{"meta":{"query_hash":"cad097b3593f","filters":{"venue":"Language Learning"},"cohort_total":95,"direct_labels_cover":0,"predictions_cover":95,"exported":95,"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/cad097b3593f","api":"https://metacan.xera.ac/api/v1/cohort?venue=Language+Learning"},"results":[{"id":"W1483040734","doi":"10.1111/j.1467-9922.2011.00653.x","title":"Thinking‐Aloud as Talking‐in‐Interaction: Reinterpreting How L2 Lexical Inferencing Gets Done","year":2011,"lang":"en","type":"article","venue":"Language Learning","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Salience (neuroscience); Think aloud protocol; Psychology; Reflexivity; Transparency (behavior); Context (archaeology); Meaning (existential); Linguistics; Protocol analysis; Context effect; Cognitive psychology; Cognitive science; Sociology; Computer science; Human–computer interaction","score_opus":0.04398389133650758,"score_gpt":0.2846082064129868,"score_spread":0.2406243150764792,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1483040734","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.393759,0.001626207,0.33429018,0.0092869615,0.00045862584,0.00026958564,0.00029733812,0.0015185031,0.2584937],"genre_scores_gemma":[0.9660406,0.0005357853,0.028206758,0.0006037223,0.000057281377,0.00011999966,0.00008470993,0.00029812494,0.0040530125],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99416614,0.0040426264,0.00018048468,0.0006218375,0.00067715684,0.0003117018],"domain_scores_gemma":[0.98408985,0.011868385,0.0012805073,0.0014705808,0.00097647647,0.00031424448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005616475,0.0011799128,0.00033421646,0.0028588683,0.002542852,0.011912018,0.0018029776,0.0024921955,0.003754725],"category_scores_gemma":[0.024737863,0.00056992745,0.0005596088,0.0017789291,0.015476808,0.01506369,0.0046012877,0.0034507187,0.0010284289],"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":[0.00013900273,0.00010544539,0.009250488,0.00044083488,0.000042039712,0.0008409438,0.7067209,0.0017112376,0.009457434,0.21193296,0.0013378852,0.058020897],"study_design_scores_gemma":[0.00007363554,0.00032000314,0.01889545,0.0015120745,0.00019888955,0.0030209192,0.45316344,0.024807794,0.023196427,0.39144397,0.08304546,0.0003218706],"about_ca_topic_score_codex":0.0061794636,"about_ca_topic_score_gemma":0.0047613126,"teacher_disagreement_score":0.011912018,"about_ca_system_score_codex":0.0018670842,"about_ca_system_score_gemma":0.002099625,"threshold_uncertainty_score":0.02970308},"labels":[],"label_agreement":null},{"id":"W1537680736","doi":"10.1111/j.1467-9922.2011.00660.x","title":"Le Carte Blanc or la Carte Blanche? Bilingual Children's Acquisition of French Adjective Agreement","year":2011,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","field":"Psychology","cited_by":34,"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":"Adjective; Psychology; Determiner; Agreement; Linguistics; Noun; Vocabulary; Neuroscience of multilingualism; Grammatical gender; Age of Acquisition; Cognition; Philosophy","score_opus":0.011347645130624529,"score_gpt":0.26296829104714353,"score_spread":0.251620645916519,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1537680736","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99571747,0.00016776894,0.00012196025,0.00006177404,0.0000061579494,0.000002257681,0.000038811835,0.000013955881,0.0038699792],"genre_scores_gemma":[0.99850357,0.00010033774,0.00019176156,0.000024267427,0.0000019739996,0.0000034565535,0.00003557687,0.000005896855,0.0011331851],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996768,0.000062050145,0.000021321277,0.000076765566,0.00008854558,0.00007447473],"domain_scores_gemma":[0.99901223,0.00036438275,0.00027274626,0.00006107734,0.00016036755,0.0001291701],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00073603285,0.00030646537,0.00026544026,0.0003981404,0.00033961993,0.0009034688,0.000114122275,0.00045385797,0.004103387],"category_scores_gemma":[0.0017798701,0.00021563853,0.00017776072,0.00011275791,0.0004378433,0.0007535122,0.00036825,0.0003629006,0.0006360951],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020433858,0.00046377248,0.5644192,0.00030735673,0.000055846624,0.007704857,0.020619482,0.00045960568,0.32073486,0.0039753397,0.0012915807,0.07792473],"study_design_scores_gemma":[0.00006181369,0.0010246978,0.9483186,0.000110165805,0.000061136896,0.0108332,0.0058770343,0.00091281947,0.02717881,0.0010126235,0.0045620827,0.000047037436],"about_ca_topic_score_codex":0.015513207,"about_ca_topic_score_gemma":0.023712978,"teacher_disagreement_score":0.015513207,"about_ca_system_score_codex":0.0006172457,"about_ca_system_score_gemma":0.00076488,"threshold_uncertainty_score":0.03084582},"labels":[],"label_agreement":null},{"id":"W1549337014","doi":"10.1111/j.1467-9922.2010.00622.x","title":"Processing Advantages of Lexical Bundles: Evidence From Self‐Paced Reading and Sentence Recall Tasks","year":2011,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":379,"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":"Sentence; Reading (process); Recall; Natural language processing; Linguistics; Psychology; Word (group theory); Artificial intelligence; Psycholinguistics; Control (management); Computer science; Cognitive psychology; Cognition","score_opus":0.0473379334786759,"score_gpt":0.30468407321684643,"score_spread":0.25734613973817055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1549337014","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984004,0.00016043372,0.0006249473,0.000018965966,0.000006990716,0.000008083467,0.00005436507,0.000014357033,0.0007113676],"genre_scores_gemma":[0.99633646,0.0003491469,0.0019250938,0.00006661749,0.000024528716,0.00003488901,0.0003968659,0.00004791976,0.0008183193],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9995902,0.00007379278,0.000049144495,0.00014023989,0.00012103809,0.000025597079],"domain_scores_gemma":[0.99529994,0.0024639145,0.00125538,0.00044741252,0.00027993368,0.0002534253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008860011,0.0003404201,0.00035721215,0.0005313293,0.00016558424,0.0005981176,0.000296094,0.00034498307,0.0017160551],"category_scores_gemma":[0.0062354533,0.0003478961,0.00020245985,0.00019587725,0.00054984516,0.0013732362,0.0006706547,0.0004728772,0.00034181424],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0044503123,0.0007366727,0.03305874,0.0005532403,0.00017721433,0.00061629486,0.0027833346,0.0002691628,0.8870404,0.0005000798,0.00033902732,0.069475494],"study_design_scores_gemma":[0.00040979031,0.006531267,0.7865665,0.000057462566,0.000223656,0.004173528,0.0009976336,0.0018444532,0.19330263,0.0029404762,0.0028431988,0.0001093883],"about_ca_topic_score_codex":0.00022793091,"about_ca_topic_score_gemma":0.000304674,"teacher_disagreement_score":0.0017160551,"about_ca_system_score_codex":0.00008842974,"about_ca_system_score_gemma":0.00011778782,"threshold_uncertainty_score":0.0057407618},"labels":[],"label_agreement":null},{"id":"W1551604198","doi":"10.1111/j.1467-9922.2012.00723.x","title":"Intercultural Conflict and Mediation: An Intergroup Perspective","year":2012,"lang":"en","type":"article","venue":"Language Learning","topic":"Social and Intergroup Psychology","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Psychology; Mediation; Social psychology; Perspective (graphical); Context (archaeology); Group conflict; Mediator; Sociology","score_opus":0.024032229992891226,"score_gpt":0.38216296014404727,"score_spread":0.35813073015115604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1551604198","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8507469,0.012943293,0.0154479705,0.01212502,0.00018794065,0.000073279385,0.000041438605,0.000022807008,0.10841132],"genre_scores_gemma":[0.99709237,0.001432272,0.00075422897,0.00019114534,0.00003482443,0.00001622442,0.000007263362,0.0000033317995,0.00046840883],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9918296,0.0063866335,0.00009420303,0.00033890168,0.0005936179,0.0007570184],"domain_scores_gemma":[0.99128354,0.006145499,0.00114121,0.00031943648,0.00044301804,0.00066739146],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006393299,0.0006819041,0.00049241766,0.0024412386,0.0034375158,0.0058934405,0.0010894056,0.0015100446,0.0042100647],"category_scores_gemma":[0.009115222,0.00024583735,0.00046842967,0.0011169779,0.009563179,0.0058303764,0.0046982476,0.0024970153,0.00022591207],"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":[0.0002466637,0.00064350205,0.15898952,0.0004907292,0.00039898758,0.0046011503,0.37249106,0.0012870354,0.002675509,0.37152162,0.0011835814,0.08547061],"study_design_scores_gemma":[0.0001011497,0.0006268562,0.13963158,0.0012193928,0.00032565332,0.0031726323,0.5168484,0.0045062904,0.0016482051,0.29254374,0.039224222,0.00015195161],"about_ca_topic_score_codex":0.0025214867,"about_ca_topic_score_gemma":0.0021554108,"teacher_disagreement_score":0.006393299,"about_ca_system_score_codex":0.0014248848,"about_ca_system_score_gemma":0.0018478552,"threshold_uncertainty_score":0.03381139},"labels":[],"label_agreement":null},{"id":"W1598774187","doi":"10.1111/lang.12016","title":"Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment","year":2013,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Ell; Reading (process); Psychology; Residence; Academic