{"meta":{"query_hash":"0a37da20c462","filters":{"venue":"Journal of Educational Psychology"},"cohort_total":66,"direct_labels_cover":0,"predictions_cover":66,"exported":66,"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/0a37da20c462","api":"https://metacan.xera.ac/api/v1/cohort?venue=Journal+of+Educational+Psychology"},"results":[{"id":"W1964223096","doi":"10.1037/0022-0663.92.4.709","title":"Theory of mind and self-concept in preadolescents: Links with gender and language.","year":2000,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Child and Animal Learning Development","field":"Psychology","cited_by":165,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Psychology; Vocabulary; Theory of mind; Developmental psychology; Self-concept; Social competence; Social cognition; Competence (human resources); Social psychology; Cognition; Social change; Linguistics","score_opus":0.013899495458542101,"score_gpt":0.3294251908582835,"score_spread":0.3155256953997414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1964223096","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974281,0.0013060338,0.00008310536,0.00022803759,0.0000088971965,0.000006771522,0.000035940673,0.0000020811667,0.00090100267],"genre_scores_gemma":[0.998953,0.0004602384,0.00016026279,0.000038791844,0.000002371118,0.000009973379,0.00004309845,0.0000011276314,0.00033103352],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997186,0.00007941701,0.000018515166,0.00003409763,0.00008734997,0.00006203978],"domain_scores_gemma":[0.9971058,0.00093953055,0.000947557,0.00009730968,0.00029882076,0.00061101734],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009942288,0.00028505473,0.00031423327,0.0011684257,0.0005234792,0.001018877,0.00032435823,0.00032204235,0.0016391205],"category_scores_gemma":[0.004536954,0.0001990136,0.0003033957,0.00043291925,0.0009830844,0.0005112874,0.00082905777,0.00121113,0.0001161907],"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":[0.000048101767,0.00029653174,0.9675511,0.000057386213,0.000042060634,0.0003520661,0.010758545,0.00004306563,0.00054284785,0.0009155152,0.00030187206,0.019090904],"study_design_scores_gemma":[0.0000041418016,0.0001159717,0.99154925,0.000039505547,0.000016284384,0.0003286603,0.0061043105,0.00019571897,0.000092751085,0.00094577734,0.0006023029,0.0000053621193],"about_ca_topic_score_codex":0.009964585,"about_ca_topic_score_gemma":0.01890769,"teacher_disagreement_score":0.009964585,"about_ca_system_score_codex":0.0007063346,"about_ca_system_score_gemma":0.00083324185,"threshold_uncertainty_score":0.01981318},"labels":[],"label_agreement":null},{"id":"W1973750285","doi":"10.1037/0022-0663.100.2.429","title":"Do peers contribute to the likelihood of secondary school graduation among disadvantaged boys?","year":2008,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Preadolescence; Graduation (instrument); Prosocial behavior; Developmental psychology; Aggression; Academic achievement; Socioeconomic status; Disadvantaged; Peer group; Structural equation modeling; Peer acceptance; Association (psychology); Peer relations; Longitudinal study; Demography; Population; Medicine","score_opus":0.048183874757877124,"score_gpt":0.40950262572093243,"score_spread":0.3613187509630553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1973750285","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99956435,0.00011713872,0.0000098454275,0.000080483005,0.0000042034803,0.000002902672,0.000056147786,0.0000016887982,0.00016322688],"genre_scores_gemma":[0.9995415,0.000067991015,0.00002447716,0.000016753196,0.0000060569273,0.0000040695013,0.000090228554,0.0000010458642,0.00024781554],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995358,0.00012504017,0.000025403186,0.000071256276,0.00007433246,0.00016824677],"domain_scores_gemma":[0.99760205,0.00027148836,0.00091192924,0.000105448176,0.00016303327,0.00094614446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085341884,0.00035383741,0.00032632967,0.0009143544,0.0009824763,0.0010882253,0.00069333287,0.0010549406,0.0025334912],"category_scores_gemma":[0.003637542,0.00044540878,0.0004586138,0.00048744224,0.0004470081,0.0006580888,0.0007917333,0.0013971746,0.0004083562],"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":[0.0000200695,0.00007333162,0.99899215,0.0000017095994,0.000012098788,0.0000466604,0.00017498093,0.000007783581,0.000026904432,0.000011083219,0.00003538292,0.00059786835],"study_design_scores_gemma":[0.0000017034797,0.00007196943,0.9991949,0.0000037682933,0.000008724457,0.000079757236,0.00047680418,0.000055647248,0.000016486736,0.000014527199,0.00007371845,0.0000019150034],"about_ca_topic_score_codex":0.025530038,"about_ca_topic_score_gemma":0.034826476,"teacher_disagreement_score":0.025530038,"about_ca_system_score_codex":0.00043945192,"about_ca_system_score_gemma":0.00053497805,"threshold_uncertainty_score":0.05076289},"labels":[],"label_agreement":null},{"id":"W1975783365","doi":"10.1037/a0012842","title":"Heuristics and biases as measures of critical thinking: Associations with cognitive ability and thinking dispositions.","year":2008,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":422,"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 Toronto; York University","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Heuristics; Psychology; Critical thinking; Cognition; Variance (accounting); Cognitive psychology; Need for cognition; Divergent thinking; Convergent thinking; Social psychology; Creative thinking; Creativity; Mathematics education","score_opus":0.10287659844067765,"score_gpt":0.4398961871966926,"score_spread":0.33701958875601495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1975783365","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99341595,0.00089912163,0.0017304474,0.00017459082,0.000038922386,0.000050950704,0.00008174234,0.000015154014,0.0035930187],"genre_scores_gemma":[0.99766195,0.0002708891,0.0015631048,0.00006727984,0.00001773921,0.000055663808,0.000072550916,0.000003293516,0.00028761456],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99820447,0.0006815057,0.00021756487,0.00015978435,0.0006414756,0.000095178126],"domain_scores_gemma":[0.9321065,0.04452169,0.016504215,0.0026463505,0.0024282727,0.001792901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031645845,0.0003794587,0.00024709312,0.0023886974,0.00031033673,0.0012151488,0.0003427766,0.0005418282,0.0013483647],"category_scores_gemma":[0.045746416,0.00018629912,0.00041450417,0.0012097504,0.001381774,0.0009479129,0.0010284906,0.00134528,0.00017082765],"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":[0.00022018106,0.0004939473,0.9586389,0.000111145615,0.00020196724,0.00007257387,0.0020008893,0.0004273223,0.0013231889,0.002043459,0.0003165196,0.034149874],"study_design_scores_gemma":[0.000021584208,0.00045989783,0.98843527,0.000058268804,0.00006383746,0.00052299286,0.0010643932,0.0008894686,0.00090208225,0.0067136865,0.00083925005,0.000029208668],"about_ca_topic_score_codex":0.00051850383,"about_ca_topic_score_gemma":0.0010373292,"teacher_disagreement_score":0.0031645845,"about_ca_system_score_codex":0.00041804262,"about_ca_system_score_gemma":0.0004712312,"threshold_uncertainty_score":0.01673615},"labels":[],"label_agreement":null},{"id":"W1982847761","doi":"10.1037/0022-0663.97.4.580","title":"Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems.","year":2005,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":292,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Neuroscience of multilingualism; Psychology; Linguistics; Language proficiency; Language acquisition; Cognitive psychology; Mathematics education","score_opus":0.024759467968283266,"score_gpt":0.4446768592344037,"score_spread":0.41991739126612043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982847761","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99971837,0.00004011395,0.00000836204,0.000008125524,0.0000018004332,0.0000034029774,0.00002114532,0.0000012246361,0.00019734047],"genre_scores_gemma":[0.99951863,0.00002746645,0.000025679108,0.000006994349,0.0000016002476,0.0000040228115,0.000052744712,8.2330575e-7,0.0003620891],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99957246,0.00005805109,0.000044651995,0.00007419072,0.0001218499,0.0001287512],"domain_scores_gemma":[0.99685633,0.0007989278,0.0010459195,0.00008929431,0.0003600308,0.00084946415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000656594,0.00033389957,0.00027022502,0.0009833608,0.00044736362,0.00072763534,0.00023143936,0.00038952832,0.001948957],"category_scores_gemma":[0.00392146,0.0003211915,0.00022982685,0.00026031496,0.0006746295,0.0005264372,0.0006221878,0.0006486344,0.00035424717],"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":[0.00064679486,0.00057476776,0.98309165,0.000024002802,0.0000330149,0.00060541386,0.004982911,0.000053575503,0.0031081347,0.00005833908,0.000116963194,0.006704364],"study_design_scores_gemma":[0.000014140541,0.00044755195,0.9973611,0.0000048566826,0.000010773983,0.00043148556,0.0010590013,0.00007658256,0.00038214034,0.000039588787,0.00016766232,0.0000050510134],"about_ca_topic_score_codex":0.0068595763,"about_ca_topic_score_gemma":0.014247825,"teacher_disagreement_score":0.0068595763,"about_ca_system_score_codex":0.00039276542,"about_ca_system_score_gemma":0.00042786263,"threshold_uncertainty_score":0.013639271},"labels":[],"label_agreement":null},{"id":"W1985881862","doi":"10.1037/a0023495","title":"Morphological awareness: A key to understanding poor reading comprehension in English.","year":2011,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":240,"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 Alberta; Queen's University; Dalhousie University","funders":"Social Sciences and Humanities Research Council of Canada; Royal Society; March of Dimes Foundation","keywords":"Psychology; Reading comprehension; Comprehension; Phonological awareness; Nonverbal communication; Reading (process); Cognition; Vocabulary; Cognitive psychology; Longitudinal study; Developmental psychology; Vocabulary development; Word recognition; Linguistics; Literacy; Teaching method; Mathematics education","score_opus":0.15740835036018858,"score_gpt":0.402909563689845,"score_spread":0.2455012133296564,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1985881862","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987526,0.0002070614,0.00032596276,0.000085452346,0.0000040723353,0.0000054642965,0.00007896894,0.000015609638,0.000524872],"genre_scores_gemma":[0.9991499,0.00009533671,0.0003113252,0.00002397918,0.0000035621922,0.0000026709397,0.000074879754,0.000002726876,0.00033567197],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997855,0.000033069813,0.00003348858,0.00005620806,0.000057276284,0.000034468158],"domain_scores_gemma":[0.9960277,0.00056889525,0.002551358,0.00019320358,0.00040032258,0.0002583799],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007275767,0.00031254668,0.00017046806,0.001003664,0.00022003958,0.00090362027,0.00032900303,0.0005465762,0.0010610785],"category_scores_gemma":[0.0052595898,0.00027652676,0.00019267322,0.00023753857,0.00046417073,0.0014957741,0.00052164326,0.0008010364,0.00023499015],"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":[0.000052188727,0.000085099084,0.98116565,0.00002926827,0.000015728543,0.00035906368,0.002703938,0.000055836812,0.004594157,0.00011806289,0.00014506828,0.010675949],"study_design_scores_gemma":[7.706937e-7,0.00012752674,0.99693644,0.000011017112,0.000011148944,0.00109654,0.00067733595,0.00013831086,0.00059528387,0.00016886897,0.00023153854,0.0000053290623],"about_ca_topic_score_codex":0.0024454133,"about_ca_topic_score_gemma":0.004163511,"teacher_disagreement_score":0.0024454133,"about_ca_system_score_codex":0.00016151932,"about_ca_system_score_gemma":0.0002498933,"threshold_uncertainty_score":0.0048623085},"labels":[],"label_agreement":null},{"id":"W1986964634","doi":"10.1037/0022-0663.100.3.688","title":"Students' motivational profiles and achievement outcomes in physical education: A self-determination perspective.","year":2008,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":242,"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; University of Victoria","funders":"","keywords":"Psychology; Perspective (graphical); Academic achievement; Time perspective; Developmental psychology; Self-concept; Social psychology","score_opus":0.02791256017189367,"score_gpt":0.40779377019862634,"score_spread":0.3798812100267327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986964634","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99247205,0.0007595303,0.00033398016,0.0011512969,0.000025551553,0.000017019622,0.00008022319,0.0000042834263,0.0051560504],"genre_scores_gemma":[0.99901843,0.00021417074,0.000077460536,0.00005081682,0.000013816044,0.000006453084,0.000024181452,9.234747e-7,0.0005938434],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99978286,0.00009588096,0.000006793038,0.000023606157,0.00003319206,0.000057708676],"domain_scores_gemma":[0.99859935,0.00044468654,0.0002460501,0.000029497316,0.00012425978,0.0005561591],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009912796,0.00015378308,0.00024993,0.0007097986,0.00043955038,0.001526284,0.00021260073,0.00054157677,0.003978487],"category_scores_gemma":[0.0036143248,0.000074577205,0.00021149218,0.00051890383,0.0005048234,0.0004136478,0.000621121,0.0008366083,0.00026540863],"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":[0.00022301698,0.0010450109,0.9426813,0.00006066269,0.0001029605,0.0001498871,0.0030370557,0.0003387552,0.00095023634,0.005222733,0.0008630813,0.04532526],"study_design_scores_gemma":[0.000007843141,0.00026886264,0.9935841,0.000030406898,0.000024712406,0.000080944905,0.0023211662,0.00047602915,0.00016720446,0.0022699323,0.00076152425,0.00000730365],"about_ca_topic_score_codex":0.0012166145,"about_ca_topic_score_gemma":0.002053946,"teacher_disagreement_score":0.003978487,"about_ca_system_score_codex":0.0003402371,"about_ca_system_score_gemma":0.00058376347,"threshold_uncertainty_score":0.01330936},"labels":[],"label_agreement":null},{"id":"W1990002314","doi":"10.1037/a0013156","title":"Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives.","year":2009,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":130,"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 Alberta","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Equivalence (formal languages); Psychology; Mathematics education; Cognitive psychology; Social psychology; Mathematics; Discrete mathematics","score_opus":0.05262132083403185,"score_gpt":0.3725450916483993,"score_spread":0.3199237708143674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990002314","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99799144,0.00008686489,0.00020022063,0.00004450168,0.000004983588,0.000019904983,0.000019483236,0.000020402897,0.0016121615],"genre_scores_gemma":[0.99602497,0.00019619746,0.002606133,0.000034854493,0.0000070982524,0.000056226956,0.00006412759,0.000014721183,0.0009957184],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99907875,0.00030469432,0.00006973695,0.0002155486,0.00019449102,0.00013666728],"domain_scores_gemma":[0.9931948,0.0038357312,0.0015106911,0.0005236534,0.00013516376,0.0007999612],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009284026,0.0006066467,0.00045600676,0.0005009706,0.00023038014,0.00084026856,0.00041777352,0.0005216761,0.0049014734],"category_scores_gemma":[0.013134999,0.00031686196,0.00021462052,0.00023590964,0.00091697177,0.0016143764,0.0013812107,0.0009310787,0.0003413951],"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":[0.010942416,0.024063166,0.11267234,0.0026623206,0.00028998975,0.002504377,0.027883504,0.00271591,0.37476468,0.007343167,0.0027759324,0.43138218],"study_design_scores_gemma":[0.0022131712,0.06838264,0.7586766,0.00068797974,0.0004866416,0.0049916687,0.011928766,0.009084019,0.10824595,0.017046357,0.018057726,0.00019853101],"about_ca_topic_score_codex":0.0008535396,"about_ca_topic_score_gemma":0.0013630248,"teacher_disagreement_score":0.0049014734,"about_ca_system_score_codex":0.00018452875,"about_ca_system_score_gemma":0.00037592533,"threshold_uncertainty_score":0.016397059},"labels":[],"label_agreement":null},{"id":"W1997475288","doi":"10.1037/0022-0663.94.2.278","title":"Relationships between instructional language and primary students' learning.","year":2002,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","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":"","keywords":"Psychology; Mathematics education; Primary education; Language acquisition; Pedagogy; Cognitive psychology","score_opus":0.07537099887973953,"score_gpt":0.3483785167197073,"score_spread":0.2730075178399678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997475288","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99337786,0.0003494259,0.0022093004,0.0002092294,0.00001439642,0.00011153772,0.00047725937,0.00010677764,0.0031442158],"genre_scores_gemma":[0.99772865,0.00008651443,0.0011721187,0.000021148366,0.0000046377468,0.0001123004,0.00014694569,0.000011544677,0.00071622845],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9946996,0.0022049386,0.00043328758,0.000885595,0.0012488915,0.0005277121],"domain_scores_gemma":[0.86670744,0.10746578,0.015341005,0.0032201575,0.003245938,0.0040197424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007952862,0.0008070459,0.0009812322,0.0020521288,0.00088252133,0.0030810956,0.0014870769,0.001044259,0.009054001],"category_scores_gemma":[0.0653759,0.00036731877,0.0015471124,0.0018031329,0.00097070273,0.0011056551,0.0022221284,0.003017658,0.00083484396],"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":[0.00029903837,0.0010141311,0.9737342,0.00013146993,0.0005055634,0.00044061747,0.002418007,0.0014163599,0.00033478794,0.0010384257,0.00041385076,0.01825351],"study_design_scores_gemma":[0.00009532961,0.001241348,0.9711959,0.000119432,0.0005941057,0.00032496577,0.0023685456,0.016262194,0.0010688845,0.0050708763,0.0016010194,0.00005744494],"about_ca_topic_score_codex":0.006159839,"about_ca_topic_score_gemma":0.0053248764,"teacher_disagreement_score":0.009054001,"about_ca_system_score_codex":0.0022766113,"about_ca_system_score_gemma":0.002389942,"threshold_uncertainty_score":0.042059302},"labels":[],"label_agreement":null},{"id":"W2005743601","doi":"10.1037/a0024221","title":"Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ).","year":2011,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":53,"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 