177277,0.02554138,0.0013498014,0.0020387503],"about_ca_topic_score_codex":0.00012606264,"about_ca_topic_score_gemma":0.00003547481,"teacher_disagreement_score":0.46255323,"about_ca_system_score_codex":0.000110039095,"about_ca_system_score_gemma":0.00005792718,"threshold_uncertainty_score":0.9985735},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.988643,0.0023676986,0.0032062677,0.000053432967,0.00017296225,0.00011937605,0.000015616764,0.00000527601,0.0054163667],"genre_scores_gemma":[0.9956933,0.000047552647,0.0014501084,0.000024586789,0.00012548955,0.000016466956,0.000011068581,0.000010111027,0.0026212998],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9991884,0.00022271516,0.00022984504,0.00012187793,0.00014143904,0.0000957268],"domain_scores_gemma":[0.99928325,0.00021659321,0.00034609166,0.00004047184,0.00007856192,0.000035035024],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005408797,0.00007399736,0.00017818506,0.000110406174,0.00019899555,0.000039970255,0.000117941185,0.000016009853,0.0003863633],"category_scores_gemma":[0.00018248681,0.00006548447,0.00004021094,0.00006341374,0.000057154328,0.00015144832,0.00010324219,0.00044617656,1.3537289e-7],"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":[0.0019294865,0.00034353865,0.05165019,0.000075750926,0.00044855883,0.00004104391,0.22207816,0.010981432,0.0029846104,0.12755784,0.00045891924,0.58145046],"study_design_scores_gemma":[0.0065968405,0.0027724395,0.09430983,0.00023816568,0.00020831135,0.00010719247,0.78421354,0.0028336055,0.00034072425,0.004111485,0.1037359,0.0005319824],"about_ca_topic_score_codex":0.000031143372,"about_ca_topic_score_gemma":0.000015727781,"teacher_disagreement_score":0.5809185,"about_ca_system_score_codex":0.000023586976,"about_ca_system_score_gemma":0.000012398013,"threshold_uncertainty_score":0.42304075},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6529179,0.0004228374,0.000010617606,0.000078734956,0.00020534743,0.00033022522,0.00012906751,0.000013767429,0.34589148],"genre_scores_gemma":[0.97505194,0.000001519389,0.0000105868185,0.023947587,0.000059591493,0.00053243304,0.00002591428,0.00001702778,0.00035339536],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99867433,0.000274736,0.00012520858,0.00035954601,0.00015708459,0.00040911764],"domain_scores_gemma":[0.99955267,0.00011493241,0.000057231493,0.00008785326,0.00002877979,0.00015853801],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00018389682,0.00013912831,0.00017331108,0.00016032648,0.00043536935,0.000032655647,0.00010705425,0.000031413892,0.000053570304],"category_scores_gemma":[0.000011157727,0.00016206488,0.000033411303,0.00014663732,0.000111487214,0.000048198708,0.000051635096,0.00047326053,0.000037440837],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004114696,0.00006905409,0.01555252,0.0000055744003,0.00011623594,0.00018793429,0.009416371,0.000004212512,0.00018316948,0.027698603,0.0011204691,0.9456047],"study_design_scores_gemma":[0.0022990042,0.00036106523,0.44767103,0.00009760787,0.00007514726,0.000010672876,0.4534916,0.00010295888,0.00001920322,0.0050902194,0.09001228,0.0007691994],"about_ca_topic_score_codex":0.047293834,"about_ca_topic_score_gemma":0.006701703,"teacher_disagreement_score":0.9448355,"about_ca_system_score_codex":0.00031434724,"about_ca_system_score_gemma":0.00021550103,"threshold_uncertainty_score":0.9590503},"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":"codex-gemma-dda1882f352a","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00041010178,0.00048444458,0.000035249985,0.032268554,0.0011360513,0.0011031395,0.964404,0.000035276338,0.00012319915],"genre_scores_gemma":[0.0035962127,0.00016011238,0.00015283006,0.0007224049,0.00029681792,0.000126394,0.9946731,0.000030701183,0.00024144743],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99493176,0.001355531,0.0014286054,0.0007449054,0.0012185078,0.00032067328],"domain_scores_gemma":[0.99206126,0.00045665493,0.0030227476,0.000855773,0.003382964,0.00022063042],"candidate_categories":["metaresearch","metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000955385,0.0005087359,0.0010498798,0.00032028183,0.00020389534,0.00007579289,0.0011581142,0.00075190066,0.000928451],"category_scores_gemma":[0.0088423295,0.00033817985,0.00059759966,0.0015248293,0.0003819269,0.0003231305,0.000378939,0.0011238513,0.000030834322],"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":[0.000074957396,0.00060626114,0.000054354914,0.0031034786,0.00033627273,7.1105504e-8,0.00061573053,3.869907e-8,0.0000407343,0.0002598831,0.9845197,0.01038851],"study_design_scores_gemma":[0.0007471232,0.00042928808,0.015308106,0.015159022,0.00021558447,0.000005117204,0.00032311643,0.0000024308943,0.00032868836,0.00002901161,0.96714944,0.00030305795],"about_ca_topic_score_codex":0.00010494007,"about_ca_topic_score_gemma":0.000002397367,"teacher_disagreement_score":0.03154615,"about_ca_system_score_codex":0.00007061159,"about_ca_system_score_gemma":0.00037423396,"threshold_uncertainty_score":0.99998486},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9597149,0.0044964515,0.00048799222,0.0002587002,0.0004886648,0.0006702175,0.0000015504648,0.00007712299,0.03380441],"genre_scores_gemma":[0.9841414,0.0004391342,0.00018394235,0.00017424677,0.00014340432,0.00013644136,0.00008512716,0.000044620923,0.014651665],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9955481,0.0017808613,0.0006464893,0.0010659674,0.00041349072,0.0005450676],"domain_scores_gemma":[0.99638146,0.0024653792,0.0004464737,0.000514067,0.00012334865,0.00006929675],"candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007788184,0.00043484577,0.00072396133,0.0002819529,0.00009224018,0.00011453448,0.0006289749,0.0005007931,0.0034087189],"category_scores_gemma":[0.00059823284,0.00033354276,0.00022483674,0.00047795408,0.00011077765,0.000053174426,0.00061155297,0.0032067483,0.0001541729],"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":[0.0002277542,0.0002722866,0.8243876,0.0005248895,0.00008810759,0.00042223147,0.06801436,0.0004707912,0.00019812057,0.0008209855,0.0007590825,0.10381379],"study_design_scores_gemma":[0.001522297,0.00021380716,0.9602766,0.0036183253,0.000017521375,0.0000185502,0.032269996,0.0001916223,0.00011489962,0.00010523893,0.0012059783,0.00044515793],"about_ca_topic_score_codex":0.0028986947,"about_ca_topic_score_gemma":0.0011142881,"teacher_disagreement_score":0.13588901,"about_ca_system_score_codex":0.000095081305,"about_ca_system_score_gemma":0.00013352785,"threshold_uncertainty_score":0.99991167},"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23640832,0.000346837,0.006343923,0.000080756006,0.0013568413,0.0013661438,0.00005824245,0.00017365212,0.7538653],"genre_scores_gemma":[0.9564352,0.0000016034481,0.0015957878,0.0007801605,0.00025478337,0.000042545053,0.0000026345426,0.00009046882,0.04079679],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99625087,0.00046035368,0.0008108905,0.0012375358,0.00047767963,0.00076266675],"domain_scores_gemma":[0.99800545,0.0004976763,0.0004395898,0.00065354246,0.00018131467,0.00022241886],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00062906096,0.0007439939,0.001261292,0.00021127005,0.00016029576,0.00014781227,0.0005561398,0.00085905206,0.0006293112],"category_scores_gemma":[0.00043565198,0.000717903,0.00038307387,0.00008775576,0.00019125963,0.000036733913,0.0003034387,0.001595979,0.0015015398],"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":[0.0007792498,0.000088309906,0.09381433,0.00007701227,0.00072927633,0.0003066846,0.0048880414,0.0010637096,0.000014765636,0.8850913,0.00011036204,0.013036964],"study_design_scores_gemma":[0.0040610586,0.004811792,0.13144171,0.009669776,0.0017912642,0.0002735417,0.0103106,0.00054339133,0.000024996074,0.81643564,0.014016422,0.006619804],"about_ca_topic_score_codex":0.0016363431,"about_ca_topic_score_gemma":0.00013609638,"teacher_disagreement_score":0.7200269,"about_ca_system_score_codex":0.0005789731,"about_ca_system_score_gemma":0.00028995232,"threshold_uncertainty_score":0.9995272},"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":"other","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00016944557,0.011450964,0.00019007959,0.00003388342,0.0011794659,0.00017880545,0.000010089565,0.00018947081,0.9865978],"genre_scores_gemma":[0.07619376,0.00014745361,0.000008924172,0.000095022566,0.0007880435,0.00002443902,0.00007046965,0.00007375973,0.9225981],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987489,0.00007975287,0.00023227099,0.00036621405,0.00023037913,0.00034249073],"domain_scores_gemma":[0.9992412,0.00015699542,0.00021531482,0.00018176709,0.000098889024,0.00010587096],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0001768568,0.00032061827,0.00041808127,0.000100740544,0.0001130639,0.0000559525,0.00015491486,0.00044692657,0.08316743],"category_scores_gemma":[0.000013428373,0.00025902872,0.0001967488,0.00001179095,0.00011393846,0.000029543584,0.000045096935,0.00075679127,0.01550249],"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":[0.00002416939,0.000013289855,0.00052279414,0.000028230374,0.00030784428,0.000017736465,0.001048723,2.5296202e-7,0.0000022167924,0.9681306,0.0050731795,0.024830995],"study_design_scores_gemma":[0.0002898347,0.00008945382,0.00053838163,0.00012001925,0.00012427873,0.000030572723,0.0011068906,0.0000035859223,2.3790943e-7,0.00060646323,0.99670273,0.0003875261],"about_ca_topic_score_codex":0.00010939686,"about_ca_topic_score_gemma":0.0000023732566,"teacher_disagreement_score":0.9916296,"about_ca_system_score_codex":0.000028266895,"about_ca_system_score_gemma":0.00001914118,"threshold_uncertainty_score":0.9999862},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9450457,0.00017789165,0.000006597251,0.000010938084,0.0001800913,0.0009619305,0.00002959509,0.00009023882,0.053496987],"genre_scores_gemma":[0.8396835,0.0000830184,0.000010516214,0.00000791678,0.00003630606,0.0000043870778,0.00032085262,0.00003470396,0.1598188],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99605924,0.0014090203,0.00035842787,0.0009407191,0.0006827183,0.000549905],"domain_scores_gemma":[0.99788165,0.00039853793,0.00058865274,0.0002628229,0.0005212564,0.0003470557],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003383771,0.0006026248,0.0010424092,0.0008146436,0.00085043284,0.00015161787,0.0008997149,0.00039033024,0.0020586334],"category_scores_gemma":[0.00006268908,0.0005875043,0.00014322581,0.0005291602,0.00015140914,0.00020997571,0.00020178569,0.0013709966,0.00013446616],"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":[0.00034901852,0.0007921362,0.900465,0.0000510389,0.00143147,0.0001051777,0.09468486,0.000030925432,0.000019034806,0.0006106869,0.0001311944,0.0013294253],"study_design_scores_gemma":[0.0014550972,0.00067588117,0.52784103,0.000058641548,0.00018756486,0.0000012073452,0.4686105,0.000010540681,0.0000014893708,0.000005430507,0.00083382864,0.00031879183],"about_ca_topic_score_codex":0.23426811,"about_ca_topic_score_gemma":0.4446568,"teacher_disagreement_score":0.37392566,"about_ca_system_score_codex":0.00018421804,"about_ca_system_score_gemma":0.00021376854,"threshold_uncertainty_score":0.99965763},"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":"codex-gemma-dda1882f352a","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000031187592,0.00028506748,0.00024183864,0.07153848,0.0015056614,0.0013501698,0.9249038,0.000034160286,0.00010963371],"genre_scores_gemma":[0.00012202372,0.000046112058,0.00045751207,0.004524065,0.0003040305,0.00037534963,0.9898494,0.000029995925,0.004291543],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99494964,0.0010649284,0.0014482923,0.00087966205,0.0012430624,0.0004144031],"domain_scores_gemma":[0.9892783,0.0003916552,0.0014632265,0.00077243795,0.007824419,0.0002699672],"candidate_categories":["metaresearch","metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012428804,0.00056151714,0.0009200576,0.0005570005,0.0002976867,0.00012151293,0.001025991,0.00069158105,0.0014970676],"category_scores_gemma":[0.008924867,0.00038423156,0.00061471266,0.0021315094,0.00029840774,0.00021616102,0.00028054157,0.0009808126,0.00020224611],"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":[0.00007762029,0.0010264105,0.000072041184,0.0015244295,0.00025299983,2.8380057e-7,0.00022655196,6.163135e-8,0.000006313548,0.0002834204,0.9934221,0.0031077547],"study_design_scores_gemma":[0.0008850462,0.0004304318,0.051026653,0.006189864,0.0001998651,0.00004711537,0.00012526207,0.0000031719246,0.000007649985,0.000015603664,0.94070345,0.00036590794],"about_ca_topic_score_codex":0.00007294702,"about_ca_topic_