achievement; Language proficiency; Achievement test; Affect (linguistics); Mathematics education; First language; Cognition; Immigration; Developmental psychology; Standardized test; Teaching method; Linguistics; Vocabulary development","score_opus":0.012578614908772677,"score_gpt":0.28281971597800803,"score_spread":0.2702411010692354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1598774187","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993148,0.000014067705,0.00028533465,0.000011463291,6.7e-7,0.0000057940424,0.00010774852,0.000008146509,0.00025192392],"genre_scores_gemma":[0.9991184,0.000018397173,0.0003435704,0.0000039394768,5.3518886e-7,0.000007347785,0.00028592188,0.0000022461277,0.00021969315],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996288,0.000112378824,0.000025737841,0.00007856927,0.00008614609,0.000068330104],"domain_scores_gemma":[0.9980102,0.00069535954,0.0006045001,0.00017128288,0.00024943388,0.00026916066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010979954,0.00045833387,0.00025281025,0.0010443829,0.0006718413,0.0012166005,0.0005283011,0.00027992125,0.0013463424],"category_scores_gemma":[0.005032452,0.00017751919,0.000649736,0.0007596463,0.0003601477,0.00053932203,0.0012784043,0.00043424533,0.00029615188],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007470677,0.00006671181,0.9938459,0.0000046943146,0.0000348853,0.000035614154,0.0005650013,0.00052649167,0.00014080312,0.000059022048,0.000055136927,0.0045910934],"study_design_scores_gemma":[0.0000064752858,0.00017564418,0.9900946,0.000010594417,0.000045158355,0.000061060106,0.002231824,0.006630377,0.00030243627,0.00010919369,0.0003232779,0.000009427363],"about_ca_topic_score_codex":0.1718501,"about_ca_topic_score_gemma":0.23538755,"teacher_disagreement_score":0.1718501,"about_ca_system_score_codex":0.0013755143,"about_ca_system_score_gemma":0.0015309849,"threshold_uncertainty_score":0.3416996},"labels":[],"label_agreement":null},{"id":"W1604751532","doi":"10.1111/j.1467-9922.2010.00616.x","title":"Lexical Frequency Profiles and Zipf's Law","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"Natural Language Processing Techniques","field":"Computer Science","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; University of Victoria","funders":"","keywords":"Zipf's law; Vocabulary; Word lists by frequency; Natural language processing; Artificial intelligence; Probabilistic logic; Word (group theory); Computer science; Homogeneous; Linguistics; Psychology; Statistics; Cognitive psychology; Statistical physics; Mathematics; Sentence","score_opus":0.0052063690556130495,"score_gpt":0.2558624053061282,"score_spread":0.25065603625051514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1604751532","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":[0.32691035,0.0023242538,0.6344466,0.002465076,0.000109119566,0.0003424719,0.0013276316,0.00095214316,0.031122405],"genre_scores_gemma":[0.9517121,0.0009828242,0.04231907,0.00025495354,0.00018161825,0.00034238535,0.0005562752,0.00007787613,0.0035730253],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9985322,0.00052296586,0.00007498677,0.00031962225,0.00039197743,0.0001582293],"domain_scores_gemma":[0.979122,0.015463816,0.001580325,0.0017956062,0.001596045,0.00044230037],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032101152,0.00038731823,0.0009065774,0.0034827474,0.0009772675,0.0024560718,0.0013858613,0.0015167623,0.0040044216],"category_scores_gemma":[0.040474206,0.0005110209,0.0006791963,0.002392787,0.0026088855,0.0061262813,0.00089336775,0.0012608927,0.0012175953],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021728249,0.00008604936,0.025395036,0.00015738218,0.00008930208,0.0004442531,0.0013016489,0.108861394,0.0017922369,0.79128444,0.005505046,0.06486596],"study_design_scores_gemma":[0.000046691224,0.000048500657,0.013424967,0.00005841326,0.00001970189,0.00043438099,0.00025598885,0.32894066,0.0007138711,0.650872,0.005096481,0.00008840349],"about_ca_topic_score_codex":0.0051111947,"about_ca_topic_score_gemma":0.0018119342,"teacher_disagreement_score":0.0051111947,"about_ca_system_score_codex":0.0019064421,"about_ca_system_score_gemma":0.0006555058,"threshold_uncertainty_score":0.016976893},"labels":[],"label_agreement":null},{"id":"W1629732200","doi":"10.1111/j.1467-9922.2012.00724.x","title":"Improving L2 Listeners’ Perception of English Vowels: A Computer‐Mediated Approach","year":2012,"lang":"en","type":"article","venue":"Language Learning","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":142,"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; Mandarin Chinese; Vowel; Perception; Context (archaeology); Context effect; Phonetics; Linguistics; Audiology","score_opus":0.019344525203507504,"score_gpt":0.3001550588226261,"score_spread":0.2808105336191186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1629732200","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99706477,0.000072413364,0.0018623054,0.000054251093,0.000008672819,0.00006567394,0.000009827207,0.000042457275,0.00081968476],"genre_scores_gemma":[0.9904331,0.00019042507,0.0060613193,0.00007496141,0.000024639603,0.00015851816,0.000028059078,0.000019954328,0.0030089552],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9997719,0.000075617005,0.000008346155,0.00006536572,0.000035501627,0.00004328056],"domain_scores_gemma":[0.9996773,0.00015334031,0.000030994936,0.000038739756,0.00003149724,0.00006817817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044577834,0.0005584243,0.0003755827,0.00022888042,0.0003154339,0.00040027456,0.00045235877,0.0005519089,0.002995259],"category_scores_gemma":[0.00081927684,0.00018484784,0.00021110213,0.000062378705,0.00044917388,0.00027276843,0.0004739467,0.0006030935,0.00042220953],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015568765,0.005063878,0.0016138547,0.00017911004,0.00002850105,0.00021893115,0.0015795006,0.00022425895,0.9317016,0.00020062433,0.00020619508,0.05742665],"study_design_scores_gemma":[0.0017528386,0.06768463,0.09873461,0.00007418302,0.000349844,0.0019159606,0.0019732022,0.0047157984,0.81173676,0.0007284991,0.010211443,0.00012224998],"about_ca_topic_score_codex":0.001115435,"about_ca_topic_score_gemma":0.001135927,"teacher_disagreement_score":0.002995259,"about_ca_system_score_codex":0.0001973163,"about_ca_system_score_gemma":0.0004040495,"threshold_uncertainty_score":0.010020137},"labels":[],"label_agreement":null},{"id":"W1709146059","doi":"10.1111/j.1467-9922.2011.00639.x","title":"Effects of Form‐Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English","year":2011,"lang":"en","type":"article","venue":"Language Learning","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":360,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Pronunciation; Psychology; Generalizability theory; Corrective feedback; Vowel; Notice; Formant; Linguistics; Mathematics education; Developmental psychology","score_opus":0.012350415434215195,"score_gpt":0.26324534231394764,"score_spread":0.25089492687973247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1709146059","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99991167,0.0000111203135,0.000021842647,0.0000021904173,0.0000010773374,0.0000055123305,0.0000016991767,0.000001187653,0.00004367252],"genre_scores_gemma":[0.9990895,0.0000640374,0.0005541943,0.000011748175,0.0000028261657,0.000024006995,0.00001543509,0.000001820979,0.00023637022],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99952817,0.00013997572,0.000059840248,0.0000924869,0.0001051552,0.00007437756],"domain_scores_gemma":[0.99853396,0.0005430283,0.0002404435,0.0000884527,0.00020060074,0.0003935119],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083782175,0.0004027806,0.00038979203,0.00016790934,0.00022601636,0.00024864747,0.00020931233,0.00032572885,0.0008818373],"category_scores_gemma":[0.0033221405,0.00025323362,0.00021797711,0.000071297276,0.00033398235,0.00026246495,0.00041757463,0.00031902044,0.00013711595],"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":[0.033169504,0.022689922,0.15964076,0.0006946335,0.00023413362,0.0012247589,0.02293982,0.00064221845,0.44712582,0.000109663975,0.0002824425,0.31124625],"study_design_scores_gemma":[0.0012428375,0.08995077,0.82559556,0.00008799386,0.00030314736,0.0007141394,0.007073973,0.0016295387,0.07159435,0.000101549194,0.0016237135,0.000082467],"about_ca_topic_score_codex":0.001681578,"about_ca_topic_score_gemma":0.0029038673,"teacher_disagreement_score":0.001681578,"about_ca_system_score_codex":0.00014203259,"about_ca_system_score_gemma":0.00035167055,"threshold_uncertainty_score":0.0044308305},"labels":[],"label_agreement":null},{"id":"W1710723989","doi":"10.1111/lang.12103","title":"The Detection and Primed Production of Novel Constructions","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Linguistics; Psychology; Transitive relation; Priming (agriculture); Task (project management); Verb; Object (grammar); Comprehension; Subject (documents); Production (economics); Computer