Sherbrooke","funders":"Economic and Social Research Council","keywords":"Psychology; Multilevel model; Course (navigation); Mathematics education; Benchmark (surveying); Medical education; Applied psychology; Course evaluation; Higher education; Statistics","score_opus":0.38947989572912217,"score_gpt":0.5591843961155842,"score_spread":0.16970450038646206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005743601","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9190673,0.00030548658,0.07291783,0.0007049378,0.00008433287,0.0010022162,0.0034789832,0.0002473986,0.0021914665],"genre_scores_gemma":[0.9761303,0.000054470416,0.019103272,0.00007554021,0.000014019503,0.0010692689,0.002735525,0.000056089302,0.0007616583],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9360894,0.05320089,0.002354739,0.0038501548,0.0034144118,0.0010902801],"domain_scores_gemma":[0.8969666,0.069899134,0.0148807755,0.009809488,0.007150981,0.0012930656],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04779381,0.00076169625,0.0011832955,0.0022905204,0.0008228049,0.0020158545,0.0022533508,0.00088551285,0.0020959117],"category_scores_gemma":[0.099960975,0.000606732,0.0031401303,0.003144378,0.0006983305,0.00160119,0.0025684836,0.0024593358,0.0005541526],"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":[0.00045490704,0.00026043612,0.94816345,0.00018140412,0.0026634207,0.00007353396,0.0062619136,0.0037548486,0.0004495193,0.0016705093,0.0027054343,0.033360407],"study_design_scores_gemma":[0.000078200545,0.00081872893,0.9139059,0.0001423681,0.0006529559,0.000090600355,0.00364975,0.07357347,0.00097569404,0.0028249463,0.003182165,0.00010515129],"about_ca_topic_score_codex":0.025190318,"about_ca_topic_score_gemma":0.02566949,"teacher_disagreement_score":0.04779381,"about_ca_system_score_codex":0.0013297417,"about_ca_system_score_gemma":0.001323829,"threshold_uncertainty_score":0.25276083},"labels":[],"label_agreement":null},{"id":"W2010370946","doi":"10.1037/a0029690","title":"Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement.","year":2012,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":161,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Psychology; Mathematics education; Intervention (counseling); Class (philosophy); Elaboration; Critical thinking; Control (management); Teaching method; Attitude change; Pedagogy; Epistemology","score_opus":0.06534513349267806,"score_gpt":0.4074815909226063,"score_spread":0.3421364574299282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010370946","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98886895,0.00070419477,0.005112769,0.00056250434,0.00017192445,0.00028007434,0.000023764467,0.0001985852,0.0040773284],"genre_scores_gemma":[0.98106945,0.00091442006,0.015059268,0.00028680384,0.00008330213,0.0006178257,0.000067075474,0.000014366515,0.0018875056],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996648,0.00011945469,0.000017688495,0.000051635783,0.00008194379,0.000064518645],"domain_scores_gemma":[0.99887437,0.0003795345,0.00023804496,0.000078845966,0.00005615673,0.00037296218],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005786328,0.00033872892,0.0003547335,0.0003484996,0.00051851844,0.0005023226,0.0005790543,0.00055619195,0.0019492027],"category_scores_gemma":[0.0029587115,0.00014396003,0.0002566646,0.00016786822,0.00044606146,0.00038528652,0.0008759216,0.00093078334,0.0002903612],"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":[0.003492768,0.098867714,0.031267114,0.0015336744,0.00015169685,0.00031313134,0.0052077617,0.0009077119,0.039356623,0.0024352043,0.0045243013,0.8119424],"study_design_scores_gemma":[0.0070309984,0.09114255,0.7005569,0.0018047465,0.0015242832,0.0016809034,0.0069698524,0.0074238144,0.089017585,0.013318902,0.07929492,0.00023463844],"about_ca_topic_score_codex":0.0005484003,"about_ca_topic_score_gemma":0.0011282165,"teacher_disagreement_score":0.0019492027,"about_ca_system_score_codex":0.00027569357,"about_ca_system_score_gemma":0.0010057018,"threshold_uncertainty_score":0.0065206885},"labels":[],"label_agreement":null},{"id":"W2010547170","doi":"10.1037/a0035831","title":"The contribution of adolescent effortful control to early adult educational attainment.","year":2014,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":53,"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":"National Institute on Drug Abuse; National Institute of Mental Health","keywords":"Psychology; Developmental psychology; Educational attainment; Academic achievement; Competence (human resources); Social psychology","score_opus":0.009601877987059946,"score_gpt":0.35340347907533903,"score_spread":0.34380160108827906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010547170","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982697,0.0003159631,0.00018642304,0.00008118304,0.0000054018765,0.000006691012,0.0000787793,0.000004105884,0.0010518017],"genre_scores_gemma":[0.9995315,0.00013189323,0.000117541866,0.000010723869,0.0000036480217,0.000004386603,0.00005947553,0.0000011231753,0.0001396193],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99955934,0.000104929066,0.000033365744,0.00008364989,0.00012861635,0.000090144495],"domain_scores_gemma":[0.9942616,0.0016463588,0.002306617,0.00033410726,0.00046071882,0.000990601],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010153083,0.00027705717,0.000238541,0.00085343275,0.00025689692,0.0008344623,0.0003037714,0.00027623295,0.001139864],"category_scores_gemma":[0.007248071,0.00020307156,0.00027369638,0.00042263215,0.00029214335,0.00035399228,0.00058217073,0.00083840353,0.00008039837],"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":[0.00001781411,0.00006312207,0.994735,0.0000070944975,0.000034080746,0.000036356523,0.00017879614,0.000042437925,0.00015151282,0.00010643995,0.00003518258,0.004592145],"study_design_scores_gemma":[4.4584814e-7,0.00002104056,0.99957937,0.0000048911324,0.000009035376,0.000034807203,0.000057161622,0.0001335162,0.000045452038,0.000053360123,0.000059511112,0.0000014530078],"about_ca_topic_score_codex":0.0056263315,"about_ca_topic_score_gemma":0.008241073,"teacher_disagreement_score":0.0056263315,"about_ca_system_score_codex":0.00028897374,"about_ca_system_score_gemma":0.00032981517,"threshold_uncertainty_score":0.011187136},"labels":[],"label_agreement":null},{"id":"W2046191774","doi":"10.1037/0022-0663.98.1.44","title":"An effective method for building meaning vocabulary in primary grades.","year":2006,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":696,"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":"Psychology; Vocabulary; Meaning (existential); Vocabulary development; Mathematics education; Linguistics; Primary education; Teaching method; Psychotherapist","score_opus":0.017936682875900077,"score_gpt":0.4216375034144918,"score_spread":0.40370082053859174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2046191774","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3944303,0.010161147,0.46989974,0.0037296438,0.0029682629,0.0065395334,0.0021546509,0.010120018,0.099996634],"genre_scores_gemma":[0.35981277,0.00422818,0.5530295,0.0011831372,0.00021129008,0.003869721,0.0015738504,0.000670196,0.075421326],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99930036,0.00011360807,0.000044511118,0.0001794599,0.0003086165,0.00005333043],"domain_scores_gemma":[0.9994215,0.00017092173,0.000057621997,0.00016863635,0.000081992635,0.00009940051],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008339519,0.0005218014,0.00049541885,0.0011953607,0.0007580009,0.0006709158,0.0011207834,0.00065546954,0.01199168],"category_scores_gemma":[0.0023755052,0.00030253438,0.00053475425,0.00046975072,0.00057044293,0.0008966898,0.0013260103,0.0009167831,0.0057062726],"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":[0.00020908052,0.002030706,0.00273843,0.00095221715,0.000030206398,0.0005151448,0.0012803149,0.000108518485,0.08887251,0.0022003073,0.013709939,0.8873526],"study_design_scores_gemma":[0.0010093277,0.008567136,0.093203306,0.0015785659,0.00053633936,0.012907783,0.0025976412,0.002800009,0.2250555,0.013836069,0.63768923,0.00021905194],"about_ca_topic_score_codex":0.00068045186,"about_ca_topic_score_gemma":0.0018224415,"teacher_disagreement_score":0.01199168,"about_ca_system_score_codex":0.00023022952,"about_ca_system_score_gemma":0.0007199119,"threshold_uncertainty_score":0.04011619},"labels":[],"label_agreement":null},{"id":"W2049690869","doi":"10.1037/a0036966","title":"Cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals: Script-universal and script-specific processes.","year":2014,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":94,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University; University of Toronto","funders":"","keywords":"Fluency; Psychology; Reading (process); Linguistics; Word (group theory); Word recognition; Reading comprehension; Transfer of training; Cognitive psychology; Mathematics education","score_opus":0.01830565579163513,"score_gpt":0.35165443327486234,"score_spread":0.3333487774832272,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2049690869","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99951196,0.000026292108,0.00005621573,0.000005117287,0.0000016703541,0.0000040574255,0.0000135219025,0.0000024605145,0.0003788404],"genre_scores_gemma":[0.9994985,0.000017202297,0.00010853083,0.0000110319925,0.0000010932343,0.000008839906,0.000040511906,0.000003060752,0.00031121058],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994698,0.00012289654,0.000035976307,0.00017353169,0.00011563231,0.000082119],"domain_scores_gemma":[0.99730116,0.0011246622,0.00056516466,0.00035939438,0.0003447198,0.0003048541],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010040628,0.00028559336,0.00022983365,0.000543829,0.00026930092,0.00055726414,0.0002534991,0.00032448597,0.0013912448],"category_scores_gemma":[0.0065812618,0.00024655706,0.00016584653,0.00019772685,0.000600171,0.0007613258,0.00070545095,0.00044194073,0.00030241557],"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":[0.0012848505,0.0010680653,0.8189435,0.00012288462,0.00019443125,0.0012089764,0.032855943,0.00029802046,0.08158946,0.00048774306,0.0002796873,0.06166647],"study_design_scores_gemma":[0.000025833422,0.0003180984,0.99260074,0.000008228826,0.000024607369,0.0004149086,0.0021827093,0.00026445504,0.0036980787,0.00023594424,0.00021243682,0.000014071264],"about_ca_topic_score_codex":0.009505877,"about_ca_topic_score_gemma":0.012475028,"teacher_disagreement_score":0.009505877,"about_ca_system_score_codex":0.00042825786,"about_ca_system_score_gemma":0.0004999464,"threshold_uncertainty_score":0.01890105},"labels":[],"label_agreement":null},{"id":"W2051617963","doi":"10.1037/a0014320","title":"Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade.","year":2009,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":264,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Psychology; Reading comprehension; Reading (process); Comprehension; Linguistics; Second-language attrition; Language assessment; Comprehension approach; Second language; Language education; Mathematics education","score_opus":0.016947079806333334,"score_gpt":0.33541341389376905,"score_spread":0.31846633408743574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2051617963","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997218,0.00007989486,0.000017512319,0.000019027706,0.0000012340735,0.0000027797282,0.000033870416,0.0000014788952,0.00012244418],"genre_scores_gemma":[0.9992679,0.000117018244,0.00008801786,0.000016897204,0.0000015249325,0.000012954807,0.00016990822,0.000002550544,0.00032331285],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99956006,0.00012942779,0.000038929342,0.000074733885,0.000092276554,0.00010459554],"domain_scores_gemma":[0.99398077,0.002727399,0.0018504035,0.00023111202,0.0006075033,0.0006029145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014210924,0.0004314067,0.00040168987,0.0008183327,0.00032712522,0.0009977706,0.00041486174,0.00064429693,0.0013387582],"category_scores_gemma":[0.00911551,0.00041958693,0.00054282695,0.00060487137,0.0005571491,0.00074782595,0.0005119843,0.0009752296,0.00048801358],"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":[0.00005808786,0.00023014653,0.99300224,0.000017603496,0.000032902935,0.000115532406,0.0031561768,0.000038060847,0.00041447912,0.000023410354,0.00006350269,0.0028478054],"study_design_scores_gemma":[0.0000041818003,0.00015978528,0.9974728,0.0000076280926,0.0000108368895,0.000092899514,0.0019146297,0.00010679155,0.000096452735,0.000026063395,0.000105006045,0.0000029056123],"about_ca_topic_score_codex":0.027750231,"about_ca_topic_score_gemma":0.04471128,"teacher_disagreement_score":0.027750231,"about_ca_system_score_codex":0.00056857726,"about_ca_system_score_gemma":0.0010111777,"threshold_uncertainty_score":0.05517739},"labels":[],"label_agreement":null},{"id":"W2055038814","doi":"10.1037/0022-0663.97.2.170","title":"Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.","year":2005,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":426,"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","funders":"","keywords":"Psychology; Longitudinal study; Academic achievement; Developmental psychology; Mathematics education; Statistics","score_opus":0.1523956867175983,"score_gpt":0.49254834866773267,"score_spread":0.3401526619501344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2055038814","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99911386,0.00017871562,0.00015358705,0.00008601751,0.000016122216,0.00003320049,0.00020004762,0.0000059929384,0.00021248402],"genre_scores_gemma":[0.9974801,0.00019509379,0.00038647235,0.000135586,0.000013825774,0.00010389792,0.00072685647,0.0000052191635,0.0009529877],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991074,0.00030516664,0.00004862568,0.00011475519,0.00017545516,0.00024862785],"domain_scores_gemma":[0.9969777,0.0002806672,0.0007101845,0.00025956953,0.000586593,0.0011851708],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004242002,0.0005315264,0.0007783574,0.0011096325,0.0028974034,0.0017938832,0.00073038397,0.0012922487,0.00097492215],"category_scores_gemma":[0.0044466695,0.0007920906,0.0010065397,0.0010308007,0.00055415474,0.0012961883,0.0015919661,0.003340247,0.00067560363],"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":[0.00020915744,0.0022103065,0.98865265,0.000015646632,0.00008056528,0.00020138295,0.0029425884,0.000047349917,0.0004158266,0.000066563895,0.00038379943,0.0047740866],"study_design_scores_gemma":[0.000023036053,0.0011388806,0.9946819,0.000020767107,0.000060264247,0.00019385034,0.0025560453,0.00024004554,0.0001674925,0.00007751718,0.0008198998,0.000020243097],"about_ca_topic_score_codex":0.02549684,"about_ca_topic_score_gemma":0.0347362,"teacher_disagreement_score":0.02549684,"about_ca_system_score_codex":0.00089546415,"about_ca_system_score_gemma":0.0018550951,"threshold_uncertainty_score":0.05069685},"labels":[],"label_agreement":null},{"id":"W2055753097","doi":"10.1037/0022-0663.99.4.683","title":"School functioning in early adolescence: Gender-linked responses to peer victimization.","year":2007,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":99,"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 Victoria","funders":"Social Sciences and Humanities Research Council of Canada; British Columbia Medical Services Foundation; Michael Smith Health Research BC","keywords":"Psychology; Peer victimization; Developmental psychology; Association (psychology); Externalization; Peer relations; Academic achievement; Victimisation; Peer group; Clinical psychology; Poison control; Human factors and ergonomics; Social psychology","score_opus":0.04308827364774162,"score_gpt":0.3752316781239067,"score_spread":0.3321434044761651,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2055753097","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992642,0.00024780372,0.00002911537,0.000037189442,0.000004836585,0.000006767987,0.000060334838,0.0000014161544,0.00034835652],"genre_scores_gemma":[0.9995875,0.00012002691,0.000038083464,0.000013954078,0.0000029328469,0.0000097196635,0.00006950388,0.000001111772,0.00015719942],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99940515,0.00018544955,0.000044722372,0.00008182429,0.00012402875,0.00015885396],"domain_scores_gemma":[0.9981833,0.0003722424,0.000839062,0.00009314708,0.00020246014,0.00030986345],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095563225,0.00029492224,0.00049057766,0.0008917319,0.0005852177,0.0009450084,0.0002704887,0.0004079795,0.0012104148],"category_scores_gemma":[0.0044249045,0.00036321091,0.00031994242,0.0005276655,0.00051274785,0.00046918687,0.00092133135,0.00082798884,0.0001271737],"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":[0.000033813903,0.00007083728,0.9948873,0.000009754967,0.00002717267,0.00009766272,0.0017766836,0.000014788819,0.00035770808,0.000045900895,0.000058048132,0.0026204726],"study_design_scores_gemma":[6.627172e-7,0.000034790275,0.9979582,0.000006034244,0.000006772175,0.00013614775,0.0016471624,0.000027766417,0.00005906528,0.000027104177,0.00009445053,0.0000017501133],"about_ca_topic_score_codex":0.0053570094,"about_ca_topic_score_gemma":0.012062914,"teacher_disagreement_score":0.0053570094,"about_ca_system_score_codex":0.00035407246,"about_ca_system_score_gemma":0.00029917533,"threshold_uncertainty_score":0.010651648},"labels":[],"label_agreement":null},{"id":"W2057133636","doi":"10.1037/a0017486","title":"Individual differences in conceptual and procedural knowledge when learning fractions.","year":2010,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":147,"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":"Economic and Social Research Council; Social Sciences and Humanities Research Council of Canada; University of Oxford","keywords":"Procedural knowledge; Psychology; Concept learning; Procedural memory; Conceptual framework; Descriptive knowledge; Knowledge level; Cognitive psychology; Developmental psychology; Cognition; Body of knowledge; Knowledge management; Mathematics education; Epistemology; Computer