score_gemma":0.000008384307,"teacher_disagreement_score":0.06701441,"about_ca_system_score_codex":0.00011097621,"about_ca_system_score_gemma":0.00042182108,"threshold_uncertainty_score":0.99986094},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9144007,0.004030125,0.00003962923,0.03221278,0.0007500857,0.00016826359,6.6941203e-7,0.000050700182,0.048347022],"genre_scores_gemma":[0.97900045,0.00018333447,0.000002065236,0.008945945,0.0005417773,0.00022756294,0.000011900688,0.00001539884,0.011071583],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99770826,0.000857782,0.00030751046,0.00027110986,0.00058441877,0.00027091778],"domain_scores_gemma":[0.9984878,0.0011324692,0.0001356581,0.0001410342,0.000025622732,0.00007743968],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016276048,0.000113294285,0.00018438081,0.00014585757,0.00027557925,0.0000033809101,0.00048168635,0.00010897061,0.021131586],"category_scores_gemma":[0.0019801608,0.00007286505,0.000027759343,0.00038473803,0.00019995423,0.000023869874,0.00011626893,0.002073655,0.000087754015],"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":[0.0001131025,0.00008339586,0.32663038,0.000015117337,0.00006547536,0.000041859897,0.063199446,0.00001849362,0.00013477182,0.04078762,0.04424628,0.52466404],"study_design_scores_gemma":[0.0015416191,0.00043837665,0.42033315,0.00024539029,0.00006613705,0.00023538902,0.24238253,0.00023560763,0.000012601954,0.009176117,0.32504427,0.00028879725],"about_ca_topic_score_codex":0.000558643,"about_ca_topic_score_gemma":0.000019527806,"teacher_disagreement_score":0.52437526,"about_ca_system_score_codex":0.000051994008,"about_ca_system_score_gemma":0.00015623681,"threshold_uncertainty_score":0.9797632},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99516255,0.0017013756,0.00009804963,0.00026109398,0.0005682948,0.0001033103,0.000008515578,0.00002055351,0.0020762489],"genre_scores_gemma":[0.99807256,0.00005929857,0.00014783785,0.0006780927,0.0005981381,0.000010522639,0.0000021859228,0.000029852416,0.00040151158],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99646497,0.0017900001,0.0004936091,0.00020951561,0.00064774364,0.00039414773],"domain_scores_gemma":[0.99878514,0.00042049427,0.00044499376,0.00018433343,0.000030928313,0.00013408942],"candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0031208226,0.00019374263,0.00029509788,0.00034896092,0.00093835633,0.00023436265,0.0006041259,0.000030406658,0.00084109517],"category_scores_gemma":[0.00016537806,0.0001277727,0.00013669318,0.00017086038,0.000035422185,0.0002884466,0.00016240777,0.0033629704,0.0000052267646],"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":[0.00022704879,0.0012545134,0.012767618,0.000009237366,0.00021183734,0.0032034388,0.63336104,0.00013548198,0.0009111704,0.0010756849,0.00005009946,0.34679282],"study_design_scores_gemma":[0.0025606458,0.0011441277,0.25929314,0.00018717535,0.00007807502,0.0047097267,0.72985303,0.00006060613,0.00005818266,0.00005511591,0.0017186201,0.0002815793],"about_ca_topic_score_codex":0.0003393745,"about_ca_topic_score_gemma":0.000053538246,"teacher_disagreement_score":0.34651124,"about_ca_system_score_codex":0.00009383167,"about_ca_system_score_gemma":0.000031966414,"threshold_uncertainty_score":0.9989363},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97168374,0.00043970137,0.000120854034,0.0000106405405,0.000623398,0.00014485825,0.000042449567,0.000008175528,0.02692619],"genre_scores_gemma":[0.99919707,0.000008671517,0.00011335611,0.000022845508,0.0004082144,0.0000054303637,0.000015924612,0.000032629378,0.00019585255],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99812907,0.0005055672,0.00055599306,0.00020763573,0.00025736043,0.0003443752],"domain_scores_gemma":[0.99611956,0.0020983203,0.0009564867,0.000108383945,0.0004451862,0.00027204456],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016877662,0.00018223475,0.0005703806,0.00031445175,0.0003532951,0.000024841778,0.00028022524,0.000090514135,0.00037301224],"category_scores_gemma":[0.0034659351,0.00017671066,0.00007631381,0.00032422334,0.00023943526,0.0000120683535,0.00006717378,0.0012772629,0.000003866564],"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":[0.00075683946,0.00003459436,0.85345834,0.00015439457,0.0007149585,0.00012413162,0.03998443,0.0016416332,0.0007759071,0.020266544,0.00019433734,0.08189388],"study_design_scores_gemma":[0.007824975,0.015611846,0.6677185,0.0005842011,0.0018751405,0.00019089409,0.26368,0.00042022427,0.0036762187,0.0065293293,0.030221138,0.0016674608],"about_ca_topic_score_codex":0.0013517033,"about_ca_topic_score_gemma":0.00016524465,"teacher_disagreement_score":0.22369559,"about_ca_system_score_codex":0.000092965594,"about_ca_system_score_gemma":0.00039399316,"threshold_uncertainty_score":0.72060513},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6772556,0.00013279,0.32166559,0.000023333083,0.00029337034,0.00036652765,0.0000032235762,0.00018461044,0.00007499978],"genre_scores_gemma":[0.99146605,2.3876422e-7,0.007926074,0.00012161875,0.00024582626,0.000057914167,0.00008862393,0.000042686162,0.00005096182],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9981906,0.0003159075,0.00038064475,0.00053779053,0.00021151686,0.00036353743],"domain_scores_gemma":[0.99895674,0.00025345283,0.0005119075,0.00016507339,0.000063809806,0.00004901175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003612811,0.00021317534,0.00026295922,0.00009067118,0.0012466889,0.00014500499,0.00015145839,0.000063719475,0.000022834909],"category_scores_gemma":[0.000025267744,0.0002041427,0.000037470407,0.0003089218,0.0000762507,0.00004411946,0.00016982318,0.00070421735,0.000002428886],"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":[0.0001503582,0.00042571806,0.009443174,0.00017449893,0.0001267308,0.00001469078,0.023144983,0.21454532,0.0030330506,0.0027790663,0.000008776455,0.74615365],"study_design_scores_gemma":[0.00043845724,0.000116380295,0.016635556,0.00005567861,0.00007650678,0.00010108334,0.058467537,0.92380685,0.000009315885,0.000016970951,0.000030364112,0.00024529404],"about_ca_topic_score_codex":0.00047625887,"about_ca_topic_score_gemma":0.000031294534,"teacher_disagreement_score":0.7459083,"about_ca_system_score_codex":0.00010413849,"about_ca_system_score_gemma":0.00006292853,"threshold_uncertainty_score":0.9588649},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96086806,0.000092485905,0.0123211015,0.0031277789,0.001036057,0.000659366,0.000046399404,0.000113802285,0.021734947],"genre_scores_gemma":[0.99061656,6.7608687e-7,0.0051572816,0.0008799873,0.000049795573,0.00027892028,0.00003932003,0.000044822267,0.0029326319],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99741906,0.00056416926,0.0005036307,0.0005697466,0.00045418364,0.0004892278],"domain_scores_gemma":[0.9990642,0.00027202646,0.00020615615,0.00025126417,0.00006527226,0.00014108719],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008021924,0.00024453338,0.00029663008,0.00018827425,0.00068340136,0.000039373903,0.00048458573,0.00008024762,0.0031025903],"category_scores_gemma":[0.00013335096,0.00019187648,0.00011404985,0.0008301362,0.00010155137,0.000028136643,0.00035431483,0.0006890572,0.00027139473],"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":[0.0015154652,0.0022093079,0.48066282,0.00005172177,0.00065940723,0.000003550184,0.04954433,0.0007158572,0.0013976316,0.45081738,0.0015385636,0.010883994],"study_design_scores_gemma":[0.0016415471,0.00075215776,0.9255747,0.00014627744,0.00007448774,0.000026553635,0.062983215,0.00007831141,0.0001826554,0.0016596653,0.0064284964,0.00045193094],"about_ca_topic_score_codex":0.00003316574,"about_ca_topic_score_gemma":0.00011394669,"teacher_disagreement_score":0.44915769,"about_ca_system_score_codex":0.000048886886,"about_ca_system_score_gemma":0.00026539483,"threshold_uncertainty_score":0.9978087},"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":"other","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35417208,0.12690388,0.000012084196,0.39351317,0.012574011,0.004699631,0.00031099745,0.00040425273,0.10740988],"genre_scores_gemma":[0.01542639,0.0013253362,0.0001041718,0.0051042526,0.00024861732,0.0019271183,0.0004851421,0.000073709205,0.97530526],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9945404,0.0026466516,0.00057415623,0.0009219128,0.000697976,0.0006189167],"domain_scores_gemma":[0.99795586,0.00086919474,0.00037601066,0.00065235345,0.00009167338,0.00005488184],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0030793815,0.00047257316,0.0006517449,0.00030465468,0.00050428265,0.000075911674,0.0009533331,0.0002660927,0.059190124],"category_scores_gemma":[0.0003209589,0.0003170392,0.00016284561,0.00049214845,0.00005970676,0.000025511074,0.0002972028,0.0015137731,0.00071815314],"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":[0.00039704161,0.00021072506,0.0005235038,0.0018607517,0.000101045385,0.00014655733,0.017175646,2.0217121e-7,0.00015127283,0.00009090203,0.95344704,0.025895325],"study_design_scores_gemma":[0.00030323607,0.00011273979,0.012229609,0.0016648257,0.00004550458,0.000022859596,0.009159547,3.033018e-7,0.00009356801,0.000003580731,0.97589296,0.00047128924],"about_ca_topic_score_codex":0.0002918206,"about_ca_topic_score_gemma":0.00076134433,"teacher_disagreement_score":0.86789536,"about_ca_system_score_codex":0.00018185272,"about_ca_system_score_gemma":0.00024346932,"threshold_uncertainty_score":0.9999282},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968791,0.00010488633,0.00026793743,0.00008293337,0.00044990695,0.0001126602,8.046465e-7,0.0000436682,0.0020580965],"genre_scores_gemma":[0.9747506,0.00002058681,0.000040221945,0.000048881142,0.000053369717,0.000075339616,0.000021855669,0.0000072226208,0.024981963],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99811226,0.0004217742,0.00021051813,0.00045125195,0.00049367535,0.00031054486],"domain_scores_gemma":[0.9995308,0.00016901415,0.00014056748,0.00008113258,0.000021387103,0.000057097033],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00081187603,0.000111124464,0.0001675781,0.0007583343,0.0004340672,0.00013976834,0.00029320628,0.00005157949,0.0018788566],"category_scores_gemma":[0.00013393327,0.00010371282,0.00008021369,0.0025074547,0.0002495085,0.00014589685,0.000063977845,0.00023777843,0.0004423316],"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":[0.0000038440207,0.00015515828,0.97235525,7.717277e-7,0.000041665055,0.000002661357,0.010966979,0.0018768194,0.00032706183,0.0003164609,0.000014852036,0.013938487],"study_design_scores_gemma":[0.00016386465,0.00007904823,0.90817744,0.000014690584,0.00009047727,0.0000010896525,0.08934243,0.0009185571,0.00001314293,0.000020405707,0.0010535662,0.00012527115],"about_ca_topic_score_codex":0.00040264663,"about_ca_topic_score_gemma":0.000022082173,"teacher_disagreement_score":0.07837545,"about_ca_system_score_codex":0.00005346427,"about_ca_system_score_gemma":0.00010042028,"threshold_uncertainty_score":0.9990336},"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2230647,0.00010951433,0.0059283604,0.0017557788,0.0015748332,0.000595847,0.00011545565,0.00074550847,0.76611],"genre_scores_gemma":[0.88354415,0.000051508523,0.000024393667,0.00007938015,0.0001192251,0.000006419406,0.000058101454,0.000043766733,0.116073035],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99768656,0.0004265925,0.00014848259,0.0008543777,0.00030590792,0.00057806424],"domain_scores_gemma":[0.9989272,0.00022947935,0.00013333198,0.0002700846,0.00016689755,0.00027300266],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00032371562,0.00030212748,0.00032958732,0.0005906933,0.00045782735,0.00017740743,0.00063473947,0.00040743648,0.0032820983],"category_scores_gemma":[0.00009439949,0.00032095317,0.00018586713,0.00026716507,0.00013003121,0.00003591942,0.0005432127,0.0015969275,0.001400155],"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":[0.00007954557,0.000100603,0.42257994,0.0000353432,0.0016997036,0.0009084304,0.04643659,0.00025475683,0.0000011864618,0.52014756,0.007459473,0.00029683902],"study_design_scores_gemma":[0.000503266,0.00009718249,0.20068179,0.00014459545,0.00012275873,0.0000031341117,0.7859984,0.00005866004,3.6218674e-7,0.009004413,0.002878858,0.00050658605],"about_ca_topic_score_codex":0.59627354,"about_ca_topic_score_gemma":0.39394805,"teacher_disagreement_score":0.7395618,"about_ca_system_score_codex":0.0020454356,"about_ca_system_score_gemma":0.00041849498,"threshold_uncertainty_score":0.99992424},"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2230647,0.00010951433,0.0059283604,0.0017557788,0.0015748332,0.000595847