science; Mathematics","score_opus":0.03234674577448977,"score_gpt":0.2832219798231988,"score_spread":0.25087523404870904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1710723989","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977314,0.000025178908,0.0012434901,0.000007775589,0.0000054805814,0.000009761624,0.000014948173,0.000015629885,0.00094631134],"genre_scores_gemma":[0.99713385,0.000027858603,0.0021177705,0.000013894864,0.0000046516184,0.00002294175,0.000045974586,0.00002483525,0.0006082218],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9992101,0.00024744816,0.00006413522,0.00026278265,0.00013424647,0.00008124961],"domain_scores_gemma":[0.9959454,0.0022919085,0.00069072,0.0005028283,0.00028184705,0.00028729255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001126251,0.0003328749,0.000354815,0.00021578395,0.00020890859,0.00085569476,0.00018714926,0.00038908087,0.002797791],"category_scores_gemma":[0.0047922893,0.00038466096,0.00020867905,0.00009503272,0.00056076446,0.0007071131,0.0010740167,0.000564296,0.0006053068],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00088531204,0.00018096543,0.025120474,0.0001558693,0.000015026424,0.0008585797,0.0063649286,0.0000935632,0.95027566,0.00080030796,0.000063793246,0.015185483],"study_design_scores_gemma":[0.00017013826,0.0045632864,0.3507273,0.00006650515,0.000086789456,0.012396398,0.00582105,0.003530501,0.614803,0.002825558,0.004901316,0.000108233224],"about_ca_topic_score_codex":0.000168062,"about_ca_topic_score_gemma":0.00017503767,"teacher_disagreement_score":0.002797791,"about_ca_system_score_codex":0.00013985728,"about_ca_system_score_gemma":0.00025969028,"threshold_uncertainty_score":0.009359539},"labels":[],"label_agreement":null},{"id":"W1725627099","doi":"10.1111/j.1467-9922.2010.00562.x","title":"Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":735,"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; Simple (philosophy); Meta-analysis; Van de Graaff generator; Type (biology); Second-language acquisition; Cognitive psychology; Feature (linguistics); Linguistics; Natural language processing; Mathematics education; Computer science","score_opus":0.045557419513944,"score_gpt":0.3176710019718397,"score_spread":0.2721135824578957,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1725627099","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20587097,0.77134913,0.011858178,0.0009672647,0.0009649631,0.0028611207,0.0039862343,0.00034659004,0.0017955869],"genre_scores_gemma":[0.87500644,0.10514626,0.01100707,0.00068219914,0.00025618967,0.005382972,0.0012576758,0.00011775731,0.0011433864],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.98387665,0.010063189,0.0025562197,0.0018324166,0.0013089316,0.00036254266],"domain_scores_gemma":[0.9402226,0.052473605,0.00366505,0.0016752728,0.0014496936,0.0005137807],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020412425,0.0027113212,0.013116499,0.004427392,0.0008741103,0.0029014302,0.0026538393,0.003152112,0.0041428274],"category_scores_gemma":[0.051218092,0.0014971743,0.03309618,0.005191065,0.0011749689,0.0019144297,0.0011935886,0.0023308762,0.00036559434],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.009471508,0.000102455226,0.01180291,0.06211879,0.90732324,0.00025730135,0.00021818503,0.0005795307,0.00067542493,0.00016804777,0.00041769093,0.006864973],"study_design_scores_gemma":[0.0016841603,0.000907573,0.006275708,0.0021729944,0.9869932,0.000085101725,0.00006055826,0.00027946365,0.0005060582,0.00020289692,0.0008085226,0.000023713912],"about_ca_topic_score_codex":0.0035878003,"about_ca_topic_score_gemma":0.006379485,"teacher_disagreement_score":0.020412425,"about_ca_system_score_codex":0.0020154044,"about_ca_system_score_gemma":0.0019481584,"threshold_uncertainty_score":0.107952535},"labels":[],"label_agreement":null},{"id":"W1818556548","doi":"10.1111/lang.12120","title":"Experience Effects on the Development of Late Second Language Learners’ Oral Proficiency","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":76,"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; Linguistics; Vocabulary; Language proficiency; First language; Vocabulary development; Pronunciation; Prosody; Contrast (vision); Second language; Operationalization; Mathematics education; Computer science; Artificial intelligence","score_opus":0.045871447767312244,"score_gpt":0.3655798734689191,"score_spread":0.3197084257016069,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1818556548","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996933,0.000031303367,0.000021174352,0.000004278069,8.8069345e-7,0.0000018561573,0.0000069500866,0.0000013213717,0.00023910849],"genre_scores_gemma":[0.99934536,0.000047528072,0.00007145172,0.0000061716155,0.0000013964016,0.000005657611,0.00001831656,0.0000019914328,0.00050199154],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996885,0.00007710846,0.000021622744,0.000056139397,0.00008237654,0.000074298456],"domain_scores_gemma":[0.9977404,0.0006368618,0.0005566105,0.00007751519,0.00032331623,0.0006653216],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005594885,0.00028115723,0.00021563195,0.00028745199,0.00036952482,0.0009581458,0.00020115082,0.00026300427,0.0022735363],"category_scores_gemma":[0.002944978,0.0001374912,0.00020196666,0.00013584657,0.0004919354,0.00028591373,0.0008255163,0.00033249203,0.00023983954],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017434518,0.0009254916,0.8698633,0.00013492684,0.000060664293,0.0018062594,0.029422728,0.00012873544,0.068568826,0.00010993572,0.00013593116,0.02709975],"study_design_scores_gemma":[0.000007897767,0.0012638555,0.9850182,0.000012107397,0.000020574842,0.0002818161,0.009239759,0.00007249849,0.0034904308,0.000029998864,0.00055016443,0.000012707589],"about_ca_topic_score_codex":0.0077191256,"about_ca_topic_score_gemma":0.014287533,"teacher_disagreement_score":0.0077191256,"about_ca_system_score_codex":0.00041980034,"about_ca_system_score_gemma":0.0005565592,"threshold_uncertainty_score":0.015348375},"labels":[],"label_agreement":null},{"id":"W1875204997","doi":"10.1111/j.1467-9922.2009.00559.x","title":"Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"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 Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Metacognition; Active listening; Recall; Listening comprehension; Second language; Control (management); Cognitive psychology; Comprehension; Mathematics education; Linguistics; Cognition; Communication; Computer science","score_opus":0.024355447079124015,"score_gpt":0.3117717394888683,"score_spread":0.2874162924097443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1875204997","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988181,0.0000346057,0.00023193154,0.00005038904,0.0000028224624,0.00007742425,0.00000789795,0.0000039651477,0.0007728313],"genre_scores_gemma":[0.9970341,0.00013546825,0.0014999252,0.00012082233,0.000010709007,0.00019444406,0.000025451667,0.0000067744395,0.0009723854],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9969068,0.001686213,0.00019663786,0.0003730924,0.00052989187,0.0003072414],"domain_scores_gemma":[0.9734759,0.02072345,0.0014679985,0.0014473049,0.0016300131,0.0012553666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060682283,0.000569156,0.0005760427,0.0005972781,0.0021864593,0.001680005,0.001266889,0.0011150595,0.002177386],"category_scores_gemma":[0.022712078,0.00032317295,0.00023754647,0.00045268636,0.0015126135,0.001521541,0.00173865,0.0015436729,0.0004009316],"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":[0.0036419795,0.07905007,0.20943463,0.0014999146,0.00015359241,0.0035225751,0.437728,0.0012399749,0.036722653,0.0025345953,0.0014322711,0.22303972],"study_design_scores_gemma":[0.0016456682,0.05515434,0.38110647,0.0007279208,0.00040883932,0.003691457,0.46734583,0.005506125,0.048363805,0.0028174815,0.033016,0.00021598712],"about_ca_topic_score_codex":0.001841602,"about_ca_topic_score_gemma":0.0028658407,"teacher_disagreement_score":0.0060682283,"about_ca_system_score_codex":0.0008579449,"about_ca_system_score_gemma":0.0012621533,"threshold_uncertainty_score":0.032092273},"labels":[],"label_agreement":null},{"id":"W1890935541","doi":"10.1111/lang.12053","title":"Opening the Window on Comprehensible Pronunciation After 19 Years: A Workplace Training Study","year":2014,"lang":"en","type":"article","venue":"Language Learning","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":129,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"NorQuest College; Concordia University; Simon Fraser University; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pronunciation; Psychology; Fluency; Intelligibility (philosophy); Stress (linguistics); Prosody; Perception; Linguistics; Phonetics; Cognitive psychology; Mathematics education","score_opus":0.03246758040734725,"score_gpt":0.34525963139658594,"score_spread":0.3127920509892387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1890935541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995334,0.00003832295,0.00003312345,0.000029678935,0.000007897723,0.000011159486,0.000008399733,0.0000026485964,0.0003354017],"genre_scores_gemma":[0.99870086,0.00008469947,0.00009730421,0.00004992125,0.000018116452,0.00002388457,0.000028154765,0.0000027079236,0.0009943228],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993393,0.00015188321,0.00004585844,0.000079527286,0.00012744812,0.00025592718],"domain_scores_gemma":[0.9968376,0.00068765716,0.0003919606,0.00015062866,0.00045811597,0.0014740643],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016364689,0.00036655724,0.00056912214,0.00059811614,0.0014176152,0.00077243336,0.00045841778,0.0008556197,0.002133037],"category_scores_gemma":[0.0035718272,0.00019739137,0.00032778984,0.00022994478,0.0005315826,0.00053557527,0.0010947562,0.0009430243,0.00048223705],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025219768,0.06182156,0.5014345,0.0004191482,0.00014900514,0.011277407,0.13126487,0.0003252102,0.038513526,0.00028132668,0.0015898704,0.25040162],"study_design_scores_gemma":[0.00015045056,0.02887074,0.9286485,0.00007975774,0.00010198175,0.0013267533,0.029345017,0.00019763006,0.00562485,0.00017397913,0.0054265303,0.000053753214],"about_ca_topic_score_codex":0.0019362284,"about_ca_topic_score_gemma":0.004425163,"teacher_disagreement_score":0.002133037,"about_ca_system_score_codex":0.00032007543,"about_ca_system_score_gemma":0.00068172603,"threshold_uncertainty_score":0.008654594},"labels":[],"label_agreement":null},{"id":"W1904542684","doi":"10.1111/lang.12105","title":"Learner