science","score_opus":0.06661290194867552,"score_gpt":0.3940172899681884,"score_spread":0.3274043880195129,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057133636","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998696,0.00006134261,0.00008041455,0.000016106269,0.0000020615926,0.000004603495,0.000046142795,0.0000034628986,0.0010899617],"genre_scores_gemma":[0.99926394,0.000043990734,0.00015543461,0.000007886841,0.0000010300039,0.0000051967017,0.000081239414,0.000003043764,0.00043813445],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993005,0.00010752095,0.000057885496,0.00013693587,0.00027712132,0.00012002461],"domain_scores_gemma":[0.9939433,0.0028819826,0.001611987,0.00051237806,0.0005249156,0.0005254405],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011089547,0.00018139543,0.00025480494,0.0009747173,0.00023097247,0.0009998202,0.00022625289,0.00037537472,0.0018624318],"category_scores_gemma":[0.010401082,0.00024315402,0.0002481281,0.00046894274,0.00076814654,0.00061798526,0.000583147,0.00067896815,0.0002989005],"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":[0.00044988314,0.00021804424,0.9485237,0.00005820857,0.0001938131,0.00028297058,0.011952021,0.0007934252,0.01444896,0.0007015009,0.00036083578,0.022016648],"study_design_scores_gemma":[0.000004403267,0.00014959749,0.99629766,0.0000070844703,0.000023300503,0.000336831,0.0010100696,0.00037624477,0.0009538545,0.00038833916,0.00044028834,0.000012261699],"about_ca_topic_score_codex":0.0026470302,"about_ca_topic_score_gemma":0.003925625,"teacher_disagreement_score":0.0026470302,"about_ca_system_score_codex":0.00026038868,"about_ca_system_score_gemma":0.0002079061,"threshold_uncertainty_score":0.0062304735},"labels":[],"label_agreement":null},{"id":"W2057561175","doi":"10.1037/a0035984","title":"Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance.","year":2014,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":40,"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 Saskatchewan","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; National Institute of Child Health and Human Development; National Institute of Science Education and Research","keywords":"Psychology; Working memory; Comprehension; Composition (language); Cognitive psychology; Cognition; Linguistics","score_opus":0.0311843256100516,"score_gpt":0.3716023717794783,"score_spread":0.3404180461694267,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057561175","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99939036,0.000031053725,0.00017416514,0.000017698387,0.0000019032857,0.000003820491,0.000031257136,0.0000034417803,0.00034636311],"genre_scores_gemma":[0.9993055,0.00003177953,0.00023013884,0.000006622258,0.0000022403844,0.000006374372,0.00006933692,0.000002000402,0.00034589818],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99976534,0.00006176032,0.000016700487,0.00007427059,0.000040475723,0.000041397383],"domain_scores_gemma":[0.9974698,0.0010990865,0.0008002318,0.00018763941,0.00021172185,0.00023154204],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008910274,0.00059742416,0.00020476857,0.00048559188,0.00029741408,0.0007539658,0.00031795862,0.00035153612,0.0018693721],"category_scores_gemma":[0.00522285,0.00022367194,0.0002803577,0.00035793774,0.00043978382,0.00076347886,0.0005301673,0.0004430178,0.00024821234],"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":[0.00022931957,0.00016167456,0.974957,0.000036639067,0.00008254025,0.00020221004,0.002401347,0.00031448106,0.0059108553,0.00023315196,0.00009246944,0.015378231],"study_design_scores_gemma":[0.000004535722,0.0000813581,0.9970696,0.000006160686,0.000034885925,0.000052340467,0.0003946398,0.0009577993,0.0010459082,0.00027035235,0.00007658931,0.00000591638],"about_ca_topic_score_codex":0.0069241207,"about_ca_topic_score_gemma":0.011639163,"teacher_disagreement_score":0.0069241207,"about_ca_system_score_codex":0.00020108219,"about_ca_system_score_gemma":0.0006654971,"threshold_uncertainty_score":0.01376766},"labels":[],"label_agreement":null},{"id":"W2064348371","doi":"10.1037/0022-0663.100.3.566","title":"Predictors of word decoding and reading fluency across languages varying in orthographic consistency.","year":2008,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":425,"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":"Fluency; Psychology; Reading (process); Consistency (knowledge bases); Orthographic projection; Word (group theory); Cognitive psychology; Word recognition; Decoding methods; Linguistics; Reading comprehension; Lexical access; Cognition; Artificial intelligence; Computer science; Mathematics education","score_opus":0.030883206378352426,"score_gpt":0.39074364483828694,"score_spread":0.35986043845993454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2064348371","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994031,0.00010843979,0.00013903192,0.000020419913,0.000002937159,0.0000029727282,0.00009406069,0.0000057476127,0.00022329093],"genre_scores_gemma":[0.9993285,0.00004798347,0.0002165002,0.000005234343,0.000002293805,0.0000049009413,0.00021754579,0.000004124531,0.00017310421],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993424,0.00016676326,0.00008133153,0.00016463973,0.0001409309,0.000103912964],"domain_scores_gemma":[0.9892971,0.005327927,0.0033602603,0.0004031547,0.0009820584,0.00062955334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012405544,0.00042404662,0.00027506187,0.0010335064,0.00029873755,0.0009415159,0.00025483192,0.0004982653,0.0014235555],"category_scores_gemma":[0.01307367,0.00029983782,0.00034174143,0.00068275916,0.00046427408,0.0005076436,0.000506761,0.0009086806,0.00032170909],"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":[0.000029063296,0.000024917783,0.99769104,0.0000038939925,0.000023515066,0.000049467242,0.00017331324,0.00004150859,0.00022750028,0.000016304975,0.000024446434,0.0016950096],"study_design_scores_gemma":[0.000002147744,0.00006112752,0.9991303,0.000004158114,0.000014541618,0.00015446903,0.00016796503,0.00017557116,0.00018226798,0.000050041308,0.000054888023,0.0000026447196],"about_ca_topic_score_codex":0.008347166,"about_ca_topic_score_gemma":0.008717633,"teacher_disagreement_score":0.008347166,"about_ca_system_score_codex":0.000213545,"about_ca_system_score_gemma":0.0004960492,"threshold_uncertainty_score":0.016597152},"labels":[],"label_agreement":null},{"id":"W2071455396","doi":"10.1037/a0032448","title":"Using electronic portfolios to foster literacy and self-regulated learning skills in elementary students.","year":2013,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":49,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada; Canadian Council on Learning","keywords":"Enthusiasm; Psychology; Mathematics education; Literacy; Academic achievement; Reading (process); Multivariate analysis; Medical education; Pedagogy; Social psychology; Medicine","score_opus":0.021535035274381917,"score_gpt":0.4817178047291582,"score_spread":0.46018276945477626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071455396","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99899465,0.000043100168,0.0001912718,0.000042458276,0.0000033120457,0.00003261028,0.0000031706675,0.000006580743,0.00068279856],"genre_scores_gemma":[0.9962249,0.00013828427,0.0020822096,0.00003754895,0.000004505059,0.000050117356,0.000027764807,0.0000017003285,0.0014329043],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995883,0.00012187868,0.000025758114,0.0000530084,0.00013489672,0.00007615322],"domain_scores_gemma":[0.99890053,0.00028025007,0.00028618058,0.000073065916,0.00008632371,0.00037370398],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010997049,0.00017014491,0.0001544046,0.0004177132,0.00042701577,0.00069399294,0.00032033952,0.00021456303,0.00083032943],"category_scores_gemma":[0.0025328407,0.00010147876,0.0001441078,0.0001946954,0.0003375323,0.0002490888,0.00074960606,0.00037006647,0.0001699954],"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":[0.00069008704,0.029547408,0.3449037,0.000254058,0.00008551661,0.000627863,0.01466653,0.00042963497,0.02752349,0.0008849787,0.0016215709,0.5787652],"study_design_scores_gemma":[0.00020349593,0.010825,0.95778155,0.0001119951,0.000076252705,0.00048705045,0.006585068,0.00075018307,0.012232221,0.0007694621,0.010153433,0.000024342606],"about_ca_topic_score_codex":0.002837165,"about_ca_topic_score_gemma":0.011821144,"teacher_disagreement_score":0.002837165,"about_ca_system_score_codex":0.00040304003,"about_ca_system_score_gemma":0.0013169755,"threshold_uncertainty_score":0.0058158636},"labels":[],"label_agreement":null},{"id":"W2082869026","doi":"10.1037/0022-0663.97.3.299","title":"Development of Individual Differences in Reading: Results From Longitudinal Studies in English and Finnish.","year":2005,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":169,"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; Reading (process); Longitudinal study; Reading comprehension; Developmental psychology; Cognitive psychology; Linguistics","score_opus":0.1293934566984866,"score_gpt":0.42562898895874235,"score_spread":0.2962355322602558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2082869026","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967439,0.0017513954,0.00020170254,0.00005226831,0.000012520382,0.00001270779,0.00067929283,0.000005890192,0.00054043817],"genre_scores_gemma":[0.99723583,0.00070917304,0.00036154184,0.000030084184,0.000006833201,0.000029775518,0.0011384072,0.000005471187,0.00048304402],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987086,0.00034656713,0.00013222563,0.00028869606,0.00032647542,0.00019738195],"domain_scores_gemma":[0.988955,0.0039202333,0.0030367367,0.00072922173,0.002486722,0.00087215006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004986604,0.00033966088,0.00045867765,0.0019027721,0.0011632484,0.00089992647,0.00047818944,0.0005868107,0.0010204887],"category_scores_gemma":[0.013634551,0.00039284184,0.000745122,0.00210494,0.0005330845,0.00081118854,0.0010519635,0.0007026132,0.00024497163],"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":[0.000108149,0.000074022006,0.9897243,0.00004618112,0.00021866939,0.000108707085,0.0039642327,0.000045797842,0.00019691013,0.000042778556,0.00013589888,0.0053343135],"study_design_scores_gemma":[0.0000019069719,0.000054979326,0.99863285,0.000013091617,0.00005440683,0.00008132324,0.00081021304,0.000021191909,0.00006781941,0.00001760096,0.00023936745,0.0000051675815],"about_ca_topic_score_codex":0.06633562,"about_ca_topic_score_gemma":0.09209426,"teacher_disagreement_score":0.06633562,"about_ca_system_score_codex":0.0007134703,"about_ca_system_score_gemma":0.0009038786,"threshold_uncertainty_score":0.131899},"labels":[],"label_agreement":null},{"id":"W2084281770","doi":"10.1037/0022-0663.96.1.130","title":"Beginning Reading: The Views of Parents and Teachers of Young Children.","year":2004,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":107,"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":"Psychology; Reading (process); Developmental psychology; Mathematics education; Pedagogy; Linguistics","score_opus":0.03486789811333718,"score_gpt":0.3908881284023279,"score_spread":0.3560202302889907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2084281770","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9941017,0.002044326,0.00014949939,0.001281266,0.00005682832,0.00001221271,0.00009328198,0.0000059921467,0.0022548153],"genre_scores_gemma":[0.9967133,0.0014791749,0.000085024905,0.0005782785,0.00002345235,0.000027477003,0.000064532025,0.000004653547,0.0010240328],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980135,0.0012726849,0.00009320124,0.00008917767,0.00028325987,0.00024822657],"domain_scores_gemma":[0.9880745,0.0057495357,0.0027260317,0.00028395583,0.0017320906,0.0014339179],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039236043,0.0002949706,0.00036972002,0.0006621049,0.0017285494,0.0020818282,0.00028227,0.0011577135,0.0013267777],"category_scores_gemma":[0.0150002,0.00045759545,0.00030452618,0.0005428577,0.0013261953,0.0015394005,0.0011265636,0.0018164539,0.00032876068],"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":[0.0001622142,0.00007363461,0.2805345,0.00012402961,0.00004526661,0.0023023747,0.6893691,0.00004752472,0.0008703904,0.00031424686,0.0032124189,0.022944322],"study_design_scores_gemma":[0.000015697746,0.00024733107,0.14209093,0.00016552517,0.000030082285,0.0019941598,0.84344536,0.000056192097,0.00028159627,0.00015845199,0.0114871375,0.000027585],"about_ca_topic_score_codex":0.00867009,"about_ca_topic_score_gemma":0.011986624,"teacher_disagreement_score":0.00867009,"about_ca_system_score_codex":0.0008767779,"about_ca_system_score_gemma":0.00090500875,"threshold_uncertainty_score":0.020750284},"labels":[],"label_agreement":null},{"id":"W2087179731","doi":"10.1037/a0013845","title":"How pervasive are relative age effects in secondary school education?","year":2009,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":110,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Psychology; Developmental psychology; Mathematics education","score_opus":0.015989386053655887,"score_gpt":0.36945187157809756,"score_spread":0.35346248552444165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087179731","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98676205,0.005568353,0.0009026768,0.001435214,0.00009456981,0.000018589713,0.00027673048,0.000022843047,0.0049189823],"genre_scores_gemma":[0.99847525,0.00056035444,0.00019121119,0.00015881124,0.0000587971,0.0000048564407,0.000058894133,0.000007447923,0.00048443722],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.996709,0.00093420385,0.00025802385,0.0010882311,0.00062753784,0.00038288732],"domain_scores_gemma":[0.98576885,0.005875492,0.005002514,0.0014933205,0.0008818706,0.0009779673],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041045854,0.00021503509,0.0005460198,0.0013021127,0.0004958551,0.0010227774,0.00050824054,0.0005606849,0.0026723985],"category_scores_gemma":[0.017879367,0.0002996349,0.00048005418,0.0009859964,0.0016229756,0.0019075912,0.0016438289,0.00079296966,0.0002952894],"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":[0.00021181317,0.000065364526,0.96713513,0.00007363682,0.00014402931,0.00024126814,0.0015770204,0.000100576384,0.0006584895,0.0021056167,0.00030413087,0.027382858],"study_design_scores_gemma":[0.0000027650103,0.00007019509,0.9980142,0.000018647055,0.000024469353,0.00014721823,0.00039988002,0.00004706333,0.00009238134,0.0005073515,0.0006706534,0.0000051839106],"about_ca_topic_score_codex":0.010054068,"about_ca_topic_score_gemma":0.015183415,"teacher_disagreement_score":0.010054068,"about_ca_system_score_codex":0.00058143015,"about_ca_system_score_gemma":0.00056847645,"threshold_uncertainty_score":0.021707356},"labels":[],"label_agreement":null},{"id":"W2087409702","doi":"10.1037/0022-0663.96.4.731","title":"A Cross-Cultural Investigation of the Efficacy Beliefs of South Asian Immigrant and Anglo Canadian Nonimmigrant Early Adolescents.","year":2004,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":243,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Psychology; Immigration; Cross-cultural; Developmental psychology; Asian americans; Cultural influence; Social psychology; Ethnic group; Sociology; Ethnology; Anthropology; Geography","score_opus":0.024217541503930882,"score_gpt":0.35572187911929615,"score_spread":0.33150433761536524,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087409702","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999172,0.00011502019,0.00001302201,0.00003093374,0.0000044230346,0.000008719132,0.000030190664,4.808401e-7,0.0006252702],"genre_scores_gemma":[0.99872595,0.00021682492,0.00009254761,0.00006429725,0.0000018647854,0.000013494851,0.000086016924,0.0000012624896,0.000797719],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993913,0.000093524504,0.000027052964,0.000046691643,0.00024329306,0.00019817802],"domain_scores_gemma":[0.9978358,0.00031369482,0.00033233,0.000055369426,0.00093908934,0.0005236333],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012683511,0.00034579032,0.0003307472,0.0012725785,0.003539929,0.0012889691,0.00047572705,0.00033931798,0.0009653823],"category_scores_gemma":[0.002525003,0.00024160958,0.0003903662,0.0012931266,0.0015683278,0.00022948219,0.0007573153,0.00087969174,0.00013009482],"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":[0.000061144994,0.00022642505,0.851418,0.000063326755,0.000049700855,0.0003492844,0.1332501,0.00002383518,0.0010294594,0.00031807032,0.00039662747,0.012814053],"study_design_scores_gemma":[0.000002431963,0.00009567902,0.9117463,0.000027507744,0.000019429011,0.00016502253,0.086354926,0.000032919444,0.00015118429,0.00002527726,0.0013706478,0.000008620536],"about_ca_topic_score_codex":0.763674,"about_ca_topic_score_gemma":0.87766534,"teacher_disagreement_score":0.23632598,"about_ca_system_score_codex":0.0042377925,"about_ca_system_score_gemma":0.0060291514,"threshold_uncertainty_score":0.4754355},"labels":[],"label_agreement":null},{"id":"W2090655848","doi":"10.1037/0022-0663.93.4.776","title":"Academic control and action control in the achievement of college students: A longitudinal field study.","year":2001,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Perfectionism, Procrastination, Anxiety Studies","field":"Psychology","cited_by":444,"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":"Psychology; Academic achievement; Control (management); Mathematics education; Longitudinal field; Action (physics); Field (mathematics)","score_opus":0.04821773907064796,"score_gpt":0.4462352210159283,"score_spread":0.3980174819452803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2090655848","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99960464,0.00006782989,0.00003298081,0.000025861767,0.0000064330106,0.000014375131,0.00006503632,0.0000019372274,0.00018085934],"genre_scores_gemma":[0.99925536,0.000042065654,0.000066051834,0.000033540673,0.0000058418227,0.000023928116,0.00016263098,0.0000017401378,0.0004088474],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99922407,0.00020975745,0.00004520344,0.00012202288,0.00015657279,0.0002424931],"domain_scores_gemma":[0.9967083,0.0003220458,0.00095745636,0.0002949571,0.00035729163,0.0013599972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022285858,0.00041978894,0.00034329004,0.001041013,0.0012709706,0.0011477234,0.00041717655,0.00089983165,0.0011270725],"category_scores_gemma":[0.0037087465,0.0006122441,0.0004764584,0.00063286966,0.0006616054,0.00072405185,0.0007141127,0.002004137,0.00046162432],"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":[0.00032259195,0.002963759,0.9913812,0.00000778508,0.000053375825,0.00008945898,0.0011444843,0.00003477351,0.00046784573,0.000051019608,0.0001955071,0.0032881873],"study_design_scores_gemma":[0.000020927455,0.00095310085,0.99777836,0.0000048368556,0.000013619222,0.000089559835,0.0006491217,0.000093965915,0.000099536795,0.00004259351,0.00024583188,0.000008615847],"about_ca_topic_score_codex":0.010992784,"about_ca_topic_score_gemma":0.014837719,"teacher_disagreement_score":0.010992784,"about_ca_system_score_codex":0.00055549026,"about_ca_system_score_gemma":0.0008436972,"threshold_uncertainty_score":0.02185762},"labels":[],"label_agreement":null},{"id":"W2100223901","doi":"10.1037/0022-0663.98.3.554","title":"What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.","year":2006,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":1012,"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":"Reading (process); Psychology; Reading comprehension; Vocabulary; Linguistics; Word (group theory); Meaning (existential); Comprehension; Vocabulary development; Word recognition; Philosophy","score_opus":0.016467947932546006,"score_gpt":0.339640523725311,"score_spread":0.323172575792765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100223901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97358984,0.017663551,0.000675142,0.001769093,0.000051732553,0.0000072459543,0.000118782205,0.0000094502275,0.0061150086],"genre_scores_gemma":[0.99580574,0.0028672921,0.00037052832,0.00012448555,0.000022206608,0.00000737192,0.00007352966,0.0000044379212,0.0007243544],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997851,0.000086855776,0.000015788932,0.000037374415,0.000041809162,0.000033034208],"domain_scores_gemma":[0.9972113,0.0017949775,0.00055557786,0.000076661505,0.00021088823,0.00015054093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007957534,0.00015442933,0.0002244838,0.00064911274,0.00021977918,0.001392516,0.00022834093,0.000348052,0.001307045],"category_scores_gemma":[0.008131579,0.00012433178,0.00011828984,0.0004985703,0.0014099113,0.0020001354,0.00056212186,0.00064589176,0.00026345527],"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":[0.00035638714,0.00015940146,0.64109516,0.00060844637,0.00014507912,0.0011265102,0.031931534,0.00017496277,0.007374038,0.006635017,0.0025800045,0.30781353],"study_design_scores_gemma":[0.000013169948,0.00025796244,0.9554093,0.0004909098,0.00011564023,0.001663483,0.019556237,0.00047862795,0.0013733939,0.014067893,0.0065505374,0.000022729904],"about_ca_topic_score_codex":0.0026283506,"about_ca_topic_score_gemma":0.0063939746,"teacher_disagreement_score":0.0026283506,"about_ca_system_score_codex":0.00025440054,"about_ca_system_score_gemma":0.0005270266,"threshold_uncertainty_score":0.0052260756},"labels":[],"label_agreement":null},{"id":"W2100355202","doi":"10.1037/0022-0663.99.4.734","title":"Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis.","year":2007,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":719,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; Université Laval","funders":"Canada Research Chairs","keywords":"Amotivation; Deci-; Psychology; Self-determination theory; Intrinsic motivation; Developmental psychology; Social psychology; Autonomy","score_opus":0.03302658208646175,"score_gpt":0.3726319810566305,"score_spread":0.3396053989701687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100355202","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987702,0.00005499486,0.00037888033,0.000016988604,0.000003836041,0.00002496639,0.00004717806,0.0000026821388,0.0007003484],"genre_scores_gemma":[0.999338,0.000028459619,0.0003124365,0.000010015278,0.000002801945,0.000027484488,0.00007867716,0.0000014590493,0.00020059441],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99940705,0.00024770777,0.0000611606,0.00005810146,0.00014967361,0.00007633797],"domain_scores_gemma":[0.99829394,0.00049312424,0.00053593656,0.00011531424,0.00020386644,0.00035794417],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010990247,0.00022509655,0.000211016,0.0019099523,0.0005361026,0.00095303444,0.00020853046,0.00022305643,0.0015370621],"category_scores_gemma":[0.0032669134,0.000108176064,0.0005554863,0.00095182535,0.00051745813,0.00057732494,0.0009522448,0.00044011322,0.000184731],"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":[0.0002544859,0.0002684039,0.9631998,0.00004389051,0.00013162741,0.00007422905,0.0060924557,0.000099344026,0.0009709027,0.00072531874,0.00018211085,0.02795751],"study_design_scores_gemma":[0.000010046635,0.00018678633,0.9940246,0.000012078012,0.000023769968,0.00020409482,0.003742777,0.00040410232,0.00023876557,0.0005533695,0.00059045025,0.00000928401],"about_ca_topic_score_codex":0.0006699284,"about_ca_topic_score_gemma":0.0009870538,"teacher_disagreement_score":0.0019099523,"about_ca_system_score_codex":0.00031297546,"about_ca_system_score_gemma":0.00027337298,"threshold_uncertainty_score":0.0058122277},"labels":[],"label_agreement":null},{"id":"W2101154570","doi":"10.1037/a0029356","title":"School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.","year":2012,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":1220,"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 British Columbia","funders":"Social Sciences and Humanities Research Council of Canada; Canadian Institutes of Health Research","keywords":"Psychology; Workload; Job satisfaction; Structural equation modeling; Stress (linguistics); Perception; Social psychology; Self-efficacy; Developmental psychology; Applied psychology","score_opus":0.02577193487503244,"score_gpt":0.38203127240729556,"score_spread":0.35625933753226313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2101154570","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99941397,0.000056112793,0.00004874239,0.000031956162,0.0000018778079,0.0000031672284,0.000027877499,0.000001516835,0.0004147222],"genre_scores_gemma":[0.999724,0.0000294387,0.000039817303,0.000007446656,0.0000024273475,0.0000033151211,0.000045767807,6.2571195e-7,0.0001472091],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995152,0.00015277644,0.00003215322,0.000047032634,0.00015932861,0.000093515046],"domain_scores_gemma":[0.99621034,0.0008674684,0.0014675615,0.00012346673,0.0003443774,0.0009867495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010446277,0.00022066841,0.00021352933,0.0005903592,0.0004327783,0.0008818456,0.00020701872,0.00034197397,0.0017566395],"category_scores_gemma":[0.003424279,0.00018554003,0.00030005886,0.0005030878,0.00047922894,0.00019872272,0.00046224342,0.00048374876,0.00022317366],"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":[0.000009394785,0.000055624772,0.9986142,0.0000028417955,0.000012478123,0.00000894188,0.000092982315,0.000025612457,0.00005629254,0.000009760874,0.000019113524,0.0010927042],"study_design_scores_gemma":[9.1037384e-7,0.0000209558,0.9995691,0.0000023829753,0.000005166185,0.000007921381,0.0001854667,0.00012358186,0.000026715472,0.000013513432,0.000043635962,7.5828615e-7],"about_ca_topic_score_codex":0.022013392,"about_ca_topic_score_gemma":0.059974883,"teacher_disagreement_score":0.022013392,"about_ca_system_score_codex":0.0006271635,"about_ca_system_score_gemma":0.0009780676,"threshold_uncertainty_score":0.04377055},"labels":[],"label_agreement":null},{"id":"W2105949277","doi":"10.1037/0022-0663.94.4.771","title":"Children's mathematics achievement: The role of parents' perceptions and their involvement in homework.","year":2002,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":128,"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; Academic achievement; Mathematics education; Perception; Developmental psychology","score_opus":0.041259310605439366,"score_gpt":0.36067111449113876,"score_spread":0.3194118038856994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105949277","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997491,0.0011540056,0.00008825311,0.00023353801,0.000015808264,0.000004210842,0.000119553886,0.0000032581843,0.0008902421],"genre_scores_gemma":[0.9992293,0.00036413758,0.00008371731,0.000032576598,0.0000048755487,0.0000062820136,0.00010257288,0.0000018407911,0.00017464865],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99750525,0.0011917431,0.0001847975,0.00029167513,0.0005925889,0.00023398922],"domain_scores_gemma":[0.9811405,0.007736421,0.0076491344,0.00083444815,0.0012176539,0.0014218042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039992942,0.00042236553,0.00033469856,0.0007676047,0.0006483736,0.0014918311,0.00069450104,0.00062630815,0.0013255632],"category_scores_gemma":[0.019871335,0.0004255518,0.0006154378,0.00089716795,0.00067907554,0.0010550302,0.0011229733,0.0009532874,0.00019179507],"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":[0.00003264077,0.000056521927,0.99418724,0.000012130183,0.00007600426,0.00007467137,0.0017253297,0.000017865637,0.000033692413,0.0000445388,0.000097923665,0.0036414177],"study_design_scores_gemma":[0.0000015454931,0.000032067044,0.9982425,0.00001547085,0.000022239516,0.00006926218,0.0013424872,0.000051734765,0.000031798965,0.000024600518,0.00016342447,0.0000030013184],"about_ca_topic_score_codex":0.013012992,"about_ca_topic_score_gemma":0.014815118,"teacher_disagreement_score":0.013012992,"about_ca_system_score_codex":0.0004426438,"about_ca_system_score_gemma":0.00058110774,"threshold_uncertainty_score":0.025874496},"labels":[],"label_agreement":null},{"id":"W2113086032","doi":"10.1037/0022-0663.95.1.84","title":"Children's autonomy and perceived control in learning: A model of motivation and achievement in Taiwan.","year":2003,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":161,"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; Autonomy; Need for achievement; Academic achievement; Perceived control; Social psychology; Control (management); Developmental psychology; Mathematics education","score_opus":0.023709756044207036,"score_gpt":0.3227102060133447,"score_spread":0.29900044996913766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113086032","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9912581,0.0003875025,0.0029101854,0.00050542364,0.000009263851,0.000050548413,0.00013639704,0.00001563234,0.004726874],"genre_scores_gemma":[0.998279,0.00009979714,0.001031264,0.00001484576,0.0000027096282,0.000038683535,0.00010062293,0.0000026726536,0.00043041105],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993641,0.00028113974,0.000043385447,0.00010510244,0.0001007348,0.000105577215],"domain_scores_gemma":[0.99734384,0.0014048753,0.0006793666,0.0001154121,0.0001635301,0.00029308136],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014446354,0.0005769226,0.00024671506,0.0011338433,0.0003821784,0.0016569322,0.0008990896,0.0006662205,0.0023171206],"category_scores_gemma":[0.0049562026,0.0002938375,0.000851059,0.00093205634,0.0012514633,0.0011657242,0.0009219575,0.00088773435,0.00016712237],"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":[0.00011585655,0.0003788833,0.9374641,0.00009525447,0.00023190423,0.0008234587,0.0094149,0.0074278526,0.0004426951,0.02175749,0.0006718029,0.02117593],"study_design_scores_gemma":[0.00010813708,0.00042286774,0.8758604,0.0002150224,0.0001722783,0.00072846666,0.0070118187,0.08618896,0.0002563277,0.026123907,0.0028655222,0.000046298836],"about_ca_topic_score_codex":0.020714065,"about_ca_topic_score_gemma":0.0125136,"teacher_disagreement_score":0.020714065,"about_ca_system_score_codex":0.0019813124,"about_ca_system_score_gemma":0.0018011796,"threshold_uncertainty_score":0.04118699},"labels":[],"label_agreement":null},{"id":"W2113815135","doi":"10.1037/a0027799","title":"Are academic discounting and devaluing double-edged swords? Their relations to global self-esteem, achievement goals, and performance among stigmatized students.","year":2012,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":29,"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 Sherbrooke","funders":"","keywords":"Psychology; Discounting; Self-esteem; Academic achievement; Social psychology; Self-concept; Need for achievement; Developmental psychology; Mathematics education; Economics","score_opus":0.047737867780318195,"score_gpt":0.4249297337818135,"score_spread":0.3771918660014953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113815135","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998697,0.00016891152,0.000019735078,0.00026870138,0.0000073887145,0.0000022666213,0.000012665814,8.061418e-7,0.00082257495],"genre_scores_gemma":[0.9997662,0.000059753485,0.000014729556,0.000039462568,0.0000068333006,0.0000010752069,0.000007894704,8.7450724e-7,0.00010324359],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993722,0.0001884987,0.00004107446,0.00007132538,0.00017819351,0.00014863456],"domain_scores_gemma":[0.9908037,0.002297557,0.0038762405,0.00074349676,0.00048613123,0.001792828],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014137116,0.00018355218,0.0003467989,0.0009476719,0.0006426898,0.0017712691,0.00050348334,0.0009680087,0.0019981007],"category_scores_gemma":[0.012658529,0.0002505441,0.0003271561,0.0006136511,0.0019073507,0.0010083492,0.0014814672,0.0016511753,0.0001414166],"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":[0.0002104116,0.00023622312,0.98498017,0.000015479212,0.00006748429,0.00020659252,0.004383178,0.000041913056,0.0004709128,0.0007282064,0.00014138603,0.008518164],"study_design_scores_gemma":[0.000010271499,0.00005693128,0.9925453,0.000019562794,0.000024667412,0.00024798547,0.005696686,0.00012611042,0.0001204006,0.0009173783,0.00022406547,0.000010570379],"about_ca_topic_score_codex":0.0036361231,"about_ca_topic_score_gemma":0.0049057803,"teacher_disagreement_score":0.0036361231,"about_ca_system_score_codex":0.0004145921,"about_ca_system_score_gemma":0.0004402232,"threshold_uncertainty_score":0.007476568},"labels":[],"label_agreement":null},{"id":"W2125372781","doi":"10.1037/edu0000174","title":"Short- and long-term effects of over-reporting of grades on academic self-concept and achievement.","year":2017,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Optimism, Hope, and Well-being","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":"McGill University","funders":"Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung; National Science Foundation","keywords":"Psychology; Academic achievement; Term (time); Developmental psychology; Mathematics education","score_opus":0.033819606329354414,"score_gpt":0.4262064442367565,"score_spread":0.3923868379074021,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125372781","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99868304,0.0005432526,0.0000806635,0.00007802779,0.00001733502,0.000008255248,0.00012182405,0.000003900605,0.00046363633],"genre_scores_gemma":[0.9993774,0.00010252373,0.000070902825,0.000026033442,0.000008831538,0.0000064586666,0.000117457515,0.0000018551461,0.00028855348],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99717724,0.0012769509,0.00026323178,0.0003655943,0.0006062986,0.00031077306],"domain_scores_gemma":[0.9639522,0.012702997,0.013692789,0.0029330405,0.0023055512,0.004413317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057313577,0.0003417191,0.00046209522,0.0006079841,0.0005207041,0.0010818637,0.0004535967,0.0005319815,0.0013572947],"category_scores_gemma":[0.021456206,0.00026585488,0.00077625265,0.00060709,0.0005825154,0.0006068213,0.0013130358,0.0015636873,0.00020226729],"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":[0.00035554759,0.0002828223,0.9924609,0.000018201083,0.00023667516,0.00004690512,0.000334492,0.00004894919,0.00026100667,0.00004168026,0.00006841324,0.005844467],"study_design_scores_gemma":[0.0000016750486,0.00018888047,0.99945945,0.0000038434096,0.000029393605,0.000026025775,0.0001024053,0.000032671884,0.00005896798,0.000014778666,0.000078219484,0.0000035578933],"about_ca_topic_score_codex":0.005329189,"about_ca_topic_score_gemma":0.011086032,"teacher_disagreement_score":0.0057313577,"about_ca_system_score_codex":0.00046868288,"about_ca_system_score_gemma":0.0005580742,"threshold_uncertainty_score":0.03031069},"labels":[],"label_agreement":null},{"id":"W2126306777","doi":"10.1037/0022-0663.97.4.641","title":"Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators.","year":2005,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":167,"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":"Psychology; Intrinsic motivation; Attribution; Need for achievement; Competence (human resources); Cognition; Goal theory; Test (biology); Cognitive evaluation theory; Path analysis (statistics); Social psychology; Self-determination theory; Cognitive psychology; Autonomy","score_opus":0.027861623177693803,"score_gpt":0.3575648781623874,"score_spread":0.3297032549846936,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126306777","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982407,0.000069033034,0.0005797372,0.00006282544,0.000010023266,0.00003213839,0.000035207013,0.0000057147954,0.00096456177],"genre_scores_gemma":[0.9988071,0.000029022563,0.0006266432,0.000016706454,0.0000057019847,0.00007094045,0.0000418512,0.000004203574,0.00039797046],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985078,0.00069533975,0.00005440048,0.00023238901,0.00035887613,0.00015115671],"domain_scores_gemma":[0.9872629,0.0077439127,0.0026608128,0.00061529427,0.00039849326,0.0013186043],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032769048,0.00051001867,0.00052070804,0.0005372009,0.00043981356,0.0012300378,0.0005426567,0.000619683,0.0039743455],"category_scores_gemma":[0.0130931325,0.00029961148,0.00063642015,0.00032963598,0.0011087919,0.0010250977,0.0018713536,0.0016794653,0.0001825103],"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":[0.010986481,0.01770196,0.8767085,0.00052687846,0.0013331501,0.00038079784,0.0044137766,0.0017256506,0.017393643,0.0077512376,0.00033740746,0.060740616],"study_design_scores_gemma":[0.00032083716,0.0038991624,0.98493016,0.000032686305,0.0002483608,0.0000786315,0.0005575784,0.0040055774,0.0026941015,0.002762361,0.00044160066,0.000028911882],"about_ca_topic_score_codex":0.0005281699,"about_ca_topic_score_gemma":0.0005157145,"teacher_disagreement_score":0.0039743455,"about_ca_system_score_codex":0.00045667493,"about_ca_system_score_gemma":0.0007338721,"threshold_uncertainty_score":0.01733011},"labels":[],"label_agreement":null},{"id":"W2137909625","doi":"10.1037/0022-0663.96.4.743","title":"Family