,0.00011545565,0.00074550847,0.76611],"genre_scores_gemma":[0.88354415,0.000051508523,0.000024393667,0.00007938015,0.0001192251,0.000006419406,0.000058101454,0.000043766733,0.116073035],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99768656,0.0004265925,0.00014848259,0.0008543777,0.00030590792,0.00057806424],"domain_scores_gemma":[0.9989272,0.00022947935,0.00013333198,0.0002700846,0.00016689755,0.00027300266],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00032371562,0.00030212748,0.00032958732,0.0005906933,0.00045782735,0.00017740743,0.00063473947,0.00040743648,0.0032820983],"category_scores_gemma":[0.00009439949,0.00032095317,0.00018586713,0.00026716507,0.00013003121,0.00003591942,0.0005432127,0.0015969275,0.001400155],"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":[0.00007954557,0.000100603,0.42257994,0.0000353432,0.0016997036,0.0009084304,0.04643659,0.00025475683,0.0000011864618,0.52014756,0.007459473,0.00029683902],"study_design_scores_gemma":[0.000503266,0.00009718249,0.20068179,0.00014459545,0.00012275873,0.0000031341117,0.7859984,0.00005866004,3.6218674e-7,0.009004413,0.002878858,0.00050658605],"about_ca_topic_score_codex":0.59627354,"about_ca_topic_score_gemma":0.39394805,"teacher_disagreement_score":0.7395618,"about_ca_system_score_codex":0.0020454356,"about_ca_system_score_gemma":0.00041849498,"threshold_uncertainty_score":0.99992424},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8746473,0.028373703,0.000015432046,0.00025115238,0.0017633814,0.00047704772,0.00003799784,0.00007165197,0.09436231],"genre_scores_gemma":[0.99788785,0.00034018204,0.000072280185,0.00033747967,0.00031440833,0.0002567745,0.00036148753,0.000028551018,0.0004009868],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99819344,0.00030578452,0.00026066037,0.0004929189,0.00027250568,0.00047467614],"domain_scores_gemma":[0.99907666,0.00027557253,0.00010950231,0.0003266674,0.00017792525,0.000033641838],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00012938236,0.00021579796,0.0002010182,0.00020599105,0.00023847689,0.000101018995,0.00039164536,0.0001276918,0.000078566976],"category_scores_gemma":[0.000048685746,0.0001772896,0.00007959342,0.00073910085,0.00013247177,0.00018572294,0.000038808914,0.00047554192,0.00012266319],"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":[0.000026059837,0.00003162458,0.07982393,0.00008133707,0.000010965247,0.00003914216,0.3130107,0.000073941614,0.000004403699,0.0017168857,0.00019190086,0.6049891],"study_design_scores_gemma":[0.00034658483,0.00007799641,0.1989645,0.00034766865,0.000026150998,0.0000109853345,0.7771913,0.0000029048997,0.000016844502,0.0014376554,0.021366935,0.00021051234],"about_ca_topic_score_codex":0.00021569354,"about_ca_topic_score_gemma":0.0014124934,"teacher_disagreement_score":0.6047786,"about_ca_system_score_codex":0.00026439974,"about_ca_system_score_gemma":0.00014973881,"threshold_uncertainty_score":0.722966},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9903835,0.00054735364,0.00006830329,0.0037643432,0.0020854247,0.00006515846,0.0000012290354,0.000045946133,0.0030387356],"genre_scores_gemma":[0.9688228,0.00019743266,0.00001426667,0.00019964718,0.0006323297,0.000007758076,0.000009742982,0.000024291214,0.030091742],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984833,0.0005536418,0.00027768692,0.00020377598,0.0002184395,0.00026313556],"domain_scores_gemma":[0.9987476,0.00017867157,0.0006035532,0.000103294835,0.0002220195,0.0001448575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046375822,0.00016738471,0.00029060166,0.00030407065,0.00024449127,0.00017868259,0.00017192274,0.000096826116,0.0006039709],"category_scores_gemma":[0.00038054588,0.00012695466,0.00012027475,0.00017900369,0.00005446329,0.00015278049,0.00004056624,0.00085894135,0.000081946295],"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":[0.00015841903,0.0005746628,0.72429883,0.00005035174,0.00017068743,0.000020495649,0.029935358,0.000009402095,0.0002173285,0.00057786814,0.011286174,0.23270041],"study_design_scores_gemma":[0.00069418177,0.00027941415,0.82101554,0.00024262394,0.000047238504,0.000083370636,0.13595821,0.00003361809,0.000008394485,0.00016109081,0.04132481,0.00015150184],"about_ca_topic_score_codex":0.000025309098,"about_ca_topic_score_gemma":0.00000862439,"teacher_disagreement_score":0.23254889,"about_ca_system_score_codex":0.000033477674,"about_ca_system_score_gemma":0.00006294423,"threshold_uncertainty_score":0.6613058},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9191045,0.00047070617,0.01323549,0.05270501,0.0027399447,0.00029178854,0.000006159837,0.000058205416,0.011388178],"genre_scores_gemma":[0.9964249,0.0000385512,0.00007005225,0.00009692227,0.00023433338,0.0000052544474,0.000005581239,0.000023304729,0.0031011116],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99777395,0.0006012515,0.0005537163,0.00016733662,0.00059337774,0.00031034774],"domain_scores_gemma":[0.99822086,0.00062654517,0.00075175747,0.00013461491,0.00018575112,0.000080485675],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00093819224,0.00014155896,0.0002593775,0.00024479942,0.0006432796,0.000048583384,0.00035704442,0.000088081426,0.00017359099],"category_scores_gemma":[0.00014183445,0.00007142268,0.00018152119,0.0005398502,0.00026252377,0.00017357818,0.000040679777,0.00073261105,0.000023279123],"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":[0.001329703,0.0032657743,0.23991218,0.00010008781,0.00093322777,0.00006331589,0.14758082,0.0007466326,0.02204421,0.2749231,0.029005023,0.28009593],"study_design_scores_gemma":[0.00091372593,0.00027847465,0.62944317,0.0042115217,0.000135754,0.00007183134,0.2708074,0.00006473079,0.000044708504,0.09356244,0.00031672785,0.00014949801],"about_ca_topic_score_codex":0.0000027085732,"about_ca_topic_score_gemma":9.699341e-7,"teacher_disagreement_score":0.38953102,"about_ca_system_score_codex":0.00018573462,"about_ca_system_score_gemma":0.000104908904,"threshold_uncertainty_score":0.49476513},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9958593,0.0008977092,0.00017263908,0.00050793984,0.00028295987,0.00029229568,0.000006078137,0.00029450087,0.001686549],"genre_scores_gemma":[0.99756056,0.00028292037,0.000040456605,0.000101368,0.00022664909,0.000025289846,0.000031914296,0.00003628864,0.0016945429],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9961808,0.0007567873,0.00037578028,0.00086426246,0.00092756905,0.0008948412],"domain_scores_gemma":[0.9985608,0.00047395483,0.0004227481,0.0002729026,0.00012577914,0.00014380299],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003607095,0.00029984335,0.00033867484,0.0003969531,0.0020228636,0.00028935538,0.0010411426,0.00018981915,0.00015693066],"category_scores_gemma":[0.001219575,0.00022089753,0.00012849402,0.0012151941,0.0013899565,0.0004950399,0.0004940792,0.0020456687,0.00013026177],"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":[0.00002006609,0.000022982458,0.9105776,0.000006686224,0.00007509562,0.0000059031445,0.025650075,0.0010790749,0.0033621602,0.0012633456,0.00012354355,0.0578135],"study_design_scores_gemma":[0.0004598149,0.00021464645,0.9767927,0.00015062676,0.000057099045,0.000044727767,0.021091962,0.00032391347,0.00031795521,0.00014798211,0.0001239421,0.00027461752],"about_ca_topic_score_codex":0.00033480613,"about_ca_topic_score_gemma":0.0000051542374,"teacher_disagreement_score":0.06621514,"about_ca_system_score_codex":0.00003580895,"about_ca_system_score_gemma":0.00009296277,"threshold_uncertainty_score":0.99927634},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42133212,0.002011125,0.0035825362,0.00076053344,0.0004461489,0.0015893808,0.0011815089,0.0008119452,0.5682847],"genre_scores_gemma":[0.7959361,0.002619507,0.0013768969,0.0005203877,0.0005109975,0.000050866733,0.00027211188,0.00033481384,0.19837834],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99130785,0.0018357477,0.0010184372,0.0021654104,0.00081194856,0.0028605748],"domain_scores_gemma":[0.99113095,0.005303546,0.0009548566,0.0009751863,0.0005278029,0.0011076711],"candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"category_scores_codex":[0.001448623,0.0018852876,0.0018134573,0.0012398012,0.0011222898,0.00034605246,0.001923593,0.0023567423,0.013835365],"category_scores_gemma":[0.00086386036,0.0020224394,0.00091192906,0.0005638789,0.0016905591,0.00032424965,0.00073913875,0.0030454253,0.0015433284],"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":[0.0020190696,0.0017152088,0.5602835,0.0013055984,0.0075029833,0.015333761,0.028629407,0.0004271036,0.0027349556,0.35313502,0.011292309,0.015621079],"study_design_scores_gemma":[0.017221192,0.005260014,0.7152615,0.009380123,0.010660993,0.0028065313,0.1031115,0.0047894544,0.0022385959,0.03358955,0.08539883,0.010281695],"about_ca_topic_score_codex":0.00527625,"about_ca_topic_score_gemma":0.0023217464,"teacher_disagreement_score":0.37460396,"about_ca_system_score_codex":0.0023866594,"about_ca_system_score_gemma":0.0026426225,"threshold_uncertainty_score":0.9993891},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97373587,0.00036965797,0.00008016709,0.001123613,0.00040974774,0.00002378217,1.1117013e-7,0.000011345079,0.024245715],"genre_scores_gemma":[0.99112475,0.000038573995,0.00023328741,0.00010121532,0.00020911309,0.0000014260743,0.0000013365601,0.000007487288,0.008282824],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99900675,0.00048702257,0.00023555027,0.00007560307,0.00008856787,0.000106497006],"domain_scores_gemma":[0.99883425,0.0004935644,0.00047949093,0.00003855465,0.00011002293,0.00004412937],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009865667,0.000055596924,0.00014298304,0.00024331738,0.00011654767,0.000016756057,0.000056941677,0.000047371614,0.0002453207],"category_scores_gemma":[0.00096577767,0.00004593192,0.00004288238,0.00011465446,0.00004236687,0.00008135532,0.000013210003,0.00063386036,0.00001898882],"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":[0.00006390823,0.0002091292,0.26121572,0.000029620214,0.00015563532,0.0000070414144,0.114128165,0.00003534863,0.0021089986,0.010732073,0.002431125,0.60888326],"study_design_scores_gemma":[0.00031034954,0.0003973117,0.556707,0.00011609063,0.00005126809,0.00012552875,0.40687296,0.000024917019,0.000025085908,0.00027675222,0.035017166,0.00007555575],"about_ca_topic_score_codex":0.00015252263,"about_ca_topic_score_gemma":0.0000025058093,"teacher_disagreement_score":0.6088077,"about_ca_system_score_codex":0.000010526201,"about_ca_system_score_gemma":0.00008581844,"threshold_uncertainty_score":0.2753843},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8965816,0.00014822543,0.0000063361986,0.00043736387,0.00008576892,0.0003644393,0.00001057819,0.00030187424,0.102063805],"genre_scores_gemma":[0.998075,0.000026529697,0.000226628,0.00020056925,0.00022189523,0.0002407817,0.000018252857,0.000030395373,0.00095995166],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998611,0.000021285856,0.00017706939,0.000447994,0.00025283868,0.0004898449],"domain_scores_gemma":[0.999572,0.00004180419,0.000117927804,0.00007503861,0.00013578325,0.00005746883],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00038690277,0.00018954575,0.00022483054,0.00021386656,0.00015316687,0.00013335176,0.0002486935,0.00008707215,0.00049800763],"category_scores_gemma":[0.000035084213,0.00013778356,0.000045339784,0.00078639464,0.0001213893,0.0001675615,0.00009967194,0.00032092544,0.00034892317],"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":[0.000110607514,0.00012366714,0.8622537,0.00009439006,0.000069750386,0.000032700595,0.046136286,4.8075776e-7,0.00006233412,0.07234719,0.002710988,0.01605791],"study_design_scores_gemma":[0.0007247551,0.00032534645,0.96887356,0.00034214195,0.000016580476,0.000013154799,0.016465949,0.00006541154,0.000017236867,0.009423652,0.0034314475,0.00030074117],"about_ca_topic_score_codex":0.0003685849,"about_ca_topic_score_gemma":0.00009314138,"teacher_disagreement_score":0.10661988,"about_ca_system_score_codex":0.00003355167,"about_ca_system_score_gemma":0.000014242504,"threshold_uncertainty_score":0.5618651},"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":"codex-gemma-dda1882f352a","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00032621258,0.0013342338,1.1695909e-7,0.000014489714,0.00018680256,0.00031879728,0.9965578,0.000017053251,0.0012445383],"genre_scores_gemma":[0.002032542,0.000034599245,4.7771647e-7,0.0001578432,0.000115486786,0.0005616267,0.99635535,0.000016545142,0.0007255146],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985018,0.0002242832,0.0003204113,0.00046006433,0.00023148821,0.00