Variables in Second Language Listening Comprehension: An Exploratory Path Analysis","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":248,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University; University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Active listening; Psychology; Vocabulary; Path analysis (statistics); Cognitive psychology; Listening comprehension; Comprehension; Linguistics; Computer science; Communication","score_opus":0.034657706559688035,"score_gpt":0.26605122932659714,"score_spread":0.2313935227669091,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1904542684","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98929906,0.000076607714,0.007876892,0.00020289223,0.000012614714,0.0005996165,0.00084332214,0.000060800205,0.0010281068],"genre_scores_gemma":[0.97427213,0.00024891674,0.021122696,0.000041299638,0.000008438969,0.0016867875,0.0012310566,0.000041698808,0.0013469349],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972813,0.0017748448,0.00011126727,0.00027222486,0.0002641173,0.00029619024],"domain_scores_gemma":[0.9847735,0.012416269,0.00091002195,0.00040327138,0.0010712488,0.0004257295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008431602,0.0017517271,0.0011170646,0.002937557,0.0013313929,0.002447734,0.0010487814,0.00084255764,0.008320546],"category_scores_gemma":[0.01481305,0.0007337159,0.0027673363,0.0031374625,0.0008531685,0.002003114,0.002565224,0.002179101,0.0005575327],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009125047,0.0022766574,0.8862102,0.00040200606,0.0009308723,0.0011987865,0.02974585,0.009618471,0.0021738627,0.00522236,0.0013337145,0.059974626],"study_design_scores_gemma":[0.00043091885,0.008074568,0.72967243,0.00068857486,0.0015258237,0.0012312504,0.06435949,0.1681134,0.0035723865,0.013777875,0.0082297465,0.00032360936],"about_ca_topic_score_codex":0.011944002,"about_ca_topic_score_gemma":0.0071634026,"teacher_disagreement_score":0.011944002,"about_ca_system_score_codex":0.0012991688,"about_ca_system_score_gemma":0.006717715,"threshold_uncertainty_score":0.04459107},"labels":[],"label_agreement":null},{"id":"W1909616715","doi":"10.1111/lang.12131","title":"Focus on Italian Verbal Morphology in Multilingual Classes","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Plural; Psychology; Mathematics education; Focus group; Focus (optics); Linguistics; Developmental psychology","score_opus":0.04268056712176516,"score_gpt":0.29213116375218173,"score_spread":0.24945059663041658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1909616715","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985629,0.000030783496,0.000042445547,0.00002326239,0.0000039618517,0.00005163266,0.000007952687,0.0000066575253,0.0012704645],"genre_scores_gemma":[0.99702185,0.00009261616,0.00046381002,0.00006059862,0.000018018389,0.00030037324,0.000042216187,0.000006386207,0.0019939884],"study_design_codex":"bench_or_experimental","study_design_gemma":"qualitative","domain_scores_codex":[0.9987992,0.00037899814,0.00006682586,0.00031527685,0.000194918,0.00024475282],"domain_scores_gemma":[0.9981951,0.0006780359,0.00037049153,0.00020186063,0.000108479486,0.00044593296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009604238,0.0006446166,0.0007656406,0.00037581674,0.00084315194,0.0007000273,0.0006828968,0.00039935394,0.003415156],"category_scores_gemma":[0.003186128,0.00028172744,0.00029021894,0.00022221985,0.0010391229,0.00034772998,0.0010283961,0.0007450109,0.00070396875],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.017032258,0.14569134,0.10496222,0.0014249091,0.00015950593,0.0022956866,0.11768458,0.0009002778,0.31969628,0.0019096961,0.002283398,0.2859598],"study_design_scores_gemma":[0.0028906625,0.08957288,0.84693336,0.00015560708,0.00019460755,0.00061452447,0.013201398,0.0005449213,0.027664602,0.00074062735,0.017383158,0.0001035786],"about_ca_topic_score_codex":0.0018755348,"about_ca_topic_score_gemma":0.003484992,"teacher_disagreement_score":0.003415156,"about_ca_system_score_codex":0.0008862253,"about_ca_system_score_gemma":0.001263569,"threshold_uncertainty_score":0.011424899},"labels":[],"label_agreement":null},{"id":"W1913483794","doi":"10.1111/j.1467-9922.2011.00656.x","title":"An Exploration of L2 Teachers’ Use of Pedagogical Interventions Devised to Draw L2 Learners’ Attention to Form","year":2011,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":60,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychological intervention; Psychology; Grammar; Intervention (counseling); Class (philosophy); Observational study; Focus on form; Mathematics education; Linguistics; Computer science","score_opus":0.3652113040360256,"score_gpt":0.38113751039157157,"score_spread":0.01592620635554598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1913483794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970553,0.000075994445,0.0012541076,0.00004415275,0.0000040307705,0.00019542141,0.00004216771,0.000022937667,0.0013059274],"genre_scores_gemma":[0.9919377,0.00019762809,0.005503228,0.00006550063,0.0000079863785,0.0005406952,0.00008939454,0.00001858217,0.0016392104],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9969824,0.001745832,0.00017145246,0.00037988863,0.00039665628,0.000323814],"domain_scores_gemma":[0.99244446,0.005020341,0.0010873688,0.0005168887,0.0005530858,0.00037781365],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002865413,0.00043745554,0.00052646425,0.0012023058,0.0011648062,0.0009614643,0.0008675345,0.0007328217,0.0010851083],"category_scores_gemma":[0.013910729,0.00036414684,0.00029640892,0.00045906776,0.0010916954,0.0006232258,0.0013138377,0.0008115836,0.00021198275],"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":[0.0008292088,0.0055066436,0.14778702,0.0015168774,0.0000796697,0.0011497996,0.52956706,0.00078214076,0.044648565,0.0007922665,0.000888362,0.26645237],"study_design_scores_gemma":[0.00038875118,0.009506796,0.61443806,0.0007224984,0.0002017056,0.0018935472,0.28643814,0.0025334645,0.03274092,0.00080565293,0.05010716,0.0002233837],"about_ca_topic_score_codex":0.0037468746,"about_ca_topic_score_gemma":0.008706251,"teacher_disagreement_score":0.0037468746,"about_ca_system_score_codex":0.0016265614,"about_ca_system_score_gemma":0.0015789265,"threshold_uncertainty_score":0.0151539445},"labels":[],"label_agreement":null},{"id":"W1922203822","doi":"10.1111/lang.12051","title":"Adults’ and 8‐Year‐Olds’ Learning in a Foreign Word Repetition Task: Similar and Different","year":2014,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","field":"Psychology","cited_by":11,"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":"Natural Sciences and Engineering Research Council of Canada; Academy of Finland","keywords":"Psychology; Repetition (rhetorical device); Task (project management); Session (web analytics); Surprise; Age of Acquisition; Cognitive psychology; Word (group theory); Linguistics; Communication; Cognition; Computer science","score_opus":0.004329655839000795,"score_gpt":0.2324342455964967,"score_spread":0.2281045897574959,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1922203822","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993412,0.00006074544,0.0000430702,0.000006427066,0.000007042459,0.000006998231,0.000053180083,0.0000027242706,0.00047862218],"genre_scores_gemma":[0.9966594,0.0001059359,0.00021068251,0.000038275924,0.0000065510935,0.000033875876,0.00027614916,0.0000041312933,0.0026649202],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9996506,0.000021649925,0.00006731096,0.00011349441,0.00007427815,0.00007263497],"domain_scores_gemma":[0.9989992,0.000175522,0.0002500604,0.00011860589,0.00017096163,0.0002856098],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000837092,0.00038868346,0.0004734518,0.00063565245,0.00017316957,0.0005204503,0.00030500503,0.0005365906,0.0021631452],"category_scores_gemma":[0.0013938128,0.00025504507,0.00031073907,0.00012208038,0.00045104077,0.0008094805,0.0004981865,0.0004964309,0.00067893416],"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":[0.007938082,0.0036632756,0.2842319,0.00040553615,0.00021457415,0.0043745143,0.019813672,0.00022619648,0.6338846,0.000811089,0.000634443,0.043802083],"study_design_scores_gemma":[0.00013802563,0.0061317612,0.9643502,0.000029583594,0.00010058283,0.0018497985,0.0024484193,0.00027873408,0.022325257,0.000354086,0.0019511726,0.00004231496],"about_ca_topic_score_codex":0.0013548299,"about_ca_topic_score_gemma":0.0016085875,"teacher_disagreement_score":0.0021631452,"about_ca_system_score_codex":0.0001349162,"about_ca_system_score_gemma":0.00018855442,"threshold_uncertainty_score":0.007236421},"labels":[],"label_agreement":null},{"id":"W1923541208","doi":"10.1111/lang.12020","title":"Participation