Correlates of Trajectories of Academic Motivation During a School Transition: A Semiparametric Group-Based Approach.","year":2004,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":130,"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 Laval","funders":"","keywords":"Psychology; Transition (genetics); Academic achievement; Group (periodic table); Group dynamic; Social psychology; Mathematics education; Developmental psychology","score_opus":0.03607724417689494,"score_gpt":0.3347451898091569,"score_spread":0.29866794563226196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137909625","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995962,0.000027086184,0.00025042254,0.000008431868,0.0000011813993,0.0000062346244,0.000033888,0.000002027933,0.0000745791],"genre_scores_gemma":[0.99967825,0.00001050803,0.00018432946,0.0000023468128,8.437567e-7,0.000010868859,0.00007124801,8.037642e-7,0.000040730614],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994611,0.00030523186,0.0000293316,0.00008257061,0.000066341025,0.00005542831],"domain_scores_gemma":[0.99705136,0.00088316697,0.0010261969,0.00039056985,0.00018436901,0.0004643026],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012996324,0.00016478206,0.00025964424,0.0010506315,0.00050910265,0.0005136012,0.000263349,0.00030511874,0.0006861659],"category_scores_gemma":[0.0066233035,0.00012913278,0.00026480708,0.0006274891,0.0003970897,0.00049735926,0.0007464019,0.00043929045,0.00008067023],"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":[0.00016695115,0.00022096648,0.99037266,0.000007989907,0.0000618668,0.000057571786,0.0010296797,0.00017332911,0.00049223925,0.00010694518,0.000056907895,0.007252889],"study_design_scores_gemma":[0.0000037114523,0.00028491183,0.99755234,0.000003488107,0.000013595286,0.000100096186,0.00080858194,0.0008168534,0.0001223024,0.00019297098,0.000096074924,0.0000050259646],"about_ca_topic_score_codex":0.0018867707,"about_ca_topic_score_gemma":0.0030057488,"teacher_disagreement_score":0.0018867707,"about_ca_system_score_codex":0.00024362603,"about_ca_system_score_gemma":0.00022571614,"threshold_uncertainty_score":0.0068731904},"labels":[],"label_agreement":null},{"id":"W2144334026","doi":"10.1037/a0037461","title":"Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering.","year":2014,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Career Development and Diversity","field":"Social Sciences","cited_by":558,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Department of National Defence; University of Waterloo","funders":"Social Sciences and Humanities Research Council of Canada; University of Waterloo; Society for the Psychological Study of Social Issues; Spencer Foundation","keywords":"Psychological intervention; Psychology; Intervention (counseling); Narrative; Social psychology; Academic achievement; Developmental psychology","score_opus":0.03783172159588429,"score_gpt":0.3652438742926358,"score_spread":0.3274121526967515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2144334026","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9586337,0.0049968013,0.0017843085,0.0013104867,0.0019694294,0.02769641,0.00062371534,0.00029674955,0.0026882992],"genre_scores_gemma":[0.8859944,0.0033342007,0.016951285,0.0018175441,0.00092468184,0.087246746,0.00034441115,0.000044076427,0.0033426168],"study_design_codex":"randomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.9975231,0.0009984303,0.00025514726,0.00059202337,0.00024862075,0.00038257765],"domain_scores_gemma":[0.9965391,0.0017588414,0.0005590007,0.00017302384,0.00013176061,0.00083823845],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024247875,0.0019221122,0.0020023822,0.0010837127,0.0015300149,0.0008496111,0.0014297107,0.003931323,0.01422692],"category_scores_gemma":[0.008038726,0.0012233929,0.0016543878,0.0005918485,0.0012333427,0.0012679591,0.0014291152,0.00287662,0.00074812636],"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":[0.45913088,0.28678027,0.0025951483,0.010286272,0.0021599357,0.00025637104,0.0017367626,0.0010938414,0.0052512577,0.0010965544,0.003492192,0.22612055],"study_design_scores_gemma":[0.7192122,0.2611781,0.009468774,0.0006038569,0.0009922277,0.000054458797,0.00044187185,0.000686007,0.0017995664,0.0007146308,0.0047767214,0.000071611365],"about_ca_topic_score_codex":0.0022731957,"about_ca_topic_score_gemma":0.005087016,"teacher_disagreement_score":0.01422692,"about_ca_system_score_codex":0.0010512788,"about_ca_system_score_gemma":0.0024554736,"threshold_uncertainty_score":0.047593772},"labels":[],"label_agreement":null},{"id":"W2147205512","doi":"10.1037/a0035937","title":"Can babies learn to read? A randomized trial of baby media.","year":2014,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":27,"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; Lakehead University","funders":"","keywords":"Psychology; Randomized controlled trial; Developmental psychology; Medicine","score_opus":0.031173049809314096,"score_gpt":0.3837405287330866,"score_spread":0.3525674789237725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2147205512","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9428182,0.0045076814,0.0017615748,0.0017290241,0.0031849607,0.039732832,0.00201069,0.00041383153,0.00384121],"genre_scores_gemma":[0.91027653,0.0029092988,0.00686101,0.002024721,0.0009291762,0.06781995,0.00075381954,0.000048665206,0.008376827],"study_design_codex":"randomized_trial","study_design_gemma":"randomized_trial","domain_scores_codex":[0.99630827,0.002288796,0.0003014121,0.000546082,0.00025330103,0.0003020074],"domain_scores_gemma":[0.9949745,0.0023638709,0.0010364464,0.0003992973,0.00027466516,0.00095121685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036570567,0.0020042383,0.0035135362,0.0008867351,0.00084270455,0.0010603641,0.0016399738,0.0039586923,0.013496733],"category_scores_gemma":[0.0077510104,0.001243526,0.0015048311,0.0005876785,0.0016085375,0.0015962131,0.0009993317,0.0033945937,0.0016942944],"study_design_candidate":"randomized_trial","study_design_consensus":"randomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.9755461,0.013941385,0.00022248588,0.000513809,0.00027987614,0.000034071418,0.000059301925,0.00008977718,0.00054854056,0.00012465456,0.00044332005,0.008196625],"study_design_scores_gemma":[0.9327837,0.06554212,0.00051079865,0.0000356631,0.00013861833,0.000013465397,0.000031495423,0.00018978237,0.00019298824,0.0001383695,0.0004127351,0.000010157141],"about_ca_topic_score_codex":0.0018507465,"about_ca_topic_score_gemma":0.0022761954,"teacher_disagreement_score":0.013496733,"about_ca_system_score_codex":0.00082928495,"about_ca_system_score_gemma":0.0016403907,"threshold_uncertainty_score":0.045151055},"labels":[],"label_agreement":null},{"id":"W2148664717","doi":"10.1037/0022-0663.94.3.545","title":"Interest, learning, and the psychological processes that mediate their relationship.","year":2002,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":1139,"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; Cognitive psychology; Developmental psychology; Social psychology; Mathematics education","score_opus":0.18402774733702867,"score_gpt":0.4272803656755193,"score_spread":0.24325261833849063,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148664717","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9445765,0.007130292,0.006486489,0.0024623808,0.000098348806,0.0001554617,0.00016233823,0.000043380427,0.038884882],"genre_scores_gemma":[0.99503326,0.001607984,0.0015740746,0.00018972934,0.000042273376,0.00006131121,0.000059747177,0.000010162344,0.0014214829],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99851865,0.0007395424,0.000058341793,0.00023408046,0.0003036202,0.00014575015],"domain_scores_gemma":[0.9725242,0.01942177,0.004334645,0.0007526598,0.0011781972,0.0017883864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019690841,0.00039111433,0.00036397536,0.0010452738,0.0005844234,0.0024425848,0.0004705433,0.0008071709,0.0034925037],"category_scores_gemma":[0.016889527,0.00024529884,0.00033849746,0.0009678385,0.0021484229,0.001524607,0.00166876,0.0015001078,0.00029260942],"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":[0.0008061754,0.0018263735,0.7794747,0.00094946264,0.0007284185,0.00094042177,0.01622869,0.00063996227,0.004543549,0.032125603,0.0012100453,0.16052672],"study_design_scores_gemma":[0.000023105524,0.0005731744,0.9724601,0.00013607756,0.00020273392,0.00045545842,0.0037427403,0.000774543,0.0008000092,0.018061578,0.0027341426,0.000036324243],"about_ca_topic_score_codex":0.0013605192,"about_ca_topic_score_gemma":0.0013504383,"teacher_disagreement_score":0.0034925037,"about_ca_system_score_codex":0.0006334927,"about_ca_system_score_gemma":0.00078513677,"threshold_uncertainty_score":0.011683583},"labels":[],"label_agreement":null},{"id":"W2158146009","doi":"10.1037/0022-0663.98.1.238","title":"Perceptual learning style and learning proficiency: A test of the hypothesis.","year":2006,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":188,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Campion College; University of Regina","funders":"","keywords":"Psychology; Style (visual arts); Cognitive psychology; Test (biology); Perception; Mathematics education; Perceptual learning; Statistical hypothesis testing; Statistics","score_opus":0.022504891936590693,"score_gpt":0.32799924973662253,"score_spread":0.30549435780003187,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158146009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971052,0.00008991896,0.00075370015,0.00013829155,0.00003810318,0.000034119723,0.00014535629,0.00001236246,0.0016829141],"genre_scores_gemma":[0.99873,0.000022488583,0.00050108996,0.000081040125,0.000024120445,0.000045594374,0.000115900315,0.0000074439004,0.00047225994],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970145,0.0008303681,0.00024121294,0.0008586604,0.0008745474,0.0001807172],"domain_scores_gemma":[0.93988603,0.03961689,0.0092567615,0.0045815203,0.0026466881,0.004012096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005172791,0.0006715558,0.000509998,0.0010968591,0.00035880983,0.0013892157,0.0010882822,0.0011984502,0.010837627],"category_scores_gemma":[0.026238794,0.00025034999,0.00097208854,0.0006657575,0.001613009,0.0014406185,0.0012748046,0.0014908911,0.0011118869],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003516233,0.0026733882,0.96994007,0.000116816576,0.0008357399,0.00030235917,0.0013064428,0.00029194693,0.005294546,0.00064727315,0.000400758,0.014674345],"study_design_scores_gemma":[0.0002455712,0.0056800367,0.9864921,0.000024870948,0.00016632158,0.00057013927,0.0007768963,0.0030973125,0.0014120545,0.001122491,0.00038676054,0.00002549785],"about_ca_topic_score_codex":0.0006768781,"about_ca_topic_score_gemma":0.0003335585,"teacher_disagreement_score":0.010837627,"about_ca_system_score_codex":0.00027782825,"about_ca_system_score_gemma":0.000595438,"threshold_uncertainty_score":0.03625542},"labels":[],"label_agreement":null},{"id":"W2161142700","doi":"10.1037/a0032093","title":"Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.","year":2013,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Mindfulness and Compassion Interventions","field":"Psychology","cited_by":781,"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":"Mind and Life Institute; Portland State University; Fetzer Institute; Spencer Foundation","keywords":"Mindfulness; Burnout; Psychology; Clinical psychology; Randomized controlled trial; Occupational stress; Anxiety; Mindfulness-based stress reduction; Randomization; Meditation; Psychiatry; Medicine","score_opus":0.05451365188040421,"score_gpt":0.40038678629228786,"score_spread":0.34587313441188366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161142700","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94424826,0.03060042,0.0022347027,0.0019066386,0.0022788432,0.014563381,0.0015743488,0.00036781892,0.0022256337],"genre_scores_gemma":[0.9571691,0.01325683,0.005173718,0.0015093412,0.0013024785,0.01775482,0.00081836456,0.00006063104,0.0029547068],"study_design_codex":"randomized_trial","study_design_gemma":"randomized_trial","domain_scores_codex":[0.99792576,0.0010482649,0.00027818195,0.00036094265,0.00018768257,0.00019916614],"domain_scores_gemma":[0.99413955,0.0029680522,0.0012532445,0.0005041273,0.00037701352,0.00075802463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044886,0.0020060646,0.003689174,0.0009533592,0.0009913916,0.0011103151,0.0015322412,0.0041745794,0.007992927],"category_scores_gemma":[0.008809476,0.001270542,0.0029660803,0.00076529814,0.0023761357,0.0015477858,0.0006441422,0.0036848648,0.0008090509],"study_design_candidate":"randomized_trial","study_design_consensus":"randomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.95394427,0.016359579,0.00024940583,0.003350708,0.0020516044,0.000028443204,0.00014580534,0.000113367525,0.0031686146,0.00009504787,0.0006055839,0.01988755],"study_design_scores_gemma":[0.96015066,0.036876317,0.00095637835,0.00013045612,0.0010234613,0.000017905217,0.000033158947,0.00006724649,0.0004415694,0.0000692719,0.00021849181,0.000015037437],"about_ca_topic_score_codex":0.0027189858,"about_ca_topic_score_gemma":0.0046123294,"teacher_disagreement_score":0.007992927,"about_ca_system_score_codex":0.0011457786,"about_ca_system_score_gemma":0.0014869608,"threshold_uncertainty_score":0.026739001},"labels":[],"label_agreement":null},{"id":"W2163652807","doi":"10.1037/a0031524","title":"Early adolescent depression symptoms and school dropout: Mediating processes involving self-reported academic competence and achievement.","year":2013,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":202,"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":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Psychology; School dropout; Academic achievement; Developmental psychology; Socioeconomic status; Structural equation modeling; Competence (human resources); Clinical psychology; Self-concept; Mediation; Social psychology; Medicine; Population","score_opus":0.020551823953267594,"score_gpt":0.35124629237417365,"score_spread":0.33069446842090605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2163652807","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99853086,0.00054556,0.00010268727,0.00017246745,0.000004730024,0.000020285064,0.00012646649,0.000003873921,0.0004930924],"genre_scores_gemma":[0.9994294,0.00019820525,0.00008954623,0.000018216933,0.0000023331822,0.0000076138317,0.000096628195,7.403069e-7,0.0001571332],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992884,0.00029897035,0.000039449766,0.00007330685,0.00013723018,0.0001627029],"domain_scores_gemma":[0.99674463,0.0009029572,0.0010840985,0.00015307797,0.0004233262,0.00069183065],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021744715,0.00044443717,0.00049719785,0.0008006205,0.00059522776,0.0009196409,0.0007362436,0.0004093475,0.0012163405],"category_scores_gemma":[0.006442771,0.000318935,0.00055441674,0.0004963053,0.00048648275,0.0003967474,0.0007044466,0.0009819785,0.00010588012],"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":[0.000027963124,0.00007027562,0.9974285,0.000008790877,0.000058030968,0.00003544048,0.00018498288,0.000015382806,0.00004367847,0.000025005671,0.000036844325,0.002065047],"study_design_scores_gemma":[0.0000018565203,0.000040023147,0.9995322,0.000011413103,0.000027084865,0.000025159632,0.00018353989,0.00009740166,0.000021817705,0.000019948247,0.000038493556,0.000001100125],"about_ca_topic_score_codex":0.10650196,"about_ca_topic_score_gemma":0.16976622,"teacher_disagreement_score":0.10650196,"about_ca_system_score_codex":0.0011134847,"about_ca_system_score_gemma":0.0016325208,"threshold_uncertainty_score":0.2117641},"labels":[],"label_agreement":null},{"id":"W2343952684","doi":"10.1037/edu0000071","title":"Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.","year":2015,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Psychology; Academic achievement; Teaching method; Pedagogy","score_opus":0.08403250094591694,"score_gpt":0.4223114186094736,"score_spread":0.33827891766355667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2343952684","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982644,0.00007878039,0.0008484092,0.00007567528,0.000013209303,0.00027366565,0.000008162802,0.000025266298,0.00041246138],"genre_scores_gemma":[0.9767075,0.0003390286,0.020433897,0.00014856494,0.000023021941,0.001020375,0.00006415417,0.000011440311,0.0012518305],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9994842,0.00017389402,0.000031542913,0.0001088476,0.00010990529,0.00009156538],"domain_scores_gemma":[0.9990584,0.00033151332,0.00020297109,0.00007107886,0.000040974333,0.0002950636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00086922746,0.0004048605,0.0003630724,0.00031074023,0.00038314768,0.00040846053,0.00052199914,0.00037597152,0.0012511273],"category_scores_gemma":[0.0024019754,0.00016721642,0.00028210587,0.00012601605,0.0004469966,0.00029528068,0.0006346451,0.0006896428,0.00017394772],"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":[0.005334096,0.2237562,0.021600502,0.0013777553,0.00016451928,0.00031735457,0.0063183927,0.0009854602,0.1268031,0.0011520615,0.0017337411,0.6104568],"study_design_scores_gemma":[0.013169698,0.28243113,0.4972221,0.00060523796,0.0011457268,0.0014780491,0.00504614,0.010266172,0.15546076,0.004061805,0.028924815,0.0001884563],"about_ca_topic_score_codex":0.00064694154,"about_ca_topic_score_gemma":0.0011886893,"teacher_disagreement_score":0.0012511273,"about_ca_system_score_codex":0.00030675123,"about_ca_system_score_gemma":0.0010457555,"threshold_uncertainty_score":0.004597008},"labels":[],"label_agreement":null},{"id":"W2515501665","doi":"10.1037/edu0000086","title":"Motivation, engagement, and social climate: An international study of boarding schools.","year":2015,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":38,"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":"Australian