026199405],"domain_scores_gemma":[0.9989254,0.0003341197,0.0002759171,0.0002267194,0.00018399044,0.000053861004],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00004862164,0.00024094354,0.0003657682,0.00012633324,0.000030844578,0.000025195926,0.00020416688,0.00038615926,0.53640705],"category_scores_gemma":[0.00057618757,0.00023503312,0.00011151986,0.00020021453,0.000014662871,0.00003444429,0.00011505813,0.00053862104,0.0023719915],"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":[0.00004069849,0.0003426271,0.000104251616,0.00024355768,0.00011410663,0.000068952075,0.00020357284,9.8656635e-8,8.634161e-7,3.0121342e-7,0.99771005,0.0011709232],"study_design_scores_gemma":[0.0008235724,0.0003496819,0.025029361,0.007544003,0.00005580514,0.000007685178,0.0012550999,0.0000015033909,0.00002707685,0.000005138728,0.9646763,0.00022475209],"about_ca_topic_score_codex":0.00022395364,"about_ca_topic_score_gemma":0.00006683724,"teacher_disagreement_score":0.5340351,"about_ca_system_score_codex":0.000038146314,"about_ca_system_score_gemma":0.00008451302,"threshold_uncertainty_score":0.9984048},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96150833,0.008002003,0.00020212264,0.013350697,0.0010018094,0.00007733719,0.000003949747,0.000013296874,0.015840422],"genre_scores_gemma":[0.9975812,0.0001848799,0.0000073497104,0.00090706674,0.00031563232,0.0000021060707,0.0000010217487,0.000018127574,0.0009826284],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997328,0.0015929093,0.00043022144,0.00012144057,0.00017181123,0.00035566377],"domain_scores_gemma":[0.99748427,0.0018140951,0.00032179407,0.00015440788,0.00015086646,0.00007458458],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017840009,0.00012188809,0.0002454033,0.00022580395,0.00021088988,0.000026021744,0.00050121266,0.000116472744,0.00077427295],"category_scores_gemma":[0.00042321353,0.00006419394,0.0001178469,0.00020269862,0.0003259632,0.00004517574,0.000047817604,0.0011403351,0.00012483007],"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":[0.002803708,0.00029864765,0.3195981,0.00014373181,0.005885386,0.0023333433,0.12904756,0.004678639,0.005993528,0.22450705,0.037833925,0.26687637],"study_design_scores_gemma":[0.0010599475,0.004431162,0.85703427,0.00008157651,0.0010272788,0.004002286,0.020040464,0.0008869085,0.00009887374,0.017495096,0.09351961,0.00032254867],"about_ca_topic_score_codex":0.013226049,"about_ca_topic_score_gemma":0.0071748667,"teacher_disagreement_score":0.5374361,"about_ca_system_score_codex":0.00002021187,"about_ca_system_score_gemma":0.00021539675,"threshold_uncertainty_score":0.99334496},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81823224,0.0039202534,0.0013151426,0.0009308835,0.00091335195,0.00012769799,6.875328e-7,0.0002852491,0.17427447],"genre_scores_gemma":[0.99118304,0.000049664613,0.00016712947,0.00021279277,0.0002639539,0.00007233453,0.000042149644,0.000028765906,0.007980146],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9980797,0.00087563554,0.00021064401,0.00045243726,0.00008203268,0.0002995509],"domain_scores_gemma":[0.99940646,0.000324628,0.0000549343,0.00016124126,0.000013319953,0.000039406452],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081464363,0.00015705258,0.0001764764,0.0002816222,0.0001414645,0.000053530173,0.00016151313,0.00017948066,0.00025772033],"category_scores_gemma":[0.00014768458,0.00013694655,0.00006787929,0.00014404727,0.00009877114,0.00006750322,0.000047213594,0.0011678875,0.0006180733],"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":[0.00005408185,0.00018430631,0.03258239,0.0000337291,0.000053440297,0.000030887775,0.02838612,0.000024831925,0.00010161815,0.5823261,0.0028209123,0.35340157],"study_design_scores_gemma":[0.0016963633,0.0021281857,0.41813475,0.001567023,0.00027213138,0.000569329,0.053953048,0.007841247,0.00009173932,0.34425044,0.16763446,0.0018612652],"about_ca_topic_score_codex":0.0014111152,"about_ca_topic_score_gemma":0.00003891177,"teacher_disagreement_score":0.38555238,"about_ca_system_score_codex":0.00004832729,"about_ca_system_score_gemma":0.000060600327,"threshold_uncertainty_score":0.79442877},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90060663,0.0023131426,0.00030660615,0.000009418086,0.0003566326,0.00014304572,0.000017402175,0.00009351132,0.096153624],"genre_scores_gemma":[0.997618,0.000008402874,0.000053505853,0.000026863967,0.0002705649,0.000011842638,0.000017463248,0.00002411704,0.0019692134],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987432,0.00036508578,0.00022645929,0.0002767887,0.0001665048,0.0002219875],"domain_scores_gemma":[0.9975081,0.0021022318,0.00014306574,0.00014145588,0.000065210435,0.000039923903],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007584293,0.00015110135,0.00020541126,0.00009255196,0.00015311266,0.00009913852,0.000109799075,0.00009988161,0.00027247248],"category_scores_gemma":[0.00083263096,0.000105446205,0.000053680513,0.00012691536,0.0001408329,0.0001341971,0.000036799607,0.0008169763,0.0000022018585],"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":[0.00010100333,0.000029036839,0.006356792,0.00008697928,0.00021241234,0.000041093233,0.7926286,0.000009063007,0.00065466866,0.0041628415,0.0000593023,0.19565819],"study_design_scores_gemma":[0.00050632627,0.00027516627,0.0060457634,0.0007103759,0.000103120925,0.000008566122,0.9900666,0.00018461363,0.001683191,0.00004014839,0.00018226847,0.00019386917],"about_ca_topic_score_codex":0.0005238608,"about_ca_topic_score_gemma":0.00029481694,"teacher_disagreement_score":0.19743799,"about_ca_system_score_codex":0.000014405403,"about_ca_system_score_gemma":0.00002214938,"threshold_uncertainty_score":0.42999715},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97596294,0.0030911926,0.00016425143,0.000022661397,0.0016776312,0.00015225814,0.0000056520325,0.000028688952,0.01889473],"genre_scores_gemma":[0.9959294,0.000021267295,0.00029830876,0.000026172793,0.00053284323,0.00001407879,0.0000047509316,0.000017335507,0.003155821],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99775684,0.00065166946,0.0006226198,0.00023966738,0.0005139407,0.00021528474],"domain_scores_gemma":[0.9984878,0.0006995924,0.00029884017,0.00012209223,0.00032576662,0.00006593457],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013192589,0.0001612237,0.00037004513,0.00070698216,0.000047643538,0.00011188506,0.00040621424,0.000054050175,0.00097537256],"category_scores_gemma":[0.00079220056,0.00012727045,0.00011193841,0.00067200675,0.000048938768,0.00019238694,0.0000720131,0.00084618205,0.000016355125],"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":[0.00024086873,0.0019464478,0.3958416,0.00009213198,0.0006569843,0.00057133107,0.44118917,0.00023815465,0.00012475673,0.0024892064,0.0004849539,0.1561244],"study_design_scores_gemma":[0.002093572,0.0010707447,0.5770576,0.0007098714,0.00013110354,0.000017010054,0.41049245,0.000028984494,0.000078867335,0.00012339654,0.00796804,0.00022838151],"about_ca_topic_score_codex":0.00019645263,"about_ca_topic_score_gemma":0.0008248014,"teacher_disagreement_score":0.18121599,"about_ca_system_score_codex":0.00004051249,"about_ca_system_score_gemma":0.000081867474,"threshold_uncertainty_score":0.9999379},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9581087,0.039046522,0.000007751646,0.0007557413,0.001827431,0.000078950565,0.000002821809,0.000009319775,0.00016273269],"genre_scores_gemma":[0.94416106,0.05550659,0.000013821327,0.000014544121,0.000052100437,5.907249e-7,2.5635725e-7,0.0000019901759,0.00024905804],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998818,0.00031748918,0.00027886522,0.00014046009,0.000288263,0.00015696627],"domain_scores_gemma":[0.99837387,0.0010290691,0.00033483343,0.00006519906,0.00018164064,0.000015400054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014896865,0.00008682301,0.00020873851,0.00008042764,0.00037647644,0.000061699844,0.0007949858,0.000027106738,0.000018584073],"category_scores_gemma":[0.0019413838,0.000038278362,0.00011587212,0.00018905137,0.0026469098,0.00012957255,0.0005350008,0.00030083468,0.0000013736542],"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":[0.000019803878,0.000029676434,0.90775007,0.000020310501,0.00012788686,0.000020263624,0.048139136,0.000008521765,0.00017379168,0.00093439996,0.00012721734,0.042648934],"study_design_scores_gemma":[0.00009700003,0.00012888604,0.55060166,0.00023119032,0.000014622798,0.0000052398796,0.44479996,0.0000022670606,0.00008560654,0.000058630798,0.0039309966,0.000043909804],"about_ca_topic_score_codex":0.000065466775,"about_ca_topic_score_gemma":0.00009650041,"teacher_disagreement_score":0.39666083,"about_ca_system_score_codex":0.00015076128,"about_ca_system_score_gemma":0.00004016588,"threshold_uncertainty_score":0.9752649},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97024983,0.0022412138,0.000041146308,0.000074213705,0.0004948697,0.00021645092,0.00003860218,0.00085377775,0.025789887],"genre_scores_gemma":[0.99653524,0.000015941767,0.000053508324,0.0006164613,0.0016461745,0.000052470717,0.0001457132,0.000058943304,0.0008755197],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99711716,0.0010113531,0.00032666905,0.0007694261,0.00032163793,0.00045376917],"domain_scores_gemma":[0.998178,0.001270632,0.000101624835,0.00018245375,0.000057279034,0.00020999536],"candidate_categories":["metaepi_narrow","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0011329313,0.00031558366,0.0002699837,0.0002783404,0.00026513392,0.00036816343,0.00021300412,0.00029450975,0.00026337773],"category_scores_gemma":[0.002397865,0.000274835,0.00007660969,0.00020855057,0.000305629,0.00057607127,0.00007462859,0.002320532,0.000049211354],"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":[0.000031667063,0.000036864127,0.16673493,0.000041914533,0.000083324936,0.00016069633,0.7651393,0.0000033634321,0.00037629966,0.0025892588,0.00014145822,0.06466093],"study_design_scores_gemma":[0.00045267743,0.00030054443,0.12169904,0.0006691808,0.00008588728,0.000007686974,0.8754788,0.00019395855,0.00032656602,0.00012393638,0.00023689649,0.0004248283],"about_ca_topic_score_codex":0.00035236726,"about_ca_topic_score_gemma":0.000060295202,"teacher_disagreement_score":0.11033949,"about_ca_system_score_codex":0.00003848734,"about_ca_system_score_gemma":0.00003535101,"threshold_uncertainty_score":0.99998116},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9903798,0.0019152206,0.0049969,0.00018138005,0.0017730051,0.00024919727,2.3148853e-7,0.000008093267,0.0004961437],"genre_scores_gemma":[0.99766046,0.000028342687,0.0004597322,0.00004705109,0.00013916696,0.0000037768418,2.3088428e-7,0.000009291141,0.0016519226],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9986759,0.000534283,0.00026670547,0.00017703952,0.00020085974,0.0001452275],"domain_scores_gemma":[0.9990831,0.00047017547,0.00018449225,0.00010193392,0.00012393325,0.00003633448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006832796,0.00009721768,0.0001381016,0.00028635946,0.00018362909,0.00018753372,0.0002212738,0.000011814861,0.00026817614],"category_scores_gemma":[0.00006895286,0.00007102201,0.000039483777,0.00054689136,0.000045189707,0.00042888444,0.00005414052,0.00028547738,0.000009716156],"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":[0.0005920959,0.0042449557,0.3376429,0.00002555689,0.00038192247,0.0001966764,0.2139392,0.0017793251,0.007884489,0.0020043158,0.00050878956,0.43079975],"study_design_scores_gemma":[0.0003846484,0.00061137386,0.5267594,0.00052067643,0.00009675184,0.000040031722,0.46810538,0.000060882823,0.00015742917,0.00007466225,0.003051359,0.00013743939],"about_ca_topic_score_codex":0.00005551119,"about_ca_topic_score_gemma":0.00009031888,"teacher_disagreement_score":0.43066233,"about_ca_system_score_codex":0.0004069621,"about_ca_system_score_gemma":0.00018765856,"threshold_uncertainty_score":0.29363406},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98967654,0.00043919857,0.00007353077,0.0000029239893,0.0024036418,0.00006268354,0.000015184539,0.0000085545935,0.007317762],"genre_scores_gemma":[0.9988611,0.00001872616,0.00004944244,0.000011519522,0.00093858805,0.0000021580224,0.0000038203843,0.0000062644767,0.000108418026],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986186,0.0002137459,0.0005217634,0.00014944864,0.00040317903,0.000093275645],"domain_scores_gemma":[0.9952028,0.0006334826,0.0002495575,0.000049494884,0.0038197304,0.000044950742],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005455463,0.000099552235,0.00034582417,0.00082854566,0.00002281402,0.00010921669,0.00020329161,0.00003800559,0.00010965022],"category_scores