Structure and Incidental Focus on Form in Adult ESL Classrooms","year":2013,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":50,"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","keywords":"Psychology; Class (philosophy); Focus on form; Mathematics education; Focus (optics); Developmental psychology; Pedagogy; Linguistics; Grammar","score_opus":0.009188666506947107,"score_gpt":0.2395207398668743,"score_spread":0.2303320733599272,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1923541208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99768436,0.00006921606,0.00043774192,0.00002208252,0.0000019868185,0.000010438518,0.0000087470235,0.000008823969,0.0017565598],"genre_scores_gemma":[0.9989472,0.000047833375,0.00048869394,0.000009379608,0.000002815987,0.000013993434,0.000015953608,0.00000338337,0.00047072323],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99836975,0.0006562518,0.00011040767,0.00025038907,0.00042632595,0.00018686627],"domain_scores_gemma":[0.9942168,0.0027967293,0.0015289906,0.00030154796,0.0003748604,0.00078097155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015845795,0.00021342309,0.00027927855,0.00082061294,0.00060089276,0.0010668188,0.00035279745,0.000291767,0.0015981902],"category_scores_gemma":[0.008387192,0.00019113219,0.00017100693,0.0002206882,0.0011081869,0.00076517527,0.0017183332,0.00036414302,0.00014214909],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006309499,0.0012762938,0.52698344,0.00054732966,0.000052880172,0.0014649592,0.21806295,0.0004964746,0.05192596,0.0019790996,0.0005740425,0.19600563],"study_design_scores_gemma":[0.000028842856,0.00095600274,0.9460765,0.00013404383,0.00002925262,0.0010763995,0.040708072,0.000590764,0.0038373324,0.0008813331,0.005644918,0.000036470075],"about_ca_topic_score_codex":0.0009823879,"about_ca_topic_score_gemma":0.0028167365,"teacher_disagreement_score":0.0015981902,"about_ca_system_score_codex":0.00045995723,"about_ca_system_score_gemma":0.00044441276,"threshold_uncertainty_score":0.008380115},"labels":[],"label_agreement":null},{"id":"W1949015144","doi":"10.1111/lang.12082","title":"L2 Learners’ Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech","year":2014,"lang":"en","type":"article","venue":"Language Learning","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"German; Fluency; Psychology; Linguistics; Language proficiency; Indo-European languages; Multilingualism; Phonology; English as a lingua franca; First language; Neuroscience of multilingualism; Second-language acquisition; Lingua franca; Pedagogy; Mathematics education","score_opus":0.02328657136117279,"score_gpt":0.4038695845392869,"score_spread":0.3805830131781141,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1949015144","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997404,0.000009039064,0.000036346195,0.000002027671,4.892669e-7,0.000003032302,0.000011126184,0.000001388019,0.00019613595],"genre_scores_gemma":[0.9991831,0.00002347274,0.0001435089,0.000007709406,0.0000012490167,0.000011481079,0.00004543315,0.0000019970691,0.00058207836],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995474,0.00012517872,0.000054359778,0.00008847148,0.00012427199,0.00006032213],"domain_scores_gemma":[0.9978144,0.00070651417,0.00049071154,0.00014492091,0.00040862107,0.00043486245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016990466,0.00043902211,0.00027298697,0.0006933256,0.00032035506,0.00090138277,0.00018263633,0.0003903489,0.0018056631],"category_scores_gemma":[0.0038977135,0.00019002537,0.00024172089,0.00014260934,0.00055035535,0.0005275111,0.00064910436,0.00043627762,0.00047697625],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064849504,0.00056013756,0.9220126,0.000049663286,0.00008110019,0.0005091693,0.02359909,0.00027137107,0.03509897,0.00011645241,0.0002593363,0.016793625],"study_design_scores_gemma":[0.000023883173,0.0013684622,0.9801922,0.000013594549,0.000022826089,0.0006312631,0.00987028,0.0004949112,0.006684409,0.00010248986,0.0005659744,0.00002964326],"about_ca_topic_score_codex":0.0021222045,"about_ca_topic_score_gemma":0.0034713107,"teacher_disagreement_score":0.0021222045,"about_ca_system_score_codex":0.00020899923,"about_ca_system_score_gemma":0.00021059572,"threshold_uncertainty_score":0.008985519},"labels":[],"label_agreement":null},{"id":"W1955116558","doi":"10.1111/lang.12055","title":"Languages As Categories: Reframing the “One Language or Two” Question in Early Bilingual Development","year":2014,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","field":"Psychology","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Neuroscience of multilingualism; Linguistics; Psychology; Context (archaeology); Cognitive reframing; Language development; Developmental linguistics; Comprehension approach; Developmental psychology; Language education; Mathematics education","score_opus":0.010865927046766435,"score_gpt":0.32175216704807785,"score_spread":0.31088624000131143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1955116558","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7756109,0.014900797,0.020982144,0.03037153,0.00040172396,0.00003705979,0.00006285701,0.000060963444,0.157572],"genre_scores_gemma":[0.9929497,0.0018048945,0.0028892788,0.0005807343,0.000030176638,0.000018922636,0.000011765949,0.000020670335,0.0016937832],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9987074,0.00080962473,0.00003405203,0.00012426918,0.0001553731,0.00016927707],"domain_scores_gemma":[0.99819,0.0011364857,0.000172847,0.000121192425,0.00015102532,0.00022841623],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022818218,0.0002606602,0.0003123891,0.0013667262,0.0021964305,0.0036104543,0.0005600407,0.0013600276,0.0011317822],"category_scores_gemma":[0.0030706774,0.00028868983,0.00023348331,0.00079377444,0.02385925,0.010579439,0.003860711,0.0026027185,0.0001413829],"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":[0.00008631521,0.000040143517,0.011640502,0.00018246844,0.0000069060366,0.0013826656,0.35973322,0.00019030004,0.0032548038,0.59002495,0.0008480131,0.03260974],"study_design_scores_gemma":[0.000024048692,0.000120859215,0.017775582,0.00038646557,0.000024121984,0.0032316165,0.27106467,0.0009434566,0.0021606362,0.6394353,0.06476719,0.0000660726],"about_ca_topic_score_codex":0.009867409,"about_ca_topic_score_gemma":0.01801693,"teacher_disagreement_score":0.009867409,"about_ca_system_score_codex":0.0025952293,"about_ca_system_score_gemma":0.0027151753,"threshold_uncertainty_score":0.019619942},"labels":[],"label_agreement":null},{"id":"W1962663540","doi":"10.1111/j.1467-9922.2010.00628.x","title":"Acquiring Regular and Irregular Past Tense Morphemes in English and French: Evidence From Bilingual Children","year":2011,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","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":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Morpheme; Linguistics; Psychology; Past tense; Focus (optics); Verb","score_opus":0.01767488255394998,"score_gpt":0.25024099318433357,"score_spread":0.2325661106303836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1962663540","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99923515,0.00008815947,0.00004126013,0.000013259425,0.0000014473609,0.0000022414254,0.000040433468,0.0000026728956,0.0005753922],"genre_scores_gemma":[0.9990085,0.00015703452,0.00018006329,0.000037374986,0.0000022185325,0.00001081884,0.00011613703,0.0000050648596,0.00048281756],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99933714,0.00015003541,0.00006352814,0.00016064492,0.00014574904,0.00014300064],"domain_scores_gemma":[0.9979482,0.0009223531,0.00043124286,0.00012869408,0.00039299202,0.00017659814],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010850205,0.0005368504,0.0005626807,0.0012969417,0.00080181425,0.0011035895,0.0002571964,0.0006879259,0.0019190465],"category_scores_gemma":[0.0027903973,0.00040818314,0.0003041493,0.00053264824,0.0011043194,0.00081388996,0.00076622015,0.00045729306,0.0005534305],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010977666,0.000637654,0.79426235,0.00038137785,0.00011456731,0.006128979,0.07210268,0.00017150289,0.082771525,0.0006486812,0.00035128777,0.041331645],"study_design_scores_gemma":[0.000034250184,0.0007923344,0.9681208,0.000035996003,0.00007336437,0.0072777546,0.015389216,0.00013523609,0.0057508727,0.0001718725,0.0021713432,0.00004693524],"about_ca_topic_score_codex":0.024064451,"about_ca_topic_score_gemma":0.03900888,"teacher_disagreement_score":0.024064451,"about_ca_system_score_codex":0.0005705141,"about_ca_system_score_gemma":0.00046173786,"threshold_uncertainty_score":0.04784876},"labels":[],"label_agreement":null},{"id":"W1967320647","doi":"10.1111/j.1467-9922.2007.00412.x","title":"Acquisition of Literacy in Bilingual Children: A Framework for Research","year":2007,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":331,"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; Literacy; Linguistics; Neuroscience of multilingualism; Bilingual education; Mathematics