Research Council","keywords":"Psychology; Social psychology; Mathematics education; Applied psychology; Developmental psychology; Pedagogy","score_opus":0.14085506653666488,"score_gpt":0.4618300132737581,"score_spread":0.32097494673709326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2515501665","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99789596,0.00017095175,0.000075531505,0.0000679485,0.000007683096,0.000015218886,0.00011434681,0.0000015767928,0.0016507473],"genre_scores_gemma":[0.99887747,0.00017919928,0.00010016092,0.00004838946,0.000008992742,0.000017059205,0.0002011125,0.0000031684338,0.00056446256],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993617,0.0002567367,0.000036391208,0.000076338736,0.000083212006,0.00018580297],"domain_scores_gemma":[0.9970022,0.00048215748,0.0010925485,0.00020192728,0.0003067815,0.0009143723],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014791897,0.00028643268,0.00039751368,0.0012687776,0.0013793914,0.0014910571,0.00035645103,0.00033473334,0.0018505034],"category_scores_gemma":[0.0032940141,0.000311379,0.00034816185,0.002264349,0.000848265,0.0013085552,0.001239849,0.0011828752,0.0003048158],"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":[0.000037682406,0.0002686467,0.9787814,0.000016824913,0.000029129731,0.000039977363,0.012958389,0.000025096651,0.000107328866,0.00016056244,0.00039938634,0.0071756523],"study_design_scores_gemma":[0.0000015725238,0.000041003157,0.9938095,0.000008697941,0.0000065579216,0.000026242922,0.0055149957,0.000021844025,0.000017994282,0.000019585415,0.00053015474,0.0000017959335],"about_ca_topic_score_codex":0.02810006,"about_ca_topic_score_gemma":0.058585554,"teacher_disagreement_score":0.02810006,"about_ca_system_score_codex":0.0009252033,"about_ca_system_score_gemma":0.00085618533,"threshold_uncertainty_score":0.055873036},"labels":[],"label_agreement":null},{"id":"W2517463003","doi":"10.1037/edu0000088","title":"Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics.","year":2015,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":205,"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 British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; PsycINFO; Autonomy; Job satisfaction; Self-determination theory; Social psychology; Perception; Structural equation modeling; Work motivation; Applied psychology; Work (physics); MEDLINE","score_opus":0.09786459597339899,"score_gpt":0.37062311295284767,"score_spread":0.2727585169794487,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2517463003","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990996,0.00022001065,0.000084732324,0.000087559856,0.0000018796607,0.0000044987246,0.000019662106,9.093252e-7,0.00048105067],"genre_scores_gemma":[0.99977857,0.000072591145,0.00005516679,0.0000137887655,0.0000014581481,0.0000030005579,0.000016886665,3.879866e-7,0.00005821576],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994873,0.00017230697,0.000037303893,0.000053984968,0.0001493971,0.00009968521],"domain_scores_gemma":[0.9973092,0.0008870525,0.0009932967,0.00011503229,0.00020255195,0.0004928088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001122097,0.000142263,0.00021581973,0.0006461596,0.0005696814,0.001055654,0.0002364039,0.00028763677,0.0012459465],"category_scores_gemma":[0.004445357,0.00013176553,0.00023327327,0.00059972727,0.00077730377,0.00048794365,0.0006147933,0.000498135,0.000079439116],"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":[0.000037042242,0.00016073424,0.9828507,0.00004797272,0.000036981495,0.000067979825,0.004757346,0.000045671582,0.0004023458,0.00012326062,0.0000766463,0.01139332],"study_design_scores_gemma":[0.0000014940043,0.00004883485,0.99516946,0.000013902435,0.000008763517,0.00004084217,0.0043715076,0.0000565788,0.000046779227,0.00006466186,0.00017429756,0.0000028281818],"about_ca_topic_score_codex":0.014207024,"about_ca_topic_score_gemma":0.046872526,"teacher_disagreement_score":0.014207024,"about_ca_system_score_codex":0.0006830602,"about_ca_system_score_gemma":0.0012879935,"threshold_uncertainty_score":0.028248668},"labels":[],"label_agreement":null},{"id":"W2525207900","doi":"10.1037/edu0000151","title":"Cognitive and environmental correlates of rapid automatized naming in Chinese kindergarten children.","year":2016,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":29,"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":"Psychology; Cognition; Developmental psychology; Cognitive development; Cognitive psychology","score_opus":0.009733274224118437,"score_gpt":0.32738445428301216,"score_spread":0.3176511800588937,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2525207900","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99972194,0.00002761991,0.000017603896,0.000003932792,7.3995534e-7,0.0000018448118,0.000024830279,0.0000016450855,0.00019982092],"genre_scores_gemma":[0.99969816,0.000029346282,0.00006227699,0.0000034748598,0.000001012087,0.0000046252417,0.000066179804,0.0000017194915,0.00013318867],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995889,0.000054320684,0.000054569962,0.00011194115,0.00010592393,0.00008429816],"domain_scores_gemma":[0.9979296,0.00047894646,0.0010263381,0.00015932364,0.00019381873,0.00021202804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005001113,0.000421222,0.0002160996,0.0012424481,0.00033284788,0.0006126565,0.00028655562,0.00022720773,0.0012099481],"category_scores_gemma":[0.00224497,0.00030533495,0.0002480387,0.00069179136,0.0008047168,0.00039076866,0.0005526245,0.00032958415,0.00015141512],"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":[0.000044547614,0.000033741788,0.9924522,0.000016110429,0.00002349537,0.00056705147,0.0012216767,0.000064809785,0.0022277567,0.0000415311,0.00003064263,0.0032765039],"study_design_scores_gemma":[5.5882566e-7,0.000017974999,0.9994597,0.0000010923197,0.000004040899,0.00009739839,0.0002711126,0.000024937708,0.0000948404,0.000010419226,0.000016187707,0.0000017358636],"about_ca_topic_score_codex":0.02286321,"about_ca_topic_score_gemma":0.04302678,"teacher_disagreement_score":0.02286321,"about_ca_system_score_codex":0.0005277341,"about_ca_system_score_gemma":0.0006218935,"threshold_uncertainty_score":0.045460284},"labels":[],"label_agreement":null},{"id":"W2562437491","doi":"10.1037/edu0000169","title":"Working memory strategies during rational number magnitude processing.","year":2017,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":5,"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","keywords":"Psychology; Magnitude (astronomy); Working memory; Short-term memory; Cognitive psychology; Cognition; Neuroscience","score_opus":0.0679006340236815,"score_gpt":0.4286223098894121,"score_spread":0.36072167586573056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2562437491","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98373574,0.0004277046,0.007499205,0.00008500776,0.000020529407,0.000054974556,0.00017939648,0.000059324662,0.007938049],"genre_scores_gemma":[0.9880221,0.00024321278,0.009405917,0.00004626717,0.000010570708,0.00006356424,0.00027286142,0.000015528629,0.0019198997],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996013,0.000056040357,0.0000456912,0.000113486756,0.00015926897,0.000024235746],"domain_scores_gemma":[0.9968265,0.0012657812,0.0010475557,0.00041704986,0.00027286264,0.00017019513],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00079276983,0.00031559542,0.00018370467,0.00031570107,0.00015300057,0.0010648775,0.00036425953,0.00024982585,0.002798954],"category_scores_gemma":[0.005818884,0.00016121112,0.00017891244,0.00020812427,0.0003383113,0.0011329564,0.00048845063,0.0004434268,0.0004551844],"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":[0.0012972567,0.0012906418,0.23726903,0.00087195256,0.00019378081,0.0007221636,0.014963507,0.0011390748,0.32820913,0.0098944055,0.0016947483,0.40245423],"study_design_scores_gemma":[0.00011700716,0.0019471947,0.88108236,0.00022027486,0.00019436241,0.0018418991,0.0033363488,0.009779333,0.07086754,0.01901324,0.011506765,0.00009363779],"about_ca_topic_score_codex":0.00067914935,"about_ca_topic_score_gemma":0.0010916549,"teacher_disagreement_score":0.002798954,"about_ca_system_score_codex":0.0002117036,"about_ca_system_score_gemma":0.0003169363,"threshold_uncertainty_score":0.009363413},"labels":[],"label_agreement":null},{"id":"W2598978379","doi":"10.1037/edu0000181","title":"Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes.","year":2017,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":226,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University; SickKids Foundation; Hospital for Sick Children; University of Toronto","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; National Institute of Child Health and Human Development","keywords":"Intervention (counseling); Reading (process); Psychology; Response to intervention; At-risk students; Developmental psychology; Clinical psychology; Mathematics education; Psychiatry","score_opus":0.0695202473944155,"score_gpt":0.45074081269878497,"score_spread":0.3812205653043695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2598978379","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998035,0.00070564635,0.000081330385,0.00016750608,0.000031130283,0.00006912532,0.00010024877,0.000019338122,0.0007906211],"genre_scores_gemma":[0.9987388,0.0003452475,0.0002789707,0.000035281602,0.0000063521447,0.0000854022,0.00010273688,0.0000025390034,0.0004047041],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9992125,0.00028317535,0.00004938362,0.00011787574,0.00012987867,0.00020714449],"domain_scores_gemma":[0.998836,0.00029899663,0.0003307707,0.000054195454,0.000078676574,0.00040129948],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009411424,0.0004708583,0.0005516893,0.00040010788,0.00028845845,0.0005838884,0.00042596922,0.0005656225,0.0017568358],"category_scores_gemma":[0.0037075644,0.00011301583,0.00060379656,0.00030828986,0.00023801759,0.00032502037,0.0006426399,0.0007267077,0.00015520849],"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":[0.04337784,0.04645024,0.37477446,0.0014406263,0.0017018354,0.0008921671,0.0028588946,0.00093522517,0.009322434,0.0008480413,0.0039241053,0.5134741],"study_design_scores_gemma":[0.0022920114,0.027081031,0.9623079,0.0004370127,0.0011887199,0.00015395065,0.001411664,0.0006066224,0.0028234236,0.0003492619,0.0013193131,0.00002905398],"about_ca_topic_score_codex":0.016256493,"about_ca_topic_score_gemma":0.02174448,"teacher_disagreement_score":0.016256493,"about_ca_system_score_codex":0.0006960744,"about_ca_system_score_gemma":0.0009114823,"threshold_uncertainty_score":0.032323718},"labels":[],"label_agreement":null},{"id":"W2606203900","doi":"10.1037/edu0000198","title":"Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models.","year":2017,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":84,"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":"Psychology; Reading comprehension; Mediation; Comprehension; Reading (process); Cognitive psychology; Longitudinal study; Syntax; Linguistics; Developmental psychology","score_opus":0.2844072890366813,"score_gpt":0.4430845550319796,"score_spread":0.1586772659952983,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2606203900","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.978634,0.0053920657,0.0077063693,0.0024138542,0.000091733054,0.00009763033,0.0007690199,0.00013268522,0.0047625853],"genre_scores_gemma":[0.99141055,0.0018984092,0.0042000585,0.00022551217,0.00005149445,0.0001708445,0.0007769771,0.000035658624,0.0012305756],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99664056,0.0016486204,0.00016167476,0.0008541806,0.0004597571,0.00023512774],"domain_scores_gemma":[0.9351004,0.045954425,0.010139417,0.005346956,0.0019110047,0.0015477589],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0129166115,0.0012844285,0.00069969887,0.0017132823,0.00090345624,0.0025744298,0.0022573296,0.001662447,0.0047304383],"category_scores_gemma":[0.059949912,0.0013818278,0.0015536626,0.0014301254,0.0018604588,0.004973361,0.0029815217,0.003279842,0.0005611112],"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":[0.00066027115,0.001074106,0.9374244,0.00018125416,0.0015754771,0.0007008507,0.010166802,0.0006549199,0.001027686,0.0045151543,0.0008635434,0.04115564],"study_design_scores_gemma":[0.00015930165,0.0011808772,0.95955145,0.00036905566,0.0018857771,0.00088454376,0.0020924825,0.0064235893,0.0012090731,0.02397754,0.0021916013,0.000074735915],"about_ca_topic_score_codex":0.016518451,"about_ca_topic_score_gemma":0.013958461,"teacher_disagreement_score":0.016518451,"about_ca_system_score_codex":0.0007680887,"about_ca_system_score_gemma":0.00195603,"threshold_uncertainty_score":0.06831038},"labels":[],"label_agreement":null},{"id":"W2606415160","doi":"10.1037/edu0000202","title":"School readiness amongst urban Canadian families: Risk profiles and family mediation.","year":2017,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":56,"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","funders":"","keywords":"Psychology; Mediation; Developmental psychology; Academic achievement; Social psychology; Sociology","score_opus":0.020712675020184642,"score_gpt":0.32785881047746035,"score_spread":0.3071461354572757,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2606415160","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99711215,0.00043625096,0.00009963999,0.00040456545,0.000005914849,0.000021263131,0.00035951324,0.000007048657,0.0015536016],"genre_scores_gemma":[0.9989312,0.00028328603,0.00012323934,0.000027588774,0.0000022537056,0.000012361914,0.0002033618,0.0000026121859,0.00041410187],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99892163,0.00018651063,0.000039562758,0.00018884275,0.00023022821,0.00043334265],"domain_scores_gemma":[0.99820423,0.00034129168,0.00055208476,0.00013419027,0.00030246703,0.00046570206],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016342361,0.00061957876,0.000421051,0.0017946777,0.004791223,0.0017427175,0.0013649986,0.00049243314,0.0036367208],"category_scores_gemma":[0.005508219,0.00035355386,0.0006985735,0.0020324732,0.001211865,0.0007702088,0.0021218623,0.00090706686,0.00014908165],"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":[0.000026302969,0.0000450648,0.9919863,0.000009458824,0.000030463218,0.00012805805,0.0024686202,0.00004358352,0.00003655074,0.0002783139,0.00026738452,0.0046799155],"study_design_scores_gemma":[0.0000023639016,0.000027926486,0.9892798,0.000053963817,0.000037826827,0.00012937668,0.009360534,0.00032657108,0.00004457081,0.00029643494,0.00042862637,0.000011880738],"about_ca_topic_score_codex":0.93494904,"about_ca_topic_score_gemma":0.9628282,"teacher_disagreement_score":0.06505096,"about_ca_system_score_codex":0.010428731,"about_ca_system_score_gemma":0.019108953,"threshold_uncertainty_score":0.13086808},"labels":[],"label_agreement":null},{"id":"W2902144731","doi":"10.1037/edu0000297","title":"The roles of transfer of learning and forgetting in the persistence and fadeout of early childhood mathematics interventions.","year":2018,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":27,"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":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","keywords":"Forgetting; Persistence (discontinuity); Intervention (counseling); Psychology; Psychological intervention; Quarter (Canadian coin); Developmental psychology; Transfer of learning; Transfer of training; Cognitive psychology","score_opus":0.03925600932408484,"score_gpt":0.38448168506927605,"score_spread":0.3452256757451912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902144731","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9859357,0.006489231,0.0022004147,0.0010849558,0.00004276437,0.00012121778,0.00005330697,0.000038120903,0.0040342864],"genre_scores_gemma":[0.99736303,0.00077614386,0.0010851633,0.00009732486,0.000020455725,0.000047219135,0.000022235505,0.000010025807,0.00057843036],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9938081,0.002938475,0.00036103243,0.00057717855,0.0015982004,0.0007170582],"domain_scores_gemma":[0.94121355,0.03809181,0.012123999,0.0035601824,0.0025586467,0.0024517546],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01226463,0.0005262232,0.0006740691,0.0015875817,0.00064459327,0.001998908,0.0009749165,0.0008615239,0.0023904413],"category_scores_gemma":[0.05268611,0.00044290317,0.0012207039,0.000505195,0.0023575108,0.0027006255,0.0023466384,0.0018546369,0.00014686868],"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":[0.0031405615,0.0037755375,0.55157596,0.0014105972,0.001440535,0.00054194394,0.009166003,0.0017933913,0.0058939327,0.007825505,0.00045086863,0.41298512],"study_design_scores_gemma":[0.00012480227,0.003084151,0.9750733,0.0006371891,0.0008155386,0.0005206724,0.0028865084,0.0015240285,0.0057099503,0.0075271106,0.0020340679,0.0000626522],"about_ca_topic_score_codex":0.0036911778,"about_ca_topic_score_gemma":0.0050019976,"teacher_disagreement_score":0.01226463,"about_ca_system_score_codex":0.0017420995,"about_ca_system_score_gemma":0.0028612686,"threshold_uncertainty_score":0.06486231},"labels":[],"label_agreement":null},{"id":"W2921409158","doi":"10.1037/edu0000354","title":"Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study.","year":2019,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Educational Methods and Media Use","field":"Computer Science","cited_by":58,"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","funders":"Social Sciences and Humanities Research Council of Canada; University of Crete","keywords":"Fluency; Spelling; Psychology; Reading (process); Reading comprehension; Vocabulary; Dictation; Phonological awareness; Linguistics; Literacy; Comprehension; Word recognition; Cognitive psychology; Mathematics