_gemma":[0.0053427564,0.00008541208,0.00010205973,0.0003432969,0.000056986224,0.00003046422,0.000057011745,0.0004102188,0.0000013551685],"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":[0.00012342838,0.0006475255,0.8707997,0.00000850823,0.005774515,0.00669,0.112488836,0.0004709655,0.0000020834111,0.0019556568,0.00006234371,0.00097640563],"study_design_scores_gemma":[0.001713812,0.0010397168,0.6373087,0.00021696831,0.0015438405,0.00007029985,0.3513642,0.0012979377,0.0000060136954,0.000116905874,0.0051445523,0.0001770083],"about_ca_topic_score_codex":0.00024619693,"about_ca_topic_score_gemma":0.0003179798,"teacher_disagreement_score":0.23887536,"about_ca_system_score_codex":0.000036828293,"about_ca_system_score_gemma":0.000027933162,"threshold_uncertainty_score":0.63961643},"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":"codex-gemma-dda1882f352a","genre_candidate":"protocol","genre_consensus":"protocol","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0000060544066,0.3594787,0.000006820671,0.0003554836,0.000027479091,0.6395965,0.000018662966,0.00014048276,0.00036976364],"genre_scores_gemma":[2.200137e-7,0.39701653,0.000013671569,0.00002258157,0.00056435337,0.5985601,0.00009864365,0.00016720312,0.00355671],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9691642,0.015118811,0.0032780482,0.0021020502,0.008366991,0.001969901],"domain_scores_gemma":[0.9818376,0.01457508,0.001208313,0.00069664465,0.00067483465,0.001007569],"candidate_categories":["metaresearch","metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":["metaresearch","research_integrity"],"category_scores_codex":[0.038946707,0.0010495705,0.0052882456,0.001242211,0.00053609157,0.00069556345,0.0021331434,0.0017230785,0.0058557144],"category_scores_gemma":[0.011335008,0.00075725303,0.0015225157,0.0011541127,0.0011117547,0.00017233436,0.0019736334,0.0073545408,0.00019012028],"study_design_candidate":"systematic_review","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":[0.00018863464,0.00060176145,0.0012496453,0.353547,0.000462678,0.0005389028,0.00035831766,1.9157621e-8,2.2499714e-8,0.00029560592,0.049657643,0.5930998],"study_design_scores_gemma":[0.0006211796,0.00055906235,0.00002218934,0.47813573,0.00007552982,0.00009822325,0.00017063519,0.000002469901,1.5042906e-7,0.000026174203,0.51990354,0.00038513204],"about_ca_topic_score_codex":0.00019106093,"about_ca_topic_score_gemma":0.000037224618,"teacher_disagreement_score":0.59271467,"about_ca_system_score_codex":0.00019474373,"about_ca_system_score_gemma":0.005398633,"threshold_uncertainty_score":0.9995729},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6491275,0.006991572,0.2866118,0.0023927165,0.00121981,0.00052602804,0.0005165666,0.0007010123,0.051912997],"genre_scores_gemma":[0.91226923,0.00016140076,0.00070117204,0.0029974154,0.00029215694,0.00008972921,0.00008636124,0.000109158136,0.083293356],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.995663,0.0011071869,0.0005221708,0.0009554073,0.0003646482,0.0013875832],"domain_scores_gemma":[0.9978959,0.0009314486,0.000115920564,0.000459556,0.000110826084,0.0004863337],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0009779284,0.0005719307,0.00053698383,0.00028198765,0.00026370265,0.0005997608,0.0005970093,0.00054668816,0.009986481],"category_scores_gemma":[0.00019796658,0.000529607,0.0003140698,0.00041741313,0.00017682333,0.00014874175,0.00020314984,0.0011441763,0.0016135467],"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":[0.0007989182,0.0024229211,0.09517965,0.0012690972,0.0041759117,0.0051973034,0.17568244,0.0010812271,0.0008065731,0.20148082,0.18993632,0.32196882],"study_design_scores_gemma":[0.005604835,0.0020493243,0.054575566,0.002606104,0.002222261,0.00087757624,0.09761781,0.7671343,0.0014911455,0.017789315,0.044863794,0.003167932],"about_ca_topic_score_codex":0.0018250038,"about_ca_topic_score_gemma":0.00042152088,"teacher_disagreement_score":0.7660531,"about_ca_system_score_codex":0.00022940933,"about_ca_system_score_gemma":0.00062585686,"threshold_uncertainty_score":0.99971557},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8199189,0.0048527494,0.0050813616,0.0004180346,0.00043956665,0.002490912,0.000017852617,0.00026991294,0.16651072],"genre_scores_gemma":[0.9938632,0.000019692901,0.0010171416,0.00006738958,0.00006120432,0.00046324474,0.0000033077724,0.000019558305,0.0044852295],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991769,0.00005363057,0.000165219,0.0002879809,0.00012180691,0.00019445636],"domain_scores_gemma":[0.99964154,0.00016514033,0.000026263913,0.00011578315,0.00001437217,0.000036895763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00041147709,0.00010096822,0.00014285062,0.00007922331,0.00006909462,0.00034619527,0.00031937414,0.00003812217,0.0004030287],"category_scores_gemma":[0.00001369135,0.000094292634,0.000018937713,0.00026078982,0.00002142125,0.00010619558,0.00031529157,0.00019634292,0.00010750228],"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":[0.000047486155,0.0004788134,0.2127688,0.0004403709,0.0005302686,0.00040178825,0.046406128,0.0001413426,0.0009129303,0.06900809,0.0014590297,0.66740495],"study_design_scores_gemma":[0.0059213694,0.0002838777,0.8576207,0.007648646,0.00023829313,0.00012279353,0.035751328,0.010810162,0.00015037594,0.0142477555,0.06538799,0.001816695],"about_ca_topic_score_codex":0.00024674446,"about_ca_topic_score_gemma":0.00029919957,"teacher_disagreement_score":0.66558826,"about_ca_system_score_codex":0.00004844884,"about_ca_system_score_gemma":0.000031649724,"threshold_uncertainty_score":0.44128817},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9206579,0.0016839422,0.014154338,0.0003945956,0.0007367506,0.00028469038,0.000011637544,0.00047156433,0.06160459],"genre_scores_gemma":[0.94772184,0.000033821107,0.001408813,0.000044311375,0.00015860115,0.000036963564,0.000018995497,0.000023973587,0.05055265],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99908316,0.000120119716,0.00017992327,0.0002979358,0.00011112517,0.000207742],"domain_scores_gemma":[0.9992767,0.00042520845,0.000058261146,0.000102957536,0.00009687073,0.00003997535],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0001977788,0.00012299791,0.00018944922,0.000077869685,0.00009135489,0.000026487121,0.00009521473,0.00010658146,0.0016844074],"category_scores_gemma":[0.00008921032,0.000084855856,0.00012472115,0.000120956625,0.000056562378,0.00004791297,0.000028243885,0.00021673829,0.00020023159],"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":[0.0005104513,0.00043121085,0.021879975,0.00076356716,0.0009876607,0.000042320433,0.037091576,0.00013725355,0.01212411,0.380111,0.020285422,0.5256355],"study_design_scores_gemma":[0.0048290645,0.00507385,0.062050767,0.0019141102,0.00048218985,0.000043998793,0.060138375,0.073655576,0.023995565,0.0064182216,0.7598104,0.0015878713],"about_ca_topic_score_codex":0.000045584024,"about_ca_topic_score_gemma":0.00000267571,"teacher_disagreement_score":0.739525,"about_ca_system_score_codex":0.00000917433,"about_ca_system_score_gemma":0.00002101872,"threshold_uncertainty_score":0.9992282},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99575377,0.0003457501,0.00004519152,0.000108120745,0.00044041243,0.00017376688,2.3720305e-7,0.000018265022,0.003114463],"genre_scores_gemma":[0.99845266,0.0000059075155,0.00000447886,0.00003164609,0.00007454079,0.0001013848,0.000010216402,0.0000039774627,0.001315207],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987688,0.0003383144,0.0003103749,0.00021981783,0.00024392988,0.000118781776],"domain_scores_gemma":[0.9993506,0.00036097923,0.00009888246,0.00006932013,0.00007461989,0.00004559836],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007583482,0.00006716254,0.00015490105,0.0002479794,0.000069555164,0.000025716625,0.00006970185,0.000100313555,0.00031675014],"category_scores_gemma":[0.0009889957,0.00006438052,0.000025975083,0.00023794982,0.000102098034,0.00005994597,0.000033268923,0.0003189514,0.000008333118],"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":[0.000045461533,0.0008018629,0.98224944,0.000021235906,0.00002167065,7.585258e-7,0.004281141,0.000001569198,0.0000072801968,0.0012336377,0.00025378747,0.011082154],"study_design_scores_gemma":[0.0003865412,0.000040515963,0.97752726,0.00014280266,0.0000056441513,0.0000014316244,0.021444434,0.000035687997,0.0000017935218,0.00029072425,0.000072877,0.00005029771],"about_ca_topic_score_codex":0.0020042637,"about_ca_topic_score_gemma":0.0002219168,"teacher_disagreement_score":0.017163293,"about_ca_system_score_codex":0.00007054921,"about_ca_system_score_gemma":0.00035160797,"threshold_uncertainty_score":0.3468192},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8845683,0.010005809,0.0046768016,0.0034489688,0.01808086,0.010248669,0.021863578,0.008051417,0.03905564],"genre_scores_gemma":[0.9161757,0.0030901076,0.008702579,0.0023957468,0.008218117,0.0022629583,0.016503943,0.0035053645,0.039145477],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9231174,0.015425086,0.015806608,0.0172875,0.014439892,0.013923506],"domain_scores_gemma":[0.9530339,0.014689814,0.011210114,0.007949653,0.006924989,0.006191491],"candidate_categories":["metaresearch","metaepi_narrow","sts","scholarly_communication","open_science","research_integrity","insufficient_payload"],"consensus_categories":["metaepi_narrow","sts","research_integrity","insufficient_payload"],"category_scores_codex":[0.026144005,0.012125523,0.013600901,0.007490543,0.0082551325,0.01835499,0.012612417,0.009320254,0.008411746],"category_scores_gemma":[0.010480293,0.012682662,0.005561482,0.011470809,0.0070232335,0.01091098,0.0072974246,0.020853288,0.0022473622],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00305743,0.005905724,0.85409755,0.004059563,0.016678445,0.0011146409,0.010512482,0.0011619761,0.0024874005,0.0027294473,0.06340246,0.034792874],"study_design_scores_gemma":[0.014701969,0.00450772,0.77021724,0.0039260364,0.0063017053,0.000854399,0.014312439,0.004411566,0.0007578567,0.0034754823,0.16241947,0.01411412],"about_ca_topic_score_codex":0.04839795,"about_ca_topic_score_gemma":0.014916512,"teacher_disagreement_score":0.099017,"about_ca_system_score_codex":0.0049354397,"about_ca_system_score_gemma":0.0036753456,"threshold_uncertainty_score":0.99888444},"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":"codex-gemma-dda1882f352a","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00023402103,0.05847052,0.00009073487,0.0008711375,0.86432576,0.00032070457,0.000030525873,0.00003964426,0.07561695],"genre_scores_gemma":[0.01173559,0.03171048,0.0010803435,0.0017843037,0.9080166,0.00091080734,0.0004619886,0.000030697964,0.04426918],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972754,0.0003654852,0.0005361872,0.00080379343,0.0005043101,0.0005148229],"domain_scores_gemma":[0.9976202,0.0013962595,0.0004892139,0.0002406699,0.00017637966,0.00007723327],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011482588,0.0002239633,0.0003559071,0.0004862521,0.0003091513,0.00007719044,0.0005966814,0.00028130412,0.00025559388],"category_scores_gemma":[0.0008413532,0.00020144317,0.00005046876,0.00089543225,0.00048195105,0.00025732,0.000046580113,0.0006795909,0.000087847286],"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":[0.000009703809,0.000135823,0.0026542358,0.00026260404,0.0000030785538,3.2769952e-7,0.000968798,0.000008252938,3.7597182e-8,0.0109720295,0.6984833,0.28650185],"study_design_scores_gemma":[0.0001212174,0.00019295653,0.0022577888,0.0010110751,0.0000039601064,3.293329e-7,0.0034012997,0.0000035482046,3.2780392e-7,0.00726529,0.98555696,0.000185222],"about_ca_topic_score_codex":0.0018099499,"about_ca_topic_score_gemma":0.0006394579,"teacher_disagreement_score":0.28707373,"about_ca_system_score_codex":0.00019624321,"about_ca_system_score_gemma":0.00417774,"threshold_uncertainty_score":0.8214614},"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":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0035165779,0.9856377,0.00001786867,0.005565685,0.0023243327,0.0016978764,0.0000109738285,0.0002573525,0.00097158627],"genre_scores_gemma":[0.00034508575,0.9780493,0.000008061836,0.0011258852,0.0024991967,0.0020915733,0.0022586915,0.0001222348,0.013499995],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9819956,0.007532855,0.002214305,0.0017703943,0.0053189206,0.0011679577],"domain_scores_gemma":[0.9869932,0.009005409,0.0014390004,0.00054321525,0.0002822867,0.001736872],"candidate_categories":["metaresearch","metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":["research_integrity"],"category_scores_codex":[0.00873104,0.0