education; Pedagogy","score_opus":0.03192540854495735,"score_gpt":0.4481633387941842,"score_spread":0.41623793024922684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1967320647","genre_codex":"review","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08243719,0.49200025,0.048938558,0.13135184,0.0012251883,0.0018997607,0.0005365097,0.00017673154,0.24143404],"genre_scores_gemma":[0.7304129,0.18063089,0.065816276,0.008130897,0.00088916824,0.004999903,0.00029744094,0.00007584907,0.0087467125],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9803453,0.0152968,0.000980861,0.001350657,0.00090976874,0.0011165994],"domain_scores_gemma":[0.9824269,0.013825242,0.0011409904,0.00048351914,0.0011016804,0.001021662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026663035,0.0014082085,0.0024582096,0.010642731,0.0062531116,0.014952288,0.0028053068,0.005782584,0.0027122395],"category_scores_gemma":[0.011401488,0.0010324263,0.0009854739,0.008269541,0.041203365,0.020744493,0.010087824,0.005733986,0.0003776606],"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":[0.000050045604,0.00024049924,0.0047518937,0.0015871649,0.000030197125,0.0008850081,0.0731802,0.00030142989,0.00040646477,0.88944787,0.0016191521,0.027500045],"study_design_scores_gemma":[0.000111776266,0.0005400876,0.013237132,0.011131889,0.00011894041,0.0014524453,0.17107312,0.0021708263,0.00059829553,0.68771297,0.11167282,0.00017971612],"about_ca_topic_score_codex":0.022203399,"about_ca_topic_score_gemma":0.019384343,"teacher_disagreement_score":0.026663035,"about_ca_system_score_codex":0.018653508,"about_ca_system_score_gemma":0.01798995,"threshold_uncertainty_score":0.14100927},"labels":[],"label_agreement":null},{"id":"W1975935443","doi":"10.1111/0023-8333.00184","title":"Semantic and Conceptual Knowledge Underlying Bilingual Babies' First Signs and Words","year":2002,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","field":"Psychology","cited_by":109,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Linguistics; Neuroscience of multilingualism; Attribution; Point (geometry); Dual (grammatical number); Language acquisition; Cognitive psychology; Social psychology; Mathematics education","score_opus":0.0399467160974862,"score_gpt":0.3047050230446918,"score_spread":0.26475830694720565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1975935443","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950782,0.00015500643,0.0011402345,0.00005638831,0.0000045474803,0.000003560912,0.00002877244,0.000012957703,0.0035203467],"genre_scores_gemma":[0.9971601,0.00023613455,0.001412338,0.000013405814,0.0000027864317,0.000009733425,0.000057521673,0.000013376441,0.0010947044],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99963915,0.00006699447,0.000024707006,0.00007407144,0.00014218062,0.00005289575],"domain_scores_gemma":[0.9985891,0.0006074278,0.0003169891,0.0001230053,0.00022082817,0.00014256609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006516889,0.00019809994,0.00023885828,0.00069178443,0.00031103633,0.0008249368,0.00025404277,0.00035834048,0.0018567248],"category_scores_gemma":[0.0054367376,0.00031185884,0.00015302362,0.0002883468,0.0012346262,0.0011852167,0.00093923975,0.00052612164,0.0002130764],"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":[0.0009350708,0.00015426108,0.17622645,0.00061490544,0.000044496475,0.0062490194,0.09309055,0.00082331523,0.5438467,0.015727459,0.0005423348,0.16174546],"study_design_scores_gemma":[0.000038275182,0.0007504784,0.853511,0.00018053321,0.00009439884,0.007710438,0.029636048,0.0019855322,0.08709498,0.014408512,0.0044804695,0.00010930184],"about_ca_topic_score_codex":0.003342113,"about_ca_topic_score_gemma":0.0046920613,"teacher_disagreement_score":0.003342113,"about_ca_system_score_codex":0.00044665457,"about_ca_system_score_gemma":0.00042910723,"threshold_uncertainty_score":0.006645322},"labels":[],"label_agreement":null},{"id":"W1983812943","doi":"10.1111/1467-9922.00177","title":"The Roles of L1 Influence and Lexical Aspect in the Acquisition of Temporal Morphology","year":2002,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":151,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Linguistics; Morphology (biology); Cognitive psychology; Replication (statistics); Psycholinguistics; Association (psychology); Developmental psychology; Cognition","score_opus":0.015473042246443955,"score_gpt":0.24298521296424017,"score_spread":0.22751217071779622,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1983812943","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994894,0.00003038028,0.00006863914,0.0000063558637,4.4652413e-7,0.0000034995628,0.000009776325,0.0000012241268,0.00039023344],"genre_scores_gemma":[0.9996747,0.000021348395,0.000101834186,0.0000057499096,6.844502e-7,0.000007011952,0.000012048335,0.0000021862338,0.00017436362],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983368,0.00069714774,0.00012167908,0.00034125074,0.00036513072,0.00013799977],"domain_scores_gemma":[0.9868189,0.0074903686,0.0030905758,0.0010775899,0.0009964863,0.00052607426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004448825,0.00026009616,0.00025055438,0.0006937836,0.00050504575,0.0010484603,0.00035167055,0.00032940507,0.0019130972],"category_scores_gemma":[0.01257424,0.00041354806,0.00019599045,0.00033408776,0.0014629283,0.0009890641,0.0008501124,0.000497676,0.0002639113],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007450953,0.0003335687,0.9253432,0.00006753981,0.000053322357,0.00072664715,0.026707903,0.000130819,0.022396838,0.00045962294,0.00004878057,0.022986682],"study_design_scores_gemma":[0.000014429005,0.0005500554,0.99087584,0.000014245705,0.00003511812,0.0005664753,0.0033904316,0.00025940858,0.003798766,0.00013855154,0.00034176945,0.000014940609],"about_ca_topic_score_codex":0.006411772,"about_ca_topic_score_gemma":0.007151919,"teacher_disagreement_score":0.006411772,"about_ca_system_score_codex":0.0004285086,"about_ca_system_score_gemma":0.00047065545,"threshold_uncertainty_score":0.02352792},"labels":[],"label_agreement":null},{"id":"W1986997408","doi":"10.1111/j.1467-9922.2009.00554.x","title":"Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event‐Related Potential Study","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":290,"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":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; National Institute of Mental Health; Natural Sciences and Engineering Research Council of Canada; Georgetown University; National Science Foundation","keywords":"Adjective; Psychology; Noun; Agreement; N400; Grammatical gender; Linguistics; Language acquisition; Language proficiency; Psycholinguistics; Cognitive psychology; Event-related potential; Cognition","score_opus":0.019586963042498483,"score_gpt":0.3113280055015662,"score_spread":0.29174104245906773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986997408","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99941516,0.0000095050445,0.00030729588,0.0000055934,0.0000020608902,0.000006408274,0.000010957406,0.0000042274346,0.00023882116],"genre_scores_gemma":[0.99843246,0.00001966504,0.00070703437,0.000018256684,0.000003640339,0.000035497884,0.000039290026,0.000007748478,0.00073645054],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9997664,0.000041640025,0.000021119491,0.00006925297,0.00006013641,0.00004136735],"domain_scores_gemma":[0.99871707,0.0005526308,0.00022999542,0.00014649321,0.00017150327,0.00018222614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00041540075,0.00033170782,0.00037211392,0.00014159715,0.00012998769,0.00032530585,0.00019519599,0.00027697874,0.0014911437],"category_scores_gemma":[0.0022982934,0.00012643298,0.00010133651,0.000084221094,0.0004764661,0.00040784656,0.0005998274,0.0006277678,0.0001701136],"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":[0.0015960336,0.001121261,0.011251248,0.00009243526,0.000013797614,0.0002347699,0.0015216189,0.000069270965,0.9708693,0.0001837548,0.00003523264,0.013011255],"study_design_scores_gemma":[0.00033988446,0.017738681,0.49830005,0.000030083891,0.00009963856,0.0016383103,0.0016351618,0.0029683071,0.4741661,0.00082857994,0.002194778,0.00006043061],"about_ca_topic_score_codex":0.0004677601,"about_ca_topic_score_gemma":0.000498163,"teacher_disagreement_score":0.0014911437,"about_ca_system_score_codex":0.00013386438,"about_ca_system_score_gemma":0.00023851328,"threshold_uncertainty_score":0.0049883127},"labels":[],"label_agreement":null},{"id":"W1988419877","doi":"10.1111/j.1467-9922.2007.00427.x","title":"Elicitation and Reformulation and Their Relationship With Learner Repair in Dyadic Interaction","year":2007,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":136,"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 Victoria","funders":"","keywords":"Salience (neuroscience); Psychology; Corrective feedback; Cognitive psychology; Task (project management); Psycholinguistics; Social psychology; Linguistics; Mathematics