education; Pedagogy","score_opus":0.05995508589760321,"score_gpt":0.46593483046615775,"score_spread":0.4059797445685545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2921409158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9976586,0.00066307926,0.00013791182,0.000092917966,0.0000076216675,0.0000035758778,0.00009843066,0.0000042182382,0.0013336911],"genre_scores_gemma":[0.9991279,0.00025239904,0.00019003975,0.000063263244,0.000008838693,0.000008896104,0.00011793121,0.0000038583867,0.00022690141],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99904567,0.00034624894,0.00006285368,0.0002746229,0.00017851505,0.00009198443],"domain_scores_gemma":[0.97671825,0.012606969,0.0064498293,0.0017255313,0.0016003203,0.00089917425],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002170497,0.00026114302,0.0002563408,0.0009843732,0.00031713457,0.0009794282,0.0004611377,0.0006724916,0.0033140918],"category_scores_gemma":[0.016721897,0.00041468776,0.000292879,0.00081150513,0.0010728058,0.0010958309,0.000936311,0.0006925971,0.00048457764],"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":[0.0002625728,0.00018546895,0.9803027,0.000071222894,0.00021072802,0.0003606242,0.0041163377,0.000037695325,0.0019056854,0.00028559339,0.0001444172,0.012116965],"study_design_scores_gemma":[0.000005020233,0.00010133024,0.9986456,0.000018162904,0.000038967682,0.00021211967,0.00045035256,0.000032267104,0.00016118435,0.000103065046,0.00022757184,0.000004312768],"about_ca_topic_score_codex":0.0078027127,"about_ca_topic_score_gemma":0.011154007,"teacher_disagreement_score":0.0078027127,"about_ca_system_score_codex":0.00026539827,"about_ca_system_score_gemma":0.00035418506,"threshold_uncertainty_score":0.015514612},"labels":[],"label_agreement":null},{"id":"W2952878511","doi":"10.1037/edu0000376","title":"A population-level analysis of associations between school music participation and academic achievement.","year":2019,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Diverse Music Education Insights","field":"Arts and Humanities","cited_by":141,"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 British Columbia","funders":"","keywords":"Psychology; Academic achievement; Population; Mathematics education; Developmental psychology; Demography; Sociology","score_opus":0.1837669516313107,"score_gpt":0.3986457316588702,"score_spread":0.21487878002755947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2952878511","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97011775,0.0007468981,0.0013105872,0.00028136143,0.00009672657,0.00017010447,0.024358002,0.00010888783,0.0028097732],"genre_scores_gemma":[0.9863572,0.00027012048,0.0011084063,0.000092465634,0.000021218657,0.00019142943,0.009226049,0.000025691796,0.0027074348],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99839777,0.00035632402,0.00016501974,0.00038192293,0.00048392496,0.00021499695],"domain_scores_gemma":[0.9950118,0.0007620711,0.00078243914,0.0007829433,0.0021013473,0.00055942696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002340373,0.00032024118,0.0005890853,0.0023038634,0.0011837223,0.00087796926,0.0009325547,0.00046739329,0.004191562],"category_scores_gemma":[0.0075113736,0.00041605977,0.0009808994,0.00633675,0.00038172217,0.00044609868,0.0008664184,0.0012037336,0.0005773462],"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":[0.00014068563,0.000030770283,0.9910138,0.00006757068,0.00054528995,0.000061381514,0.00023340395,0.000057956113,0.00018998332,0.000057397985,0.003271944,0.0043296576],"study_design_scores_gemma":[0.0000063070065,0.00002853921,0.9990534,0.000006342128,0.00008277641,0.0000147583405,0.00014778797,0.00007418388,0.00002054593,0.000007913051,0.0005547068,0.0000026173532],"about_ca_topic_score_codex":0.7876809,"about_ca_topic_score_gemma":0.8270809,"teacher_disagreement_score":0.7876809,"about_ca_system_score_codex":0.002921542,"about_ca_system_score_gemma":0.0049485494,"threshold_uncertainty_score":0.42713892},"labels":[],"label_agreement":null},{"id":"W3000135213","doi":"10.1037/edu0000455","title":"The role of mothers in supporting adaptation in school: A psychological needs perspective.","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":22,"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 Laval","funders":"","keywords":"Psychology; Perspective (graphical); Adaptation (eye); Developmental psychology; Time perspective; Social psychology; Applied psychology; Cognitive psychology","score_opus":0.047654334575729936,"score_gpt":0.39864936014378766,"score_spread":0.35099502556805773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3000135213","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9502035,0.008105965,0.0009984276,0.020635365,0.00017496257,0.000028510745,0.000057952962,0.0000070866195,0.019788267],"genre_scores_gemma":[0.99526125,0.0023785483,0.00040580516,0.00035564185,0.000034927085,0.000013342466,0.000013558087,0.000003125985,0.0015338416],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993704,0.00042067756,0.00001620084,0.000034603843,0.00006863856,0.00008953565],"domain_scores_gemma":[0.9983448,0.0007500113,0.00029294242,0.00003486205,0.00013773383,0.00043971863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001647937,0.00024443152,0.00018255258,0.0007931367,0.0009387123,0.0015212079,0.00056521373,0.00064123975,0.0021673464],"category_scores_gemma":[0.0038006215,0.00018728404,0.00024800748,0.0002648414,0.00083831965,0.0013823826,0.0013485928,0.000786988,0.00014736108],"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":[0.00022514687,0.00075848785,0.742116,0.00053279224,0.0001638905,0.0038484258,0.06816256,0.00032495285,0.0018587175,0.028786154,0.0035617535,0.14966112],"study_design_scores_gemma":[0.000055002736,0.00080926967,0.71445847,0.001251995,0.00031877283,0.004496333,0.21934958,0.0016864056,0.0014525204,0.017268095,0.038807973,0.000045597997],"about_ca_topic_score_codex":0.002880377,"about_ca_topic_score_gemma":0.006848687,"teacher_disagreement_score":0.002880377,"about_ca_system_score_codex":0.000968475,"about_ca_system_score_gemma":0.0012603838,"threshold_uncertainty_score":0.008715212},"labels":[],"label_agreement":null},{"id":"W3003383680","doi":"10.1037/edu0000459","title":"The componential model of reading in bilingual learners.","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":28,"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 Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Reading comprehension; Structural equation modeling; PsycINFO; Reading (process); Cognition; Comprehension; Language proficiency; Literacy; Developmental psychology; Cognitive psychology; Neuroscience of multilingualism; Linguistics; Mathematics education; Pedagogy","score_opus":0.06835512415350402,"score_gpt":0.40579906697302015,"score_spread":0.3374439428195161,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3003383680","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.32014644,0.0057250485,0.44253045,0.009872756,0.00032940885,0.001209699,0.0025492008,0.0011466384,0.21649046],"genre_scores_gemma":[0.93761325,0.0019756032,0.050632924,0.00035136286,0.00007815081,0.0005853748,0.00082916627,0.00007277298,0.00786145],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9986363,0.00067945145,0.00006566827,0.0003042839,0.0002260655,0.000088112436],"domain_scores_gemma":[0.99777275,0.0013304104,0.0003276363,0.00018385655,0.0002761064,0.00010924527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002037982,0.0011034475,0.0005274495,0.0024445353,0.0005265918,0.0023823061,0.0011761698,0.0009377532,0.0070423028],"category_scores_gemma":[0.005746641,0.0004692363,0.0013234862,0.0016805794,0.0023729864,0.002872196,0.0011648007,0.0012519767,0.0012029902],"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":[0.00014485954,0.00022491426,0.067376204,0.00048658616,0.00041722073,0.00045367816,0.008496984,0.014957888,0.001050786,0.81566,0.0043036537,0.08642729],"study_design_scores_gemma":[0.00009470856,0.00022232933,0.07604686,0.00031250785,0.000288725,0.001758956,0.0019154391,0.10755808,0.00034468423,0.7917274,0.019657604,0.00007258476],"about_ca_topic_score_codex":0.012787244,"about_ca_topic_score_gemma":0.009820934,"teacher_disagreement_score":0.012787244,"about_ca_system_score_codex":0.0023731524,"about_ca_system_score_gemma":0.0024392318,"threshold_uncertainty_score":0.025425673},"labels":[],"label_agreement":null},{"id":"W3005544350","doi":"10.1037/edu0000460","title":"Elementary students’ cognitive and affective responses to impasses during mathematics problem solving.","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Psychological and Educational Research Studies","field":"Psychology","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Psychology; Cognition; Mathematics education; Cognitive psychology","score_opus":0.0916569295873747,"score_gpt":0.48512978951014973,"score_spread":0.39347285992277503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3005544350","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99970883,0.000015422107,0.00010465702,0.000012261395,7.717822e-7,0.000003376801,0.000005237509,0.0000018251967,0.0001476068],"genre_scores_gemma":[0.999653,0.00001940597,0.00015636745,0.000012383628,0.0000013721467,0.000008768688,0.00001746533,0.0000011058341,0.00013003794],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992281,0.00019154472,0.00006127364,0.00011313712,0.00028640006,0.00011966448],"domain_scores_gemma":[0.995344,0.0011866008,0.0022095337,0.00025732425,0.0003607302,0.000641779],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013341252,0.0003434195,0.00043098355,0.00061136275,0.00035322557,0.0016383171,0.00032411714,0.00044481328,0.00088042126],"category_scores_gemma":[0.0079557,0.0003350363,0.0003020551,0.0002851689,0.000769942,0.000589538,0.00091949623,0.0009593145,0.00017555465],"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":[0.00025121486,0.00069627556,0.940251,0.000080635415,0.00009266593,0.00021237694,0.02547625,0.00029016504,0.0151100755,0.00023270675,0.0001303697,0.017176248],"study_design_scores_gemma":[0.000007132251,0.0004252281,0.9890661,0.000008240263,0.000017784902,0.00013219408,0.008246061,0.0005484071,0.0010596849,0.00025780802,0.00021439954,0.000016954116],"about_ca_topic_score_codex":0.0010334394,"about_ca_topic_score_gemma":0.0016512924,"teacher_disagreement_score":0.0016383171,"about_ca_system_score_codex":0.00033289738,"about_ca_system_score_gemma":0.00026076532,"threshold_uncertainty_score":0.00705564},"labels":[],"label_agreement":null},{"id":"W3012476954","doi":"10.1037/edu0000470","title":"Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence.","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Interleaving; Empirical evidence; Empirical research; Cognitive psychology; Social psychology; Mathematics education; Developmental psychology; Epistemology","score_opus":0.1645293147819279,"score_gpt":0.5190464153388125,"score_spread":0.35451710055688457,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3012476954","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.815804,0.011179311,0.027886352,0.017414998,0.00029693192,0.00032938906,0.0002487766,0.00012083067,0.12671944],"genre_scores_gemma":[0.9880981,0.002365869,0.0061753704,0.0017961672,0.00010781593,0.00012480962,0.00012186018,0.000019350584,0.0011907902],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9920604,0.0030705933,0.0006447187,0.0015934511,0.0023795145,0.000251209],"domain_scores_gemma":[0.6778787,0.27988008,0.016695034,0.017304175,0.005983989,0.002258011],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02403764,0.00053242693,0.00047970377,0.0015966106,0.00055256736,0.002530199,0.0015924332,0.0023759876,0.014691887],"category_scores_gemma":[0.19439021,0.000545613,0.0006858576,0.00085365924,0.0053715543,0.010916152,0.002507206,0.0025447952,0.0007565003],"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":[0.0024964472,0.0033897536,0.48304546,0.0023959642,0.0011348244,0.0011783383,0.025156006,0.0015636415,0.00976371,0.08114797,0.0031744728,0.3855535],"study_design_scores_gemma":[0.001559929,0.0037047956,0.62235045,0.0043451656,0.0013588916,0.0043357345,0.026797714,0.009026683,0.014587387,0.27636746,0.035255395,0.00031044453],"about_ca_topic_score_codex":0.0006211214,"about_ca_topic_score_gemma":0.0009235075,"teacher_disagreement_score":0.02403764,"about_ca_system_score_codex":0.0004985863,"about_ca_system_score_gemma":0.00088996004,"threshold_uncertainty_score":0.12712473},"labels":[],"label_agreement":null},{"id":"W3013990533","doi":"10.1037/edu0000479","title":"Understanding the relation between boredom and academic performance in postsecondary students.","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Mind wandering and attention","field":"Neuroscience","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":"York University","funders":"","keywords":"Boredom; Psychology; Postsecondary education; Relation (database); Mathematics education; Academic achievement; Higher education; Pedagogy; Social psychology","score_opus":0.24389148017193144,"score_gpt":0.4168287132746658,"score_spread":0.17293723310273437,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3013990533","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980882,0.00031721138,0.00022459657,0.0003470371,0.00001500785,0.000006383637,0.000036974187,0.00000378254,0.0009608433],"genre_scores_gemma":[0.99928695,0.00019907637,0.00017334547,0.00007654633,0.0000128639,0.000005844487,0.000046135196,0.0000010986714,0.00019816867],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991917,0.00023192982,0.000076838005,0.000118402815,0.00022462007,0.00015647919],"domain_scores_gemma":[0.9900988,0.0027481096,0.0035507958,0.00046298787,0.0007978551,0.002341432],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020845046,0.00026773592,0.0003459235,0.0009536171,0.0005670689,0.0019282897,0.0005040072,0.0005895773,0.0014330517],"category_scores_gemma":[0.012510201,0.00018123501,0.00031902685,0.00045443783,0.0005563054,0.001289601,0.0012623023,0.0011407351,0.00016379329],"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":[0.00013002363,0.0004613267,0.96798867,0.000052247455,0.00005472469,0.0000679035,0.003372513,0.000078240344,0.00085706083,0.00019891936,0.0002401472,0.026498288],"study_design_scores_gemma":[0.0000018108599,0.00011576381,0.996675,0.000016944658,0.00000810547,0.000041889507,0.002195857,0.00022924122,0.00008851549,0.00034261402,0.00027750598,0.000006662294],"about_ca_topic_score_codex":0.006177628,"about_ca_topic_score_gemma":0.012377703,"teacher_disagreement_score":0.006177628,"about_ca_system_score_codex":0.0005546456,"about_ca_system_score_gemma":0.00089595787,"threshold_uncertainty_score":0.012283325},"labels":[],"label_agreement":null},{"id":"W3036555169","doi":"10.1037/edu0000484","title":"Social contagion and high school dropout: The role of friends, romantic partners, and siblings.","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Youth Development and Social Support","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Université de Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Dropout (neural networks); Developmental psychology; School dropout; Romance; Friendship; Emotional contagion; Social psychology; Interpersonal relationship; Psychoanalysis; Sociology","score_opus":0.036651134120826274,"score_gpt":0.3971926199607007,"score_spread":0.36054148583987444,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3036555169","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99628866,0.002298168,0.00012071174,0.00050881895,0.0000080408245,0.000013820327,0.00010364919,0.0000024183491,0.00065573497],"genre_scores_gemma":[0.9990507,0.000632341,0.00007643756,0.00002800863,0.000008268808,0.0000038883177,0.00007720498,7.7964705e-7,0.00012241137],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990501,0.0003427868,0.00006080035,0.00009526929,0.00024695566,0.00020402981],"domain_scores_gemma":[0.9965094,0.0007190696,0.0011950277,0.00015668201,0.0002934064,0.0011264271],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024099445,0.0003322845,0.0004945354,0.0016366022,0.0011884713,0.0010419571,0.0009833561,0.00065477466,0.0014833064],"category_scores_gemma":[0.0060773324,0.00019162617,0.00087124365,0.0016139315,0.0010132099,0.0010727692,0.0013342726,0.0010177507,0.00008752753],"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":[0.00006387303,0.000036722315,0.9936174,0.000016744247,0.00008459155,0.00011793624,0.000807157,0.000021152911,0.000028482818,0.00010932021,0.00007535346,0.0050213207],"study_design_scores_gemma":[0.000003091981,0.00005511839,0.9970721,0.000053498337,0.00009389949,0.00016289073,0.0019165052,0.00024169617,0.000021704518,0.0001236721,0.000250034,0.0000056942627],"about_ca_topic_score_codex":0.15550075,"about_ca_topic_score_gemma":0.17962591,"teacher_disagreement_score":0.15550075,"about_ca_system_score_codex":0.0012928101,"about_ca_system_score_gemma":0.0015139133,"threshold_uncertainty_score":0.3091913},"labels":[],"label_agreement":null},{"id":"W3081941113","doi":"10.1037/edu0000625","title":"Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Hamilton Health Sciences","funders":"","keywords":"Rapid automatized naming; Phonological awareness; Psychology; Ran; Reading (process); Phonology; Phonemic awareness; Cognitive psychology; Linguistics; Developmental psychology; Literacy; Pedagogy; Computer science","score_opus":0.06398624429947748,"score_gpt":0.38704924712758626,"score_spread":0.3230630028281088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3081941113","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97818804,0.014629002,0.002217084,0.0013454568,0.000066396446,0.000023069815,0.00032907864,0.000031450916,0.0031705014],"genre_scores_gemma":[0.9905505,0.004432942,0.0030049256,0.00018652252,0.00006112966,0.000024632467,0.00031612176,0.0000075782414,0.001415627],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99953294,0.00016689944,0.000031855256,0.00013031616,0.000072426665,0.000065642795],"domain_scores_gemma":[0.99636984,0.0013650552,0.0013429495,0.00025982375,0.0004467555,0.0002155597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019993456,0.00029597207,0.00016150545,0.0008873626,0.00025117266,0.0009450976,0.00039751158,0.0004096815,0.0008518391],"category_scores_gemma":[0.0044296333,0.00022587998,0.00024227741,0.0005382952,0.00075518136,0.001835923,0.0007988563,0.0013797034,0.00022792048],"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":[0.00016240083,0.00036087693,0.8532246,0.00030081626,0.0001300105,0.0007694304,0.0029679055,0.00024322055,0.009197519,0.0036244593,0.00070251425,0.12831625],"study_design_scores_gemma":[0.0000030947103,0.0002889993,0.9890773,0.000120369696,0.0000510591,0.00085818267,0.001180076,0.00052144594,0.0015051158,0.0024023666,0.0039736424,0.000018297587],"about_ca_topic_score_codex":0.008477204,"about_ca_topic_score_gemma":0.016312804,"teacher_disagreement_score":0.008477204,"about_ca_system_score_codex":0.00038999828,"about_ca_system_score_gemma":0.0015215186,"threshold_uncertainty_score":0.016855717},"labels":[],"label_agreement":null},{"id":"W3094006099","doi":"10.1037/edu0000634","title":"Thriving, catching