010548857,0.00452407,0.00072923145,0.0004891079,0.00050288887,0.0012784163,0.0022111186,0.01428023],"category_scores_gemma":[0.026619995,0.0008584636,0.0010042262,0.000999126,0.0006068043,0.00023494598,0.00068449526,0.005260346,0.00014319456],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016714095,0.000729458,0.005335663,0.053165287,0.00034442218,0.00026880627,0.00033721948,3.4001206e-9,7.0139983e-9,0.00015187556,0.023137119,0.91651344],"study_design_scores_gemma":[0.00023807032,0.00005498263,0.001722973,0.43175492,0.000399672,0.00029961948,0.0005594184,0.0000015397617,2.012385e-8,0.0000032898877,0.5643843,0.0005812123],"about_ca_topic_score_codex":0.00022867823,"about_ca_topic_score_gemma":0.000047040852,"teacher_disagreement_score":0.91593224,"about_ca_system_score_codex":0.000211404,"about_ca_system_score_gemma":0.013572509,"threshold_uncertainty_score":0.9993866},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9919544,0.00033648137,0.00009278951,0.0017746573,0.0019356589,0.00007514507,0.0000020462903,0.0000052971495,0.0038235548],"genre_scores_gemma":[0.9979525,0.000055032593,0.00002971581,0.00057332375,0.0002204189,0.0000036066026,0.0000044275203,0.0000064227447,0.0011545097],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978823,0.0010246172,0.00045021856,0.000121037185,0.00038034978,0.00014148385],"domain_scores_gemma":[0.99754655,0.0016033559,0.0004233019,0.0001350233,0.00020451185,0.00008726079],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00092505245,0.00009972512,0.00023133152,0.00015901112,0.000088396155,0.000013034001,0.00034680025,0.00012929096,0.00094569166],"category_scores_gemma":[0.0034816437,0.00006603317,0.00012107636,0.00027153007,0.00008742935,0.00004535515,0.00006222119,0.00064744113,0.000007453145],"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":[0.000968141,0.000894397,0.53229386,0.00008601186,0.00026808894,0.000024250625,0.0019030555,0.000007874137,0.00021965275,0.00039481447,0.0085280035,0.4544119],"study_design_scores_gemma":[0.00048675097,0.0020409967,0.9845762,0.0005471004,0.000045859815,0.00003077554,0.0017312216,0.000010444235,0.000057792025,0.000047602858,0.010362779,0.00006246985],"about_ca_topic_score_codex":0.00019707497,"about_ca_topic_score_gemma":0.0000036333506,"teacher_disagreement_score":0.4543494,"about_ca_system_score_codex":0.000037653503,"about_ca_system_score_gemma":0.0004164399,"threshold_uncertainty_score":0.9999676},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98542017,0.001339885,0.0004317279,0.0013692925,0.000009857236,0.00016065176,0.0000028744303,0.000015125491,0.011250408],"genre_scores_gemma":[0.9980794,0.0013164452,0.0002735162,0.000033544595,0.000007758582,0.0000146790835,0.000029516412,0.000005571849,0.00023953352],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.996348,0.0020381713,0.00037151712,0.00045294742,0.00037892078,0.0004104496],"domain_scores_gemma":[0.9942783,0.0048941304,0.00029289754,0.00042693975,0.00008306012,0.0000246516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038374441,0.00010790889,0.0003446534,0.0011651394,0.00012904934,0.000019048253,0.00073717337,0.00017364071,0.00025419611],"category_scores_gemma":[0.005412169,0.000087566885,0.000026875225,0.0026282617,0.000643547,0.00020851343,0.00020450357,0.0017792855,0.000011522524],"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":[0.0006383468,0.00074875716,0.3125992,0.000021848726,0.0004543748,0.000059759954,0.017709026,0.00053722755,0.031830557,0.0041699964,0.000014307768,0.6312166],"study_design_scores_gemma":[0.000716872,0.0014751724,0.8410924,0.000077420846,0.00012384806,0.00001265501,0.14674352,0.0012539189,0.0011852949,0.0020196089,0.0051288223,0.00017043948],"about_ca_topic_score_codex":0.00026223084,"about_ca_topic_score_gemma":0.00008263392,"teacher_disagreement_score":0.6310462,"about_ca_system_score_codex":0.000013903376,"about_ca_system_score_gemma":0.000023917319,"threshold_uncertainty_score":0.77302086},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9799756,0.00096750737,0.00078557647,0.012798684,0.00018194535,0.00017801042,4.4558888e-7,0.000007263286,0.005104963],"genre_scores_gemma":[0.9971259,0.001869731,0.000013516926,0.00070847466,0.00008848984,0.0000048278607,0.0000022556699,0.0000065828654,0.00018017429],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971752,0.0010236393,0.0006500508,0.00012495753,0.0007529721,0.00027314806],"domain_scores_gemma":[0.9979456,0.00092235033,0.0007063372,0.00009957754,0.00017606595,0.00015008112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074256966,0.00012461192,0.00043105142,0.00018265558,0.00016372302,0.000014221568,0.00041996778,0.00010367618,0.00015747407],"category_scores_gemma":[0.00026933153,0.00006060863,0.000019343806,0.00034419715,0.00049749605,0.00013744787,0.00006449189,0.0014658775,5.2503714e-7],"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":[0.00009571236,0.00007514416,0.97076666,0.00007455734,0.00007787733,0.0000017383095,0.009710477,0.00001821932,0.0000010381723,0.0060758707,0.00007915834,0.013023532],"study_design_scores_gemma":[0.0022823615,0.0018676661,0.9681817,0.0015507959,0.000019357385,0.00002461608,0.02457225,0.00039302278,9.1183153e-7,0.00015388559,0.0009042198,0.00004916898],"about_ca_topic_score_codex":0.0006025311,"about_ca_topic_score_gemma":0.0006199995,"teacher_disagreement_score":0.017150342,"about_ca_system_score_codex":0.00006052761,"about_ca_system_score_gemma":0.00043394876,"threshold_uncertainty_score":0.63685894},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85663414,0.0011361508,0.00007925819,0.03823892,0.001079197,0.0001284158,0.000016981507,0.000020185713,0.10266675],"genre_scores_gemma":[0.9908318,0.000052189214,0.0000081571125,0.0022986059,0.0001323696,0.000008096798,0.000005596404,0.0000062335503,0.006656982],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99766135,0.000948635,0.00036842038,0.0001722174,0.00018284595,0.00066650443],"domain_scores_gemma":[0.9978583,0.0010395024,0.00033982607,0.00008643506,0.00034406615,0.00033186245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013299396,0.00011050391,0.00018546382,0.00026281524,0.0012223861,0.000124838,0.0003130008,0.00024270602,0.0006208603],"category_scores_gemma":[0.0030014934,0.00008047802,0.00010328584,0.00029268628,0.00008501907,0.000037799116,0.000017211729,0.0009766626,0.00006571585],"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":[0.000017241382,0.00000761365,0.95443505,9.2093114e-7,0.00015259121,0.000022855187,0.00033919985,0.000039868442,0.0000064119267,0.0209678,0.0072995317,0.016710898],"study_design_scores_gemma":[0.00025339136,0.00011414802,0.9113574,0.0000064210617,0.00003274546,0.0000127683525,0.0015508278,0.000045305493,0.0000017706163,0.004412198,0.08213961,0.00007343571],"about_ca_topic_score_codex":0.20196411,"about_ca_topic_score_gemma":0.33951324,"teacher_disagreement_score":0.13754913,"about_ca_system_score_codex":0.0004180177,"about_ca_system_score_gemma":0.0007315427,"threshold_uncertainty_score":0.9401729},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9752761,0.0005457906,0.010023156,0.0042398605,0.00072887354,0.00055746606,0.000036798607,0.00015664085,0.008435319],"genre_scores_gemma":[0.9771913,0.0000148221,0.00015953982,0.0021533966,0.00015895194,0.00071652664,0.000027941152,0.000016955453,0.019560538],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9984522,0.0001887104,0.00021985864,0.00049548585,0.0001744232,0.0004693539],"domain_scores_gemma":[0.99911535,0.00041633236,0.000048603106,0.00019397802,0.000071435745,0.00015431757],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00024168553,0.0001683937,0.00022965214,0.00015665482,0.00015969854,0.000096311305,0.0002549179,0.000092890405,0.00038666915],"category_scores_gemma":[0.00051596307,0.0001659008,0.000077538665,0.00045475605,0.000026797492,0.00008275523,0.00007634988,0.00035165096,0.00031268632],"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":[0.00029548217,0.00012030758,0.06553964,0.000018626475,0.00020139513,0.00001797791,0.0096981125,0.0022834118,0.00024567795,0.00029053586,0.0016698927,0.9196189],"study_design_scores_gemma":[0.00036054212,0.000056453508,0.9750521,0.00015509315,0.00004582193,6.472768e-7,0.005108334,0.000028986839,0.00020439022,0.00023148827,0.018552905,0.00020321173],"about_ca_topic_score_codex":0.0006407802,"about_ca_topic_score_gemma":0.00011918993,"teacher_disagreement_score":0.9194157,"about_ca_system_score_codex":0.000062000414,"about_ca_system_score_gemma":0.000019980882,"threshold_uncertainty_score":0.67652386},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9517561,0.0024191372,0.0011621522,0.011321742,0.013918271,0.0007471158,0.00001811472,0.000057773606,0.018599583],"genre_scores_gemma":[0.98863876,0.0016305802,0.00007908931,0.0022695418,0.000809013,0.00018473448,0.00006645739,0.00004239598,0.0062794536],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9932838,0.0037202118,0.0008473314,0.0010739389,0.00031220008,0.0007625187],"domain_scores_gemma":[0.9958244,0.0022001616,0.0008325546,0.0005626678,0.0003270231,0.00025317966],"candidate_categories":["metaepi_narrow","sts","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010556428,0.0007107726,0.0005930023,0.0008298158,0.0035200063,0.00040403107,0.0006001667,0.00058808515,0.001069881],"category_scores_gemma":[0.0005035273,0.00047451147,0.00024213671,0.00069694035,0.0005518748,0.00016935235,0.0001078763,0.0037561834,0.00016113646],"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":[0.0031104062,0.0034863271,0.15770327,0.00015191159,0.0005293542,0.000009221005,0.0103923865,0.000070669856,0.00034779304,0.0012271445,0.0029456536,0.82002586],"study_design_scores_gemma":[0.0046419892,0.0034971351,0.9657743,0.0016495124,0.00024832724,0.00013117392,0.011279164,0.0014271501,0.000082081504,0.0067734537,0.0040122326,0.00048345886],"about_ca_topic_score_codex":0.00002426409,"about_ca_topic_score_gemma":0.000010339618,"teacher_disagreement_score":0.8195424,"about_ca_system_score_codex":0.00010614782,"about_ca_system_score_gemma":0.000510474,"threshold_uncertainty_score":0.9998433},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73539215,0.000054487995,0.0000013917784,0.0047464552,0.00006470321,0.0001838673,0.00009452108,0.0000028016161,0.2594596],"genre_scores_gemma":[0.9888679,0.00006236601,0.000029280694,0.000307378,0.00006503736,0.000010809528,0.000014739105,0.000007217675,0.010635312],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9978732,0.00043457304,0.00015508417,0.0004250881,0.00071273145,0.00039935473],"domain_scores_gemma":[0.9981982,0.0004310283,0.00004808731,0.00013075687,0.00086704263,0.0003248911],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016544133,0.000101195146,0.000108384535,0.00079997565,0.00042348405,0.00012605879,0.00034767296,0.000019313562,0.0009377211],"category_scores_gemma":[0.0006646535,0.00009214437,0.000012492034,0.0006243934,0.00086191384,0.00007498312,0.00008291693,0.00029496584,0.00016679824],"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":[0.00021972235,0.0011976312,0.14639708,0.000017722523,0.00006383087,0.00002815457,0.012727516,9.281801e-8,0.0013845924,0.76935637,0.0044941716,0.06411309],"study_design_scores_gemma":[0.00040171822,0.00059417856,0.9884992,0.000100034136,0.0000042494075,0.000004152307,0.008217366,0.000003024021,0.00005683356,0.0012911739,0.00073384517,0.000094207724],"about_ca_topic_score_codex":0.004006464,"about_ca_topic_score_gemma":0.0016269129,"teacher_disagreement_score":0.8421021,"about_ca_system_score_codex":0.000048583377,"about_ca_system_score_gemma":0.0008090109,"threshold_uncertainty_score":0.99997556},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81694305,0.0005038608,0.043331835,0.00048096228,0.00030403768,0.00043109283,0.00001784188,0.000050901737,0.13793644],"genre_scores_gemma":[0.99280196,0.0000039698207,0.00004947138,0.00016506315,0.0001678793,0.00005517704,0.000011740429,0.000010043203,0.006734688],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9989527,0.00018577275,0.00028213635,0.00021487614,0.00016087049,0.00020368437],"domain_scores_gemma":[0.9991858,0.00033851023,0.000116857576,0.000115408715,0.00020910778,0.000034313318],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00025092115,0.0001152385,0.00015047385,0.000054501517,0.00010469201,0.000046099973,0.00013533607,0.000050540813,0.00038946478],"category_scores_gemma":[0.00004371871,0.000073128154,0.000054728996,0.0001819312,0.00008529074,0.000031615305,0.000028869314,0.00010428059,0.00032727586],"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":[0.0004530141,0.0006519