education; Cognition","score_opus":0.01832788736365259,"score_gpt":0.25677712832512833,"score_spread":0.23844924096147574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988419877","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98056453,0.00040809554,0.016438397,0.0001756216,0.00001586021,0.00011471625,0.00006404491,0.000089750676,0.0021289485],"genre_scores_gemma":[0.9924523,0.0002707267,0.0064557893,0.000021852862,0.000009851115,0.00013082066,0.0000623278,0.000023472887,0.0005728186],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96995866,0.022919025,0.0014157925,0.001318069,0.003698548,0.00068985904],"domain_scores_gemma":[0.87029004,0.10440967,0.0129058305,0.0040797563,0.00633852,0.0019761433],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010676549,0.0006141997,0.0007554679,0.0014921814,0.0015419085,0.0021255456,0.00068815966,0.0009880094,0.0015678708],"category_scores_gemma":[0.0929088,0.00047588424,0.00030596147,0.0007046044,0.0012978634,0.0018934817,0.003432679,0.0010284289,0.00037727863],"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":[0.0025654784,0.00048482654,0.23682511,0.0015600672,0.00023041053,0.0018437792,0.46385756,0.0010553476,0.0887606,0.0018190457,0.0005272372,0.2004705],"study_design_scores_gemma":[0.00015921022,0.004246588,0.5572371,0.0007662707,0.0004323193,0.0061345664,0.34133118,0.010317189,0.056590144,0.0039768103,0.018325558,0.0004829558],"about_ca_topic_score_codex":0.001365969,"about_ca_topic_score_gemma":0.0021379152,"teacher_disagreement_score":0.010676549,"about_ca_system_score_codex":0.0007417798,"about_ca_system_score_gemma":0.00070905255,"threshold_uncertainty_score":0.05646366},"labels":[],"label_agreement":null},{"id":"W2039789961","doi":"10.1111/j.1467-9922.2009.00511.x","title":"Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness","year":2009,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":233,"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 Victoria","funders":"","keywords":"Corrective feedback; Psychology; Task (project management); Linguistics; Degree (music); Cognitive psychology; Mathematics education","score_opus":0.004921858506747019,"score_gpt":0.2269677504165615,"score_spread":0.2220458919098145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039789961","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99620384,0.00011775046,0.002728158,0.0000227715,0.000006793891,0.000043133623,0.000020789244,0.000038438582,0.00081839145],"genre_scores_gemma":[0.99507314,0.000119420365,0.0042233025,0.000020049934,0.000008762468,0.000092875365,0.000042976208,0.00002410843,0.00039533884],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9852904,0.010212996,0.000878203,0.00093851454,0.002225583,0.00045429933],"domain_scores_gemma":[0.910749,0.07380467,0.007869143,0.0038116183,0.0022875217,0.001477927],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065236455,0.0008265793,0.00067240954,0.0005777483,0.0005897026,0.0011191069,0.00047369598,0.00057034264,0.0016382141],"category_scores_gemma":[0.056003187,0.00040887698,0.0002963479,0.00025556915,0.0007907553,0.0010659184,0.0018636804,0.0008314601,0.0002453938],"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":[0.014528676,0.0025496578,0.11919505,0.002061075,0.00043355318,0.0015799016,0.056655753,0.0015053105,0.5582014,0.00073281274,0.00025955637,0.24229725],"study_design_scores_gemma":[0.00039841663,0.020695172,0.7999895,0.00036165898,0.00063739275,0.0024748198,0.021402303,0.0050761215,0.1428784,0.0014688884,0.0043411287,0.0002761127],"about_ca_topic_score_codex":0.00062806526,"about_ca_topic_score_gemma":0.0014241162,"teacher_disagreement_score":0.0065236455,"about_ca_system_score_codex":0.0003538386,"about_ca_system_score_gemma":0.00038973146,"threshold_uncertainty_score":0.034500718},"labels":[],"label_agreement":null},{"id":"W2043529006","doi":"10.1111/0023-8333.00149","title":"Learning Spanish as a Second Language: Learners' Orientations and Perceptions of Their Teachers' Communication Style","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":394,"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; Feeling; Competence (human resources); Path analysis (statistics); Perception; Self-determination theory; Style (visual arts); Autonomy; Intrinsic motivation; Social psychology; Goal theory; Linguistic competence; Linguistics","score_opus":0.012064234573278583,"score_gpt":0.26580420087400064,"score_spread":0.25373996630072204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043529006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997353,0.000012465544,0.000009017511,0.000009836476,0.0000011953537,0.0000018314978,0.000006986211,6.6262277e-7,0.00022270194],"genre_scores_gemma":[0.9988237,0.000052693413,0.000037411293,0.00001776256,0.0000037823866,0.000009857112,0.00004022881,0.0000017637992,0.0010128522],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99974245,0.0000652566,0.000024163879,0.000030929128,0.00007300033,0.00006408585],"domain_scores_gemma":[0.9977391,0.0004592151,0.0008844296,0.00005723427,0.00020637247,0.0006537144],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00090548926,0.0003198247,0.00026123042,0.000664695,0.00048524135,0.0016019867,0.00020305374,0.00042423746,0.0023800193],"category_scores_gemma":[0.0024123187,0.00021799315,0.00022148818,0.0002503853,0.0004702115,0.0003755463,0.0006401309,0.00059188885,0.0005277885],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023187464,0.0006259204,0.96672845,0.000029602103,0.000026856647,0.00022855183,0.01948214,0.000060809005,0.0032946966,0.0000793313,0.00015899092,0.009052694],"study_design_scores_gemma":[0.000023187567,0.00041424375,0.9644771,0.0000182434,0.000015109635,0.0002180327,0.03323727,0.00021883742,0.0005704013,0.0000715922,0.00072181795,0.000014096695],"about_ca_topic_score_codex":0.0029921844,"about_ca_topic_score_gemma":0.005919854,"teacher_disagreement_score":0.0029921844,"about_ca_system_score_codex":0.00034617292,"about_ca_system_score_gemma":0.0003279521,"threshold_uncertainty_score":0.007961929},"labels":[],"label_agreement":null},{"id":"W2056383189","doi":"10.1111/1467-9922.00232","title":"Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":495,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Medical Protective Association; University of Ottawa","funders":"","keywords":"Psychology; Active listening; Think aloud protocol; Metacognition; Listening comprehension; Elaboration; Comprehension; Cognitive psychology; Second language; Linguistics; Cognition; Communication; Computer science","score_opus":0.045520599601457774,"score_gpt":0.2550298054063412,"score_spread":0.2095092058048834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2056383189","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86921275,0.00041265038,0.09527609,0.001381085,0.000020861498,0.00020866405,0.00008551126,0.000267841,0.033134505],"genre_scores_gemma":[0.97462815,0.00019727343,0.023344874,0.00007749305,0.000005279925,0.00015115934,0.00004462789,0.000030600077,0.0015205742],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9985959,0.00063654134,0.00006217866,0.0002645724,0.00028113803,0.00015969876],"domain_scores_gemma":[0.9961718,0.0022257927,0.00061892887,0.00029400995,0.00045527468,0.00023422639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002821208,0.00071835937,0.00031642092,0.002690355,0.000985204,0.0063598687,0.0014567516,0.0013554959,0.0025011732],"category_scores_gemma":[0.0078077987,0.0004133526,0.00047910446,0.0008642405,0.0058156042,0.003987639,0.0020249826,0.0011040284,0.0005867478],"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":[0.00047626946,0.0009646079,0.21026115,0.000616444,0.000106600375,0.0019031675,0.45360893,0.0063790665,0.04811743,0.11414804,0.0010056312,0.16241264],"study_design_scores_gemma":[0.00024260333,0.0033111656,0.26172543,0.0009189941,0.00041403942,0.0051297126,0.34743887,0.14155714,0.034443963,0.16708425,0.03735803,0.00037587408],"about_ca_topic_score_codex":0.0056203455,"about_ca_topic_score_gemma":0.0040355525,"teacher_disagreement_score":0.0063598687,"about_ca_system_score_codex":0.0015873943,"about_ca_system_score_gemma":0.0021710247,"threshold_uncertainty_score":0.014920175},"labels":[],"label_agreement":null},{"id":"W2057793452","doi":"10.1111/j.1467-9922.2009.00512.x","title":"Prompts Versus Recasts in Dyadic Interaction","year":2009,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":255,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Corrective feedback; Context (archaeology); Class (philosophy); Second-language acquisition; Repeated measures design; Differential effects; Developmental psychology; First language; Linguistics; Mathematics education","score_opus":0.03325365964713289,"score_gpt":0.29566134204111366,"score_spread":0.26240768239398077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057793452","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978561,0.00008702474,0.0009926852,0.00003812366,0.0000115746625,0.00003714341,0.000023728338,0.00003115301,0.00092243514],"genre_scores_gemma":[0.996101,0.0001425445,0.002551418,0.0000440864,0.000012363869,0.000105592684,0.00006455176,0.000019879124,0.00095862895],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99594575,0.0028980076,0.00014100753,0.00038803802,0.00042524547,0.00020183338],"domain_scores_gemma":[0.9878313,0.008322578,0.0015469972,0.00076020195,0.000506429,0.0010325114],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021112193,0.00044914542,0.0005526298,0.00030110168,0.0004879311,0.0008834187,0.00036851657,0.00046466614,0.0029126327],"category_scores_gemma":[0.015913507,0.0002545063,0.00017065363,0.00016118206,0.0005321821,0.000773375,0.0012111928,0.0005250165,0.00042741545],"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":[0.026556527,0.0052646487,0.14586589,0.0015492504,0.00033557543,0.0030431815,0.12919717,0.0010196429,0.41075337,0.0014422084,0.0016036998,0.2733689],"study_design_scores_gemma":[0.0017305972,0.058314074,0.71461505,0.00036335087,0.00086463505,0.004193235,0.106575035,0.0050815,0.073645055,0.0038733978,0.030358579,0.00038553248],"about_ca_topic_score_codex":0.0005445173,"about_ca_topic_score_gemma":0.001287151,"teacher_disagreement_score":0.0029126327,"about_ca_system_score_codex":0.00026015544,"about_ca_system_score_gemma":0.00036631132,"threshold_uncertainty_score":0.0111653805},"labels":[],"label_agreement":null},{"id":"W2065158256","doi":"10.1111/0023-8333.00137","title":"Field