up, falling behind: Immigrant and refugee children’s kindergarten competencies and later academic achievement.","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":17,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Thriving; Psychology; Immigration; Refugee; Falling (accident); Academic achievement; Developmental psychology; Political science","score_opus":0.03128477408847957,"score_gpt":0.3708839074326755,"score_spread":0.33959913334419595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3094006099","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989808,0.00014971668,0.000006417051,0.000070793016,0.00000593834,0.0000030349315,0.00003662141,9.300367e-7,0.000745735],"genre_scores_gemma":[0.999014,0.00022902837,0.000038997303,0.000024873254,0.0000024087176,0.0000075498133,0.00009373023,0.0000013924391,0.0005880188],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995977,0.00007224482,0.00003896483,0.00004374112,0.00007879366,0.00016855754],"domain_scores_gemma":[0.9980451,0.00027946796,0.00067790586,0.000060921822,0.0002284992,0.00070800906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009247199,0.0004423713,0.00032113085,0.00078958186,0.0012115597,0.0016119919,0.0007500723,0.00081792386,0.0021947068],"category_scores_gemma":[0.0035399427,0.00034616582,0.00047358454,0.0005325467,0.0010053234,0.0010186839,0.002277946,0.0016094529,0.0002996372],"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":[0.00008110117,0.0003577108,0.97958803,0.000043354186,0.000035878184,0.00037228703,0.010999774,0.00007553184,0.00030152776,0.00027298808,0.0003585581,0.007513229],"study_design_scores_gemma":[0.0000031218349,0.000093455645,0.97117,0.0000576607,0.000014640868,0.00014718054,0.027912082,0.00006143026,0.00010011269,0.0000660346,0.00036199248,0.000012286264],"about_ca_topic_score_codex":0.056843992,"about_ca_topic_score_gemma":0.10438886,"teacher_disagreement_score":0.056843992,"about_ca_system_score_codex":0.0006349004,"about_ca_system_score_gemma":0.0014924485,"threshold_uncertainty_score":0.11302626},"labels":[],"label_agreement":null},{"id":"W3201762137","doi":"10.1037/edu0000672","title":"How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.","year":2021,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":18,"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; Brock University","funders":"National Institutes of Health; Eunice Kennedy Shriver National Institute of Child Health and Human Development; Israel Science Foundation","keywords":"Pseudoword; Reading (process); Psychology; Intervention (counseling); Cognitive psychology; Reading comprehension; Task (project management); Comprehension; Word recognition; Psychological intervention; Developmental psychology; Reading disability; Cognition; Linguistics; Dyslexia","score_opus":0.03193461411966184,"score_gpt":0.3117125155786712,"score_spread":0.2797779014590093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3201762137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99968016,0.000033991386,0.000016553822,0.000016371609,9.568487e-7,0.0000025653087,0.000029969013,0.0000028709662,0.0002166487],"genre_scores_gemma":[0.9996284,0.000031177755,0.00006816794,0.000006489601,8.0355323e-7,0.000005219502,0.00006295912,0.0000020489122,0.00019466446],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99959093,0.00009015387,0.000039226597,0.00009513034,0.00010564279,0.000078899975],"domain_scores_gemma":[0.9967121,0.0008545007,0.0017150015,0.0001700106,0.0001987561,0.0003496301],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00057062536,0.0003228887,0.00021709045,0.0005487176,0.00020221253,0.00080416596,0.00032715732,0.0006537695,0.0019125364],"category_scores_gemma":[0.0055995868,0.00018907091,0.00023751883,0.0003179777,0.0006160206,0.00053181045,0.00056693726,0.0006504441,0.00039510388],"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":[0.00019928438,0.00048455203,0.98802453,0.000026660062,0.000050940296,0.00018434641,0.001177137,0.00008152122,0.002627099,0.00003911315,0.00014791434,0.006956922],"study_design_scores_gemma":[0.0000019537113,0.00015361232,0.9988085,0.000003823857,0.000013263981,0.000120176446,0.00035023535,0.00007403263,0.00039217994,0.000020497411,0.000059258586,0.0000024345397],"about_ca_topic_score_codex":0.005312243,"about_ca_topic_score_gemma":0.0096784895,"teacher_disagreement_score":0.005312243,"about_ca_system_score_codex":0.00027049024,"about_ca_system_score_gemma":0.00020941335,"threshold_uncertainty_score":0.010562599},"labels":[],"label_agreement":null},{"id":"W3211218179","doi":"10.1037/edu0000722","title":"Pathways to learning mathematics for students in French-immersion and English-instruction programs.","year":2021,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":4,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Vocabulary; Dictation; Fluency; French immersion; Psychology; Mathematics education; Vocabulary development; Immersion (mathematics); AP French Language; Teaching method; Computer science; Linguistics; Language education; Mathematics; Speech recognition","score_opus":0.05040825899030594,"score_gpt":0.4007693440380035,"score_spread":0.3503610850476976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3211218179","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985044,0.0001013451,0.00005044889,0.00020763611,0.0000046072237,0.00002568468,0.00027668595,0.00000611669,0.0008231307],"genre_scores_gemma":[0.99674267,0.00012002732,0.00030099505,0.000043885684,0.0000014858417,0.000031038133,0.0007131251,0.0000032431456,0.0020435264],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99917644,0.00005727257,0.000021890393,0.00012362088,0.00019707895,0.0004236207],"domain_scores_gemma":[0.9978563,0.00015747001,0.0004737028,0.000050882118,0.0003939667,0.0010676727],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009378171,0.00064849097,0.00040019446,0.0011213233,0.0022326028,0.0024298653,0.0012001913,0.00085935375,0.0021347469],"category_scores_gemma":[0.0032314428,0.0004764557,0.00070582045,0.0007728448,0.0007897828,0.0011356008,0.0021633285,0.0010763914,0.00033718787],"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":[0.0002427468,0.00078782684,0.9716807,0.000028308597,0.000027682172,0.00027120835,0.007133402,0.0002831269,0.00086732226,0.0009360249,0.0007393763,0.017002363],"study_design_scores_gemma":[0.000018948649,0.00028832012,0.9907198,0.00004038494,0.000025184218,0.00012359419,0.0054708566,0.0008634653,0.00049540465,0.0004929241,0.0014340499,0.000027091457],"about_ca_topic_score_codex":0.8287747,"about_ca_topic_score_gemma":0.91760415,"teacher_disagreement_score":0.8287747,"about_ca_system_score_codex":0.011386556,"about_ca_system_score_gemma":0.024528768,"threshold_uncertainty_score":0.34446734},"labels":[],"label_agreement":null},{"id":"W4238164625","doi":"10.1037//0022-0663.93.1.103","title":"A new tool for measuring and understanding individual differences in the component processes of reading comprehension.","year":2001,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Reading and Literacy Development","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":"Bibliothèque et Archives nationales du Québec; University of Toronto","funders":"","keywords":"Psychology; Reading comprehension; Component (thermodynamics); Reading (process); Comprehension; Cognitive psychology; Reading rate; Developmental psychology; Linguistics","score_opus":0.1878925395255702,"score_gpt":0.393657227108921,"score_spread":0.20576468758335079,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238164625","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.615468,0.0089874575,0.24719006,0.005205509,0.004321704,0.0028088093,0.010174241,0.0063222325,0.09952188],"genre_scores_gemma":[0.68150795,0.003505545,0.25200617,0.0020705117,0.0007004176,0.0048827017,0.003630963,0.00067042327,0.05102528],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998268,0.00050762884,0.0001371693,0.0002596488,0.0007528127,0.00007462383],"domain_scores_gemma":[0.98896,0.0075265276,0.0010557892,0.0006822473,0.0013921912,0.00038327326],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021513954,0.00048916234,0.00056716375,0.0018367209,0.00034451688,0.0011811351,0.00051692745,0.0011294822,0.013288922],"category_scores_gemma":[0.015634077,0.0003557159,0.00044754427,0.0009313537,0.0004588897,0.003030564,0.0009303945,0.0014587311,0.0033902943],"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":[0.0014600587,0.0015341283,0.07789078,0.000993176,0.000298766,0.00037720552,0.002853153,0.0003506021,0.082299374,0.005864891,0.03397113,0.7921067],"study_design_scores_gemma":[0.00036038048,0.0042222063,0.81049407,0.00056893076,0.0005126819,0.005985188,0.0025646272,0.007396806,0.048487794,0.017404644,0.10172852,0.00027410444],"about_ca_topic_score_codex":0.0006584778,"about_ca_topic_score_gemma":0.0022103882,"teacher_disagreement_score":0.013288922,"about_ca_system_score_codex":0.00020983146,"about_ca_system_score_gemma":0.00047700873,"threshold_uncertainty_score":0.044455826},"labels":[],"label_agreement":null},{"id":"W4377021101","doi":"10.1037/edu0000783","title":"A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.","year":2023,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":423,"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 Laval; University of British Columbia","funders":"Australian Research Council; Australian Catholic University","keywords":"Psychology; Psychological intervention; Self-determination theory; Developmental psychology; Social psychology; Applied psychology; Cognitive psychology","score_opus":0.09516818150103283,"score_gpt":0.44202011163242133,"score_spread":0.3468519301313885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4377021101","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07984525,0.008480688,0.5247149,0.028517215,0.008640398,0.09488798,0.06823387,0.008302911,0.17837678],"genre_scores_gemma":[0.058274325,0.0016987758,0.8470268,0.002377697,0.00021693954,0.061489772,0.019908158,0.0006548103,0.008352744],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.97440624,0.010995998,0.00745678,0.0019269926,0.0040128743,0.0012010647],"domain_scores_gemma":[0.9399111,0.023410777,0.0054187193,0.0047018323,0.025211917,0.0013455997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025007464,0.0022472248,0.0014918603,0.013942776,0.0033938354,0.003352217,0.002287715,0.002863035,0.02524081],"category_scores_gemma":[0.07515537,0.00072539586,0.0033487554,0.008200023,0.0022862193,0.0047047716,0.0037590046,0.0041220807,0.010946787],"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":[0.0010414021,0.0010553895,0.02919687,0.011184959,0.00019663334,0.0004879774,0.019106487,0.0019740923,0.004556582,0.07303377,0.26913643,0.5890293],"study_design_scores_gemma":[0.0007780274,0.0014429799,0.054969117,0.014506495,0.00053727144,0.0011148241,0.015096184,0.018475467,0.0043829684,0.07565595,0.81255853,0.00048233554],"about_ca_topic_score_codex":0.008229518,"about_ca_topic_score_gemma":0.011035677,"teacher_disagreement_score":0.02524081,"about_ca_system_score_codex":0.0062634614,"about_ca_system_score_gemma":0.011406116,"threshold_uncertainty_score":0.1322537},"labels":[],"label_agreement":null},{"id":"W4390060832","doi":"10.1037/edu0000837","title":"Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation.","year":2023,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Youth Development and Social Support","field":"Social Sciences","cited_by":18,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Adaptation (eye); Classroom climate; Goal orientation; Academic achievement; Goal theory; School climate; Cognitive psychology; Mathematics education; Social psychology","score_opus":0.053573224972492804,"score_gpt":0.4151660098910288,"score_spread":0.361592784918536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390060832","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9954993,0.00011939383,0.0020416463,0.00027537878,0.000024488761,0.00013421019,0.00018691813,0.000117570155,0.0016010744],"genre_scores_gemma":[0.9947286,0.00008891366,0.004340956,0.000052592255,0.000010085942,0.000193419,0.00019977015,0.000010543267,0.00037516642],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99945027,0.00024618694,0.000034763267,0.0000768779,0.00013664902,0.000055190245],"domain_scores_gemma":[0.9982716,0.0005125219,0.00036344453,0.00009444479,0.00012432174,0.00063362654],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015025731,0.0002802,0.00036833392,0.00054220256,0.0002587832,0.0008802506,0.00044182956,0.00035200865,0.0008687273],"category_scores_gemma":[0.006168106,0.00014841672,0.00030769437,0.00029643634,0.00009902101,0.0005189063,0.00092697283,0.00080346974,0.000261091],"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":[0.0030071246,0.022606902,0.4242509,0.00023599659,0.00039345934,0.00006863904,0.0011138386,0.0038832617,0.006953606,0.00047384392,0.0047572637,0.5322551],"study_design_scores_gemma":[0.00069053826,0.0057705357,0.9626494,0.00018192818,0.00054036325,0.00010105848,0.0011770359,0.019158067,0.0054404214,0.001705554,0.0025162213,0.00006887818],"about_ca_topic_score_codex":0.0012285033,"about_ca_topic_score_gemma":0.004411575,"teacher_disagreement_score":0.0015025731,"about_ca_system_score_codex":0.0004006189,"about_ca_system_score_gemma":0.00081526814,"threshold_uncertainty_score":0.007946491},"labels":[],"label_agreement":null},{"id":"W4406101224","doi":"10.1037/edu0000926","title":"Are parental influences on emergent literacy and word reading skills the same across socioeconomic contexts? A multisite study in China.","year":2025,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Educational Methods and Media Use","field":"Computer Science","cited_by":10,"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":"University of Alberta","keywords":"Psychology; Socioeconomic status; Reading (process); Literacy; Developmental psychology; China; Word recognition; Emergent literacy; Cognitive psychology; Linguistics; Pedagogy; Sociology; Population","score_opus":0.023863238862770614,"score_gpt":0.45750324604746534,"score_spread":0.43364000718469475,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406101224","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996636,0.000049265043,0.00001498771,0.000034873898,0.0000023145894,0.0000028781228,0.000036793906,5.794824e-7,0.00019467801],"genre_scores_gemma":[0.99971336,0.000028809452,0.00001877585,0.000015442356,0.0000016084276,0.0000038082208,0.00004909836,6.8484366e-7,0.00016837587],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992507,0.0001615346,0.000065103755,0.00017479436,0.000093543546,0.00025427554],"domain_scores_gemma":[0.9984213,0.0003085162,0.00043169878,0.00013261917,0.00021055737,0.0004953148],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007521137,0.00034920083,0.00039494876,0.0010153973,0.0014127573,0.00064774265,0.0004868588,0.00051569095,0.0021991618],"category_scores_gemma":[0.0020949924,0.0004251249,0.0004798243,0.0015647962,0.00080099975,0.00065796555,0.000755303,0.0006401117,0.00023057683],"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":[0.000042844462,0.00013015242,0.99484986,0.000008689393,0.00004134853,0.00019312922,0.0025546614,0.000014836347,0.0002098128,0.000086090324,0.00007925856,0.001789356],"study_design_scores_gemma":[0.0000021147746,0.000035319565,0.99827003,0.0000044576445,0.000012234353,0.000029228106,0.0015111092,0.000034529534,0.000023850009,0.000020488627,0.000053893822,0.0000026597154],"about_ca_topic_score_codex":0.1162597,"about_ca_topic_score_gemma":0.18505271,"teacher_disagreement_score":0.1162597,"about_ca_system_score_codex":0.0010129836,"about_ca_system_score_gemma":0.001513434,"threshold_uncertainty_score":0.23116595},"labels":[],"label_agreement":null},{"id":"W4407223475","doi":"10.1037/edu0000942","title":"A longitudinal investigation of the codevelopment and bidirectional relations among whole number arithmetic and conceptual and procedural fraction knowledge.","year":2025,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","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":"Queen's University; National Natural Science Foundation of China; Queen's University Belfast","keywords":"Psychology; Arithmetic; Fraction (chemistry); Concept learning; Cognitive psychology; Mathematics; Chemistry","score_opus":0.036530103957793006,"score_gpt":0.3684203328239301,"score_spread":0.3318902288661371,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407223475","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990471,0.00007055473,0.00033590558,0.00004493945,0.0000041002036,0.000010900683,0.00016302841,0.00000425194,0.00031935066],"genre_scores_gemma":[0.9982578,0.00006267004,0.0004897762,0.000020321375,0.000002854294,0.000033063487,0.00040897832,0.0000031535817,0.0007214275],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995413,0.00014312755,0.000025961888,0.00011146285,0.00009436446,0.00008380583],"domain_scores_gemma":[0.99544597,0.00076061604,0.0014915427,0.00065228564,0.00092932,0.0007203411],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021397462,0.00022159991,0.00021681037,0.000881862,0.00083038287,0.00066019513,0.00029918246,0.0003539022,0.0012605559],"category_scores_gemma":[0.00607276,0.00032493885,0.00033349043,0.0007324748,0.00041111084,0.000971436,0.0010241859,0.00089342473,0.0003348776],"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":[0.000072633535,0.00023871216,0.98665535,0.00001199149,0.000037758222,0.00007435244,0.0026843608,0.00006247027,0.0012559606,0.0002327698,0.00018513745,0.008488454],"study_design_scores_gemma":[0.0000025911115,0.00021633966,0.99706584,0.000009039109,0.000020809417,0.00006034454,0.001176072,0.0002311117,0.00043434915,0.00011375103,0.0006615127,0.000008184405],"about_ca_topic_score_codex":0.017796446,"about_ca_topic_score_gemma":0.029715268,"teacher_disagreement_score":0.017796446,"about_ca_system_score_codex":0.00045719714,"about_ca_system_score_gemma":0.0014580457,"threshold_uncertainty_score":0.035385728},"labels":[],"label_agreement":null}]}