859,0.2620311,0.00009663284,0.00066875434,0.00003379284,0.011563098,0.0019277686,0.00091058214,0.554385,0.010883379,0.15639485],"study_design_scores_gemma":[0.0010900404,0.001148252,0.50953734,0.0006126401,0.0002349253,0.000047852187,0.46578157,0.0014847028,0.0069447197,0.0005234852,0.011815905,0.00077856815],"about_ca_topic_score_codex":0.0027102348,"about_ca_topic_score_gemma":0.000498328,"teacher_disagreement_score":0.55386156,"about_ca_system_score_codex":0.000010776586,"about_ca_system_score_gemma":0.000019983056,"threshold_uncertainty_score":0.42643663},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9827283,0.006116381,0.000114455856,0.00024324615,0.00049679587,0.0025237459,0.0018054683,0.00021319542,0.0057584145],"genre_scores_gemma":[0.8622935,0.008173771,0.00015557477,0.0002698086,0.00024193214,0.00023591414,0.0014744273,0.00045630094,0.12669878],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9930423,0.0007676968,0.0018847014,0.0020181949,0.0009733307,0.0013138097],"domain_scores_gemma":[0.992931,0.0007624757,0.0025757244,0.0011676768,0.0021527023,0.00041040502],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["metaepi_narrow"],"category_scores_codex":[0.0014641306,0.0016779072,0.0022556381,0.0008807093,0.00040735936,0.00025588184,0.0005552577,0.0012644496,0.0035866147],"category_scores_gemma":[0.00043603944,0.0013309239,0.00020920795,0.0005203396,0.0022757852,0.00044895482,0.0004031543,0.0008876378,0.000021199874],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01515726,0.00095954683,0.33063662,0.0058245193,0.002333545,0.00016397398,0.022074463,0.00006670497,0.0013299976,0.0019391386,0.60922974,0.0102844965],"study_design_scores_gemma":[0.0054571065,0.0015519458,0.78293973,0.006393558,0.00068469526,0.00013284713,0.006403034,0.005427899,0.00015936556,0.000280264,0.18805309,0.0025164816],"about_ca_topic_score_codex":0.012021182,"about_ca_topic_score_gemma":0.0036402051,"teacher_disagreement_score":0.4523031,"about_ca_system_score_codex":0.00013045805,"about_ca_system_score_gemma":0.0005585894,"threshold_uncertainty_score":0.9995968},"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.27124006,0.011354455,0.0003669898,0.0092532,0.00049727684,0.000980049,0.001835311,0.00019100618,0.7042817],"genre_scores_gemma":[0.6261457,0.0011957929,0.0002603838,0.0009693773,0.00066618295,0.00026837102,0.00029228226,0.00027062878,0.36993125],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.992529,0.0018791972,0.001158185,0.0015991322,0.0018190012,0.0010155326],"domain_scores_gemma":[0.98840886,0.008625001,0.0014821781,0.00065888505,0.00027818145,0.00054687506],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["metaepi_narrow","insufficient_payload"],"category_scores_codex":[0.00084958447,0.0014035886,0.0014119961,0.0012371384,0.0004839909,0.0006653713,0.0015221781,0.00044512437,0.08458746],"category_scores_gemma":[0.002037884,0.001335561,0.0005764994,0.0010359077,0.0013625225,0.0006148526,0.00081345555,0.0014815814,0.005488868],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00079766096,0.0032566532,0.30463606,0.0003412209,0.0029074117,0.00014580211,0.06471377,0.00006484968,0.00036294688,0.035248995,0.5850695,0.0024551793],"study_design_scores_gemma":[0.0028180024,0.0005439694,0.4726747,0.0006317977,0.00025497188,0.00008251448,0.0047616004,0.00016712844,0.00005531145,0.00020244451,0.51669157,0.0011159882],"about_ca_topic_score_codex":0.09490833,"about_ca_topic_score_gemma":0.9308078,"teacher_disagreement_score":0.83589953,"about_ca_system_score_codex":0.0030834263,"about_ca_system_score_gemma":0.026635343,"threshold_uncertainty_score":0.99987143},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97034484,0.0033651798,0.0076550874,0.000064765794,0.0014109705,0.0008994947,0.000049767317,0.000121583,0.0160883],"genre_scores_gemma":[0.8911224,0.00017412021,0.0011344273,0.000004064976,0.00030594194,0.00000901133,0.00056784,0.00006284439,0.10661937],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9970736,0.00064876134,0.00024166869,0.0008291291,0.00059947406,0.0006074025],"domain_scores_gemma":[0.99743277,0.0003757873,0.0003943663,0.00031545194,0.0011733909,0.0003082356],"candidate_categories":["metaepi_narrow","sts"],"consensus_categories":[],"category_scores_codex":[0.0011066524,0.0003059397,0.00050518784,0.0004335924,0.001303167,0.000111756504,0.00044976766,0.00044423432,0.00006770617],"category_scores_gemma":[0.00019948499,0.00034158383,0.0001732835,0.0002163441,0.000266076,0.00016229514,0.00011824281,0.0015804113,0.000022308803],"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":[0.02672155,0.0031617405,0.092876524,0.0039804983,0.0027018043,0.001180633,0.5860515,0.0012188765,0.037903156,0.0032119458,0.037229992,0.20376176],"study_design_scores_gemma":[0.012213401,0.0037738204,0.07851444,0.0028009934,0.0006960852,0.00006407772,0.4828718,0.332933,0.00015763614,0.0038242475,0.079600625,0.0025498786],"about_ca_topic_score_codex":0.0012234264,"about_ca_topic_score_gemma":0.00045532035,"teacher_disagreement_score":0.33171412,"about_ca_system_score_codex":0.00018522025,"about_ca_system_score_gemma":0.00031358522,"threshold_uncertainty_score":0.999997},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9851414,0.0025500658,0.000064984175,0.0024989347,0.0019872657,0.0014438467,0.00018396552,0.0003263776,0.005803167],"genre_scores_gemma":[0.987801,0.0001524992,0.0002432671,0.002395555,0.000751536,0.0001335744,0.00024822957,0.00017003722,0.008104289],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99325216,0.0011106317,0.00096694723,0.0022984275,0.000906301,0.0014655174],"domain_scores_gemma":[0.99685794,0.00031602418,0.00064301665,0.001120161,0.00043359314,0.00062925403],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00084818876,0.0010288969,0.0011553096,0.00043802455,0.0009919944,0.00047614705,0.0009061146,0.00055549666,0.0012470509],"category_scores_gemma":[0.0001568514,0.0008879361,0.00034681507,0.0004430272,0.0006627656,0.0005430278,0.00057348696,0.0021941902,0.0020421757],"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":[0.0013163531,0.0011345658,0.9221503,0.00016719528,0.0008124881,0.000058516893,0.046582762,0.000028242459,0.0007451545,0.006501034,0.003823383,0.016679969],"study_design_scores_gemma":[0.0028697127,0.001590095,0.95639324,0.00119175,0.0001690154,0.00008744451,0.03195349,0.00039581954,0.0002727871,0.0016548333,0.002180685,0.0012411061],"about_ca_topic_score_codex":0.0070783915,"about_ca_topic_score_gemma":0.00076238246,"teacher_disagreement_score":0.034242924,"about_ca_system_score_codex":0.00050191383,"about_ca_system_score_gemma":0.00044638725,"threshold_uncertainty_score":0.9996659},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9485172,0.00043840057,0.0007282521,0.00002778074,0.00050584215,0.000211656,0.00003143576,0.00028034832,0.04925909],"genre_scores_gemma":[0.83220375,0.00012591908,0.000053552314,0.000004113064,0.00009294717,0.000002899643,0.0023562994,0.000053483778,0.16510704],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99707776,0.0010638703,0.00033513078,0.00072118803,0.00039114905,0.00041087094],"domain_scores_gemma":[0.99830943,0.00051607494,0.00048265685,0.00013552477,0.00043157328,0.00012471738],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0004146714,0.0003773036,0.0005051015,0.000727923,0.0005178871,0.00009999614,0.00022406923,0.00056406605,0.00055189163],"category_scores_gemma":[0.00043052505,0.00044715067,0.00015120853,0.0005361274,0.00018920915,0.00022919153,0.00006597484,0.001491979,0.00006287489],"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":[0.0012436406,0.0006972842,0.0609429,0.0027669936,0.0022538544,0.0010152039,0.23880462,0.0008750257,0.0028024078,0.22800404,0.00055387884,0.46004015],"study_design_scores_gemma":[0.0013122844,0.00086754066,0.38334206,0.0014529354,0.00064294145,0.000011723622,0.60488397,0.00038418203,0.00012611081,0.00010867836,0.0060497606,0.00081778853],"about_ca_topic_score_codex":0.000773571,"about_ca_topic_score_gemma":0.0012891211,"teacher_disagreement_score":0.45922235,"about_ca_system_score_codex":0.00007119864,"about_ca_system_score_gemma":0.00008424964,"threshold_uncertainty_score":0.999798},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.45833874,0.00010285437,4.0218987e-7,0.000037280028,0.0000075559183,0.00024851566,0.5405746,0.0000067060096,0.0006833381],"genre_scores_gemma":[0.98265386,0.000010546778,0.0000058502387,0.00009002768,0.0000105891895,0.00012340589,0.015351555,0.0000047738663,0.0017494134],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99921346,0.00019617946,0.000119128235,0.00022695305,0.00013082105,0.00011343202],"domain_scores_gemma":[0.99777,0.0018924958,0.0001370145,0.00012222295,0.00004507116,0.000033181335],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000062645006,0.00009954384,0.00012152076,0.000038885108,0.00025686613,0.00002409993,0.00018432447,0.000046481462,0.54657596],"category_scores_gemma":[0.0008689562,0.00006663631,0.000027423284,0.00012107087,0.00013998742,0.00005182877,0.0002755925,0.00014870428,0.0000046640575],"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":[0.000042006275,0.000047789254,0.875598,0.00015013067,0.00007714534,0.0000015378058,0.005697221,3.2283987e-7,2.2958311e-7,0.000004895745,0.112839326,0.0055413744],"study_design_scores_gemma":[0.00037720805,0.00010894044,0.9684342,0.0006346757,0.000029519844,0.0000012028642,0.023229852,0.000021256119,4.3508315e-8,0.0000473027,0.00705398,0.00006181319],"about_ca_topic_score_codex":0.000093997696,"about_ca_topic_score_gemma":0.0010945178,"teacher_disagreement_score":0.54657125,"about_ca_system_score_codex":0.000009399154,"about_ca_system_score_gemma":0.000029210683,"threshold_uncertainty_score":0.45383856},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98563844,0.00014891788,0.0012375577,0.0006245373,0.000017591963,0.0001331346,0.0000023232578,0.000008696774,0.012188779],"genre_scores_gemma":[0.99834925,0.00005310625,0.0005396085,0.00013740516,0.000005867987,0.0000212179,0.0000015338427,0.000002447668,0.0008895358],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99961776,0.000117370924,0.000069115915,0.000077912795,0.000047589674,0.00007024975],"domain_scores_gemma":[0.9996886,0.0002078179,0.000025187874,0.00004475151,0.000018289911,0.000015334408],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0001715366,0.000037271184,0.000045003275,0.000007847163,0.00006874858,0.000018624598,0.000023435872,0.000013649509,0.0029124534],"category_scores_gemma":[0.0000010078188,0.000021985687,0.000008062155,0.00002265239,0.000060142487,0.000012466017,0.0000032901955,0.0000331773,0.00000481819],"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":[0.000038817805,0.000035475587,0.09432311,0.0000026409123,0.000036218327,8.1123113e-7,0.00045405666,0.0000010598309,0.00010284609,0.007883713,0.00077528047,0.896346],"study_design_scores_gemma":[0.0009227116,0.00025523917,0.99134535,0.0000034926143,0.000021707663,0.0000011709149,0.0039958064,0.00041629284,0.000105987805,0.00034317753,0.0025485023,0.000040574905],"about_ca_topic_score_codex":0.00012026326,"about_ca_topic_score_gemma":0.000037914757,"teacher_disagreement_score":0.89702225,"about_ca_system_score_codex":0.0000022078664,"about_ca_system_score_gemma":0.000026123687,"threshold_uncertainty_score":0.997999},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18647732,0.00021348435,0.00029129302,0.000107601256,0.00027708945,0.000017153056,3.3836676e-7,0.000043176806,0.81257254],"genre_scores_gemma":[0.90240985,7.485299e-7,0.00006860206,0.00036635957,0.000070529,0.00000530439,0.0000012105468,0.0000025966394,0.09707482],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99973935,0.000025993731,0.000034302397,0.00007410552,0.000046244742,0.00008003295],"domain_scores_gemma":[0.99983555,0.000013689644,0.000008502021,0.00006150177,0.000031924857,0.000048843358],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.000051776275,0.000029480265,0.000035244277,0.000003457705,0.000010631537,0.0000082820125,0.00004508726,0.000019764142,0.011631925],"category_scores_gemma":[0.000012925406,0.000021016262,0.000012890476,0.000012554478,0.0000117078525,0.00002648017,0.000009646505,0.00002153484,0.002242196],"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":[0.000056084584,0.00013974274,0.07439248,0.0000010935211,0.00005632838,0.000015614938,0.011150342,1.5820024e-7,0.000022334874,0.47849566,0.208938,0.22673218],"study_design_scores_gemma":[0.0011762329,0.00044971038,0.3708473,0.0000041607086,0.000013316856,0.000012559938,0.058459386,0.000013255433,0.000059901882,0.0053132926,0.5634127,0.00023814535],"about_ca_topic_score_codex":0.0017147295,"about_ca_topic_score_gemma":0.00027614823,"teacher_disagreement_score":0.7159325,"about_ca_system_score_codex":0.0000102202985,"about_ca_system_score_gemma":0.0000065940167,"threshold_uncertainty_score":0.9985347},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.63011724,0.00009332465,0.00070860895,0.0019780106,0.00034158665,0.00012410415,3.2172468e-7,0.00004006298,0.36659676],"genre_scores_gemma":[0.99198824,0.000016559943,0.00029952594,0.0007351496,0.00005284759,0.000010985917,0.000008688685,0.000008552347,0.0068794778],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99914193,0.0002845684,0.00010131011,0.00022848693,0.00009221246,0.00015150323],"domain_scores_gemma":[0.99947697,0.00032516653,0.000059363705,0.00006729056,0.00002950072,0.000041698324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00027244075,0.00007531052,0.000079870326,0.000048580412,0.00007555538,0.000034192377,0.000041266,0.000071958304,0.00062786345],"category_scores_gemma":[0.00008117284,0.00006156496,0.000012837148,0.000092349124,0.000036040496,0.00011371968,0.000010907427,0.00020137595,0.00006139078],"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":[0.00014601092,0.004856901,0.15070096,0.000021391948,0.000045218054,6.1308316e-7,0.019331014,9.27544e-7,0.0003251725,0.5056182,0.023870375,0.29508322],"study_design_scores_gemma":[0.002960084,0.0003286094,0.7460259,0.00047965816,0.00006421094,0.00006073562,0.1599919,0.00049195916,0.0000542386,0.009863785,0.079103015,0.00057587813],"about_ca_topic_score_codex":0.000053742544,"about_ca_topic_score_gemma":0.0000037717994,"teacher_disagreement_score":0.59532493,"about_ca_system_score_codex":0.000053702508,"about_ca_system_score_gemma":0.000030788477,"threshold_uncertainty_score":0.6874665},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6501837,0.00007754662,0.00091114716,0.00011701918,0.00045738596,0.000038740873,0.0000023669852,0.000103227154,0.34810892],"genre_scores_gemma":[0.95440924,0.0000027231163,0.0005483364,0.00029206945,0.00014968902,0.0000072334524,0.000026247208,0.0000095430505,0.044554904],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999298,0.00013366748,0.00008903428,0.00019837313,0.00010381185,0.00017714188],"domain_scores_gemma":[0.9996136,0.00006327406,0.000038547492,0.00012459254,0.0000650608,0.000094934665],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00013367852,0.00007998206,0.00008799068,0.00003866603,0.000051769428,0.000029579984,0.000103735714,0.000041813008,0.0066308696],"category_scores_gemma":[0.00012785003,0.000059732836,0.00002557676,0.0000723079,0.00003551384,0.000049506903,0.000041142855,0.0002008439,0.0012451363],"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":[0.00017386035,0.00007917624,0.3866518,0.000006244552,0.00010135049,0.00006437596,0.006724845,0.000005366843,0.00015174455,0.098364964,0.05985392,0.44782236],"study_design_scores_gemma":[0.0023560126,0.001182894,0.3646802,0.000023123826,0.000051790437,0.000048883907,0.061107885,0.00014509,0.0002611494,0.012300869,0.5571705,0.0006715753],"about_ca_topic_score_codex":0.00072229706,"about_ca_topic_score_gemma":0.000039500494,"teacher_disagreement_score":0.4973166,"about_ca_system_score_codex":0.000007465968,"about_ca_system_score_gemma":0.000017061602,"threshold_uncertainty_score":0.9995325},"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":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4470877,0.00003213141,0.0010493065,0.0018285227,0.00021201231,0.000029648541,0.0000011448009,0.000051632545,0.5497079],"genre_scores_gemma":[0.7927623,0.0000039500906,0.00003516565,0.0003136382,0.000046674668,0.000010366732,3.0846394e-7,0.0000030001477,0.20682463],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996023,0.00003956087,0.000057514677,0.00012362862,0.000053189182,0.00012376322],"domain_scores_gemma":[0.99976546,0.00007487331,0.00001575094,0.000097608936,0.00001861856,0.000027665505],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00005750063,0.000041094427,0.000043287222,0.0000171177,0.000022763368,0.000008382889,0.00006158957,0.000023150928,0.035735704],"category_scores_gemma":[0.000010666465,0.000019403267,0.000023437475,0.000024028324,0.000028152906,0.000023106077,0.000015059031,0.00002231628,0.00699149],"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":[0.00003808632,0.000037785536,0.030717326,8.354775e-7,0.000042590964,0.000010024404,0.00038439376,3.682729e-9,0.0007264558,0.44195172,0.02624912,0.49984166],"study_design_scores_gemma":[0.001044508,0.00020111506,0.6812888,0.000023548046,0.000009495084,0.000005646074,0.0012182733,1.2058729e-7,0.00084754813,0.014100473,0.3010847,0.00017582356],"about_ca_topic_score_codex":0.00005231772,"about_ca_topic_score_gemma":0.000006587662,"teacher_disagreement_score":0.6505714,"about_ca_system_score_codex":0.0000057946854,"about_ca_system_score_gemma":0.0000034668835,"threshold_uncertainty_score":0.9937817},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88443804,0.00016778744,0.00080154894,0.00037195737,0.0005654219,0.00019875527,0.0000043546256,0.00012101069,0.11333112],"genre_scores_gemma":[0.93395525,0.000019979714,0.0004088111,0.00094343664,0.00013142933,0.00006292725,0.000034602643,0.000016142983,0.06442739],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99889606,0.00018220863,0.00018258093,0.0003144357,0.00012658582,0.00029811097],"domain_scores_gemma":[0.9993595,0.00013451933,0.00007787531,0.0001978897,0.00014255816,0.00008764713],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00009556091,0.0001445051,0.0001666701,0.00005089721,0.00011358422,0.000075420096,0.00015417233,0.00006361399,0.0820465],"category_scores_gemma":[0.00010407649,0.00010022207,0.00006188734,0.000072414485,0.00006121074,0.00011245842,0.000060500926,0.00030953507,0.0046141013],"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":[0.00005142045,0.00011602197,0.24379592,0.000017108256,0.00019587917,0.000019602723,0.002188442,0.0000010309246,0.0024344884,0.042853843,0.037837934,0.6704883],"study_design_scores_gemma":[0.00080263027,0.00039087635,0.9124489,0.000027657507,0.000029855864,0.000011494623,0.01617042,0.00007328063,0.00021943392,0.0015575752,0.067900516,0.00036736167],"about_ca_topic_score_codex":0.003267078,"about_ca_topic_score_gemma":0.000050903975,"teacher_disagreement_score":0.67012095,"about_ca_system_score_codex":0.000008784378,"about_ca_system_score_gemma":0.000009013759,"threshold_uncertainty_score":0.9961609},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9015623,0.0049000327,0.012711814,0.00007797113,0.0013013751,0.0003858143,0.000006258819,0.00011602978,0.07893842],"genre_scores_gemma":[0.9962003,0.00015266196,0.0001236212,0.000016378775,0.00009982954,0.00004073183,0.000024945299,0.000051809842,0.0032897193],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99384487,0.003983626,0.0006200141,0.00078682,0.00028443168,0.0004802695],"domain_scores_gemma":[0.9959236,0.0036076885,0.00015105183,0.00017522619,0.00008111333,0.00006133736],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00313815,0.00032702254,0.0005479077,0.00056111487,0.00015261272,0.00016309592,0.00019507925,0.00027990254,0.0015650555],"category_scores_gemma":[0.00051594415,0.0003018325,0.00021860485,0.00053921284,0.00013886728,0.000186412,0.00007791874,0.0016123819,0.0004039405],"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":[0.0008410048,0.0010501859,0.15334852,0.0042788773,0.0005827891,0.00017102427,0.05994859,0.001999136,0.007466768,0.24308068,0.000037060054,0.5271954],"study_design_scores_gemma":[0.0027271325,0.0033128243,0.75177,0.012777415,0.00029711827,0.000032674892,0.089554325,0.12840848,0.0018062502,0.0017858201,0.0063681537,0.0011597855],"about_ca_topic_score_codex":0.0026861252,"about_ca_topic_score_gemma":0.000220354,"teacher_disagreement_score":0.5984215,"about_ca_system_score_codex":0.0000793418,"about_ca_system_score_gemma":0.00011347892,"threshold_uncertainty_score":0.9999434},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9945276,0.0004754807,0.0019374724,0.00018099065,0.00008587025,0.00047778228,0.000163254,0.000044227225,0.0021073238],"genre_scores_gemma":[0.9966829,0.0006480199,0.00043082619,0.000060710365,0.0000413911,4.5020778e-7,0.00016180197,0.000030457437,0.0019434723],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99689525,0.0008382356,0.00037694513,0.00077422056,0.0005319757,0.00058339065],"domain_scores_gemma":[0.99740773,0.0009299107,0.0004960689,0.0002513138,0.0006581463,0.00025682087],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0006891597,0.00039868543,0.0005996828,0.0010643332,0.0008636048,0.0002719825,0.00029372875,0.0002813042,0.00050732476],"category_scores_gemma":[0.00014052709,0.00046520354,0.000109597655,0.0011305283,0.0008117554,0.0016457373,0.00025722882,0.0020713846,0.000047053483],"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":[0.0011984088,0.0006708589,0.8758364,0.000037614205,0.0004274966,0.00021502563,0.014804723,0.000019691113,0.00002677151,0.00028215194,0.000011196365,0.10646969],"study_design_scores_gemma":[0.0035035037,0.0014740833,0.8586418,0.00041034792,0.00040228933,0.000022003413,0.13419522,0.000038007678,5.923523e-7,0.000011124288,0.0008663707,0.00043466486],"about_ca_topic_score_codex":0.009957342,"about_ca_topic_score_gemma":0.27792597,"teacher_disagreement_score":0.26796862,"about_ca_system_score_codex":0.0001486855,"about_ca_system_score_gemma":0.00009282488,"threshold_uncertainty_score":0.99977994},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9920198,0.001536151,0.000027712043,0.00002811286,0.00012787007,0.00017669909,0.000002999148,0.0000097689235,0.006070894],"genre_scores_gemma":[0.9988926,0.00043438602,0.00034664443,0.000002809569,0.00002405224,0.0000011955489,0.0000041667586,0.0000056334384,0.00028850092],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985562,0.0007382657,0.00018435606,0.0001909949,0.00015153053,0.00017865597],"domain_scores_gemma":[0.99890846,0.00034583226,0.00044349668,0.00013412298,0.00009865636,0.0000694527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00077774574,0.00010342755,0.0002626262,0.0011697463,0.0003995677,0.000027222295,0.00026023516,0.000062705374,0.000025396224],"category_scores_gemma":[0.0000018439397,0.0000922861,0.00008823076,0.002077867,0.00025224013,0.0003388586,0.0000985958,0.00027215105,0.0000023124421],"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":[0.0010028892,0.00017048241,0.9739492,0.000017757608,0.00013816227,0.0000012221823,0.0025150976,0.000056349552,0.0061724917,0.00043216624,0.000027587383,0.015516574],"study_design_scores_gemma":[0.00058658555,0.00047104247,0.9924225,0.00015775215,0.00013143815,0.0000025489226,0.0042352,0.00020927639,0.0014422816,0.000008589186,0.00022521932,0.00010755309],"about_ca_topic_score_codex":0.0010731677,"about_ca_topic_score_gemma":0.0000050720823,"teacher_disagreement_score":0.018473294,"about_ca_system_score_codex":0.0000041634953,"about_ca_system_score_gemma":0.000015738031,"threshold_uncertainty_score":0.3763318},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9843757,0.000035836983,0.00021235032,0.00031896518,0.0047185244,0.0004299717,0.000026900481,0.000004587641,0.009877124],"genre_scores_gemma":[0.99898297,0.0000018591363,0.00007146424,0.00006324278,0.00026437922,0.00002617369,0.000017448832,0.0000040232244,0.00056842004],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99769634,0.00044671175,0.00085349724,0.000040136892,0.0008590037,0.000104295264],"domain_scores_gemma":[0.9942186,0.0002524782,0.002883911,0.000100421974,0.0025270674,0.000017507044],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008967842,0.0000645143,0.00016916615,0.00020553631,0.000076118406,0.00006200891,0.00016985218,0.000097630764,0.00001035728],"category_scores_gemma":[0.0031586194,0.00004493473,0.00012342085,0.00013666658,0.000008678634,0.0005612977,0.0000103431385,0.00035784574,0.000008025738],"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":[0.0002363062,0.0012459931,0.32542062,0.00017229919,0.00069774437,8.3105206e-8,0.050738677,0.0019215114,0.0015226721,0.12156244,0.013355723,0.48312593],"study_design_scores_gemma":[0.0026297201,0.00012383712,0.9478721,0.00020184884,0.00022313301,0.000016049116,0.017957294,0.0033395982,0.0000697184,0.0018728196,0.025575541,0.000118310825],"about_ca_topic_score_codex":0.000111630405,"about_ca_topic_score_gemma":0.00003541334,"teacher_disagreement_score":0.6224515,"about_ca_system_score_codex":0.00021318348,"about_ca_system_score_gemma":0.0002681493,"threshold_uncertainty_score":0.37813905},"labels":[],"label_agreement":null}]}