Dependence as a Factor in Second Language Communicative Production","year":2000,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":67,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Canadian Psychological Association; York University","keywords":"Psychology; Linguistics; Language proficiency; Foreign language; Cognitive style; Production (economics); Language production; Cognition; Field (mathematics); Language assessment; Independence (probability theory); Style (visual arts); Mathematics education; Mathematics; Economics; Statistics","score_opus":0.016991266149367187,"score_gpt":0.2715674985630817,"score_spread":0.2545762324137145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2065158256","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986436,0.000026657995,0.00017379218,0.0000113563665,0.000001746012,0.000003584604,0.000007929776,0.0000032640928,0.001128113],"genre_scores_gemma":[0.99936575,0.000021503316,0.00014334882,0.000009418567,0.0000035162504,0.000003220068,0.000020088035,0.0000018692074,0.00043126647],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995054,0.0001418535,0.000042534382,0.00007019619,0.00018127135,0.000058828075],"domain_scores_gemma":[0.9908091,0.004471255,0.0023757382,0.0005551283,0.0005821008,0.0012067007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001187953,0.00041103893,0.00017214852,0.00083980476,0.0003253043,0.0009908439,0.00022183161,0.00020954337,0.00318046],"category_scores_gemma":[0.0063835587,0.00015644859,0.00018612422,0.00031085193,0.0009249433,0.0004150275,0.00072808826,0.00061821565,0.00033547243],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030062988,0.0003839616,0.9581943,0.00003112905,0.000027623504,0.00041137458,0.0029194439,0.00017515528,0.014992904,0.0002610777,0.000074711104,0.022227606],"study_design_scores_gemma":[0.000009548902,0.00030642792,0.9961817,0.000008699864,0.000010593234,0.00063263864,0.00092195364,0.000353336,0.0010467543,0.00026938127,0.0002484733,0.000010477829],"about_ca_topic_score_codex":0.001766484,"about_ca_topic_score_gemma":0.001775771,"teacher_disagreement_score":0.00318046,"about_ca_system_score_codex":0.0003107512,"about_ca_system_score_gemma":0.00037588392,"threshold_uncertainty_score":0.010639727},"labels":[],"label_agreement":null},{"id":"W2084614868","doi":"10.1111/0023-8333.00172","title":"Recasts as Feedback to Language Learners","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"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":"Interlanguage; Psychology; Corrective feedback; Utterance; Linguistics; Meaning (existential); Second-language acquisition; Psycholinguistics; Cognitive psychology; Mathematics education; Cognition","score_opus":0.01905615745150375,"score_gpt":0.27068845188508434,"score_spread":0.2516322944335806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2084614868","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73619425,0.016936345,0.08545335,0.006479985,0.00083539,0.0007772775,0.00056975055,0.0051216856,0.14763196],"genre_scores_gemma":[0.913931,0.008358424,0.052500434,0.0008046531,0.00019823556,0.00040907832,0.00026003429,0.00046750213,0.023070656],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9944179,0.0037444867,0.0002583661,0.0002969332,0.001121907,0.00016051391],"domain_scores_gemma":[0.96957797,0.024484286,0.0018830319,0.0012414537,0.002136679,0.0006765581],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044415616,0.00069598656,0.000615052,0.00093452615,0.00033655568,0.0021146133,0.000985181,0.0013158702,0.0075637884],"category_scores_gemma":[0.033346985,0.00021500107,0.00023603925,0.00051968097,0.0011834111,0.0034345002,0.0018281325,0.0013237213,0.0016800201],"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":[0.0026292815,0.0016046055,0.0065854983,0.0059989267,0.00008473375,0.0009996201,0.04081943,0.0013230195,0.036432452,0.016641231,0.009088784,0.87779236],"study_design_scores_gemma":[0.0017741125,0.020736024,0.075365305,0.008301249,0.0008646618,0.0059453077,0.065140754,0.0112164635,0.173794,0.075110875,0.56108755,0.0006636468],"about_ca_topic_score_codex":0.00037016865,"about_ca_topic_score_gemma":0.00055031595,"teacher_disagreement_score":0.0075637884,"about_ca_system_score_codex":0.0005277721,"about_ca_system_score_gemma":0.0005972856,"threshold_uncertainty_score":0.025303423},"labels":[],"label_agreement":null},{"id":"W2089753006","doi":"10.1111/j.1467-9922.2009.00527.x","title":"Differential Functioning of Reading Subskills on the OSSLT for L1 and ELL Students: A Multidimensionality Model‐Based DBF/DIF Approach","year":2009,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":45,"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; Differential item functioning; Literacy; Curriculum; Reading (process); Language proficiency; Ell; Mathematics education; Vocabulary; Context (archaeology); Item response theory; Confirmatory factor analysis; Test (biology); Item analysis; Linguistics; Pedagogy; Teaching method; Vocabulary development; Developmental psychology; Structural equation modeling; Psychometrics","score_opus":0.019111133315635718,"score_gpt":0.31955873665914664,"score_spread":0.3004476033435109,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2089753006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99492764,0.00009900132,0.0019422248,0.00010590886,0.000006698461,0.00008382636,0.00028682302,0.000011025826,0.0025369113],"genre_scores_gemma":[0.99710923,0.00006789468,0.0019185782,0.000025597525,0.0000033445297,0.0001226369,0.0005255222,0.0000057089983,0.00022160428],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9957183,0.0013263985,0.00034959512,0.0004279944,0.0017062109,0.00047161122],"domain_scores_gemma":[0.99090815,0.0040260595,0.001710633,0.000821615,0.0020289286,0.00050469476],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066902107,0.00072254194,0.00076065393,0.004643232,0.0014551342,0.002219717,0.00077908835,0.00041456855,0.0010926666],"category_scores_gemma":[0.021086136,0.00031241917,0.0010765375,0.0030117375,0.0024110132,0.0013282861,0.0024306087,0.00085104245,0.00019669437],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010322826,0.000070156966,0.9599552,0.0000454579,0.000096632306,0.00006418893,0.0075257495,0.00025510846,0.00068091817,0.0010068915,0.00031393662,0.02988249],"study_design_scores_gemma":[0.000014690555,0.00014283259,0.9869234,0.000042126274,0.000049161914,0.00006899309,0.007547015,0.0026581786,0.00044717523,0.001425885,0.000655817,0.00002466781],"about_ca_topic_score_codex":0.12299056,"about_ca_topic_score_gemma":0.16097742,"teacher_disagreement_score":0.12299056,"about_ca_system_score_codex":0.0051127393,"about_ca_system_score_gemma":0.004420023,"threshold_uncertainty_score":0.24454933},"labels":[],"label_agreement":null},{"id":"W2094137241","doi":"10.1111/j.1467-9922.2008.00450.x","title":"Acquisition of English Tense‐Aspect Morphology by Advanced French Instructed Learners","year":2008,"lang":"en","type":"article","venue":"Language Learning","topic":"Categorization, perception, and language","field":"Psychology","cited_by":95,"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; Linguistics; Morphology (biology); Morpheme; Communication; Philosophy","score_opus":0.006936637519323447,"score_gpt":0.2560317026716712,"score_spread":0.24909506515234775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2094137241","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996338,0.000017026725,0.00003148263,0.0000056051877,6.162047e-7,0.0000018112041,0.00001254688,0.000002659359,0.00029455405],"genre_scores_gemma":[0.9986884,0.00003471855,0.00015982478,0.00001433225,0.0000013180735,0.000007719057,0.00004563789,0.0000018564573,0.0010462691],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996637,0.00008137498,0.000021809881,0.00008663412,0.00007194039,0.00007449826],"domain_scores_gemma":[0.99870324,0.00042334112,0.0002522557,0.00011255964,0.00030403945,0.00020453456],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067635445,0.00034089427,0.00032625592,0.00046315466,0.00042006254,0.0014444236,0.00025496556,0.00049618655,0.002201109],"category_scores_gemma":[0.0019057591,0.00015967317,0.00020531441,0.00015734171,0.00058290694,0.00058963493,0.00039150397,0.00043825837,0.00050690334],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010507896,0.0018103861,0.72155046,0.0001545183,0.00007937675,0.0020201681,0.078508824,0.0005301226,0.118821785,0.00089821,0.00067734043,0.07389799],"study_design_scores_gemma":[0.00003420359,0.0035785167,0.94945234,0.00004386495,0.000053733394,0.0015984485,0.024768662,0.0008505017,0.014275643,0.00036665346,0.0049137645,0.00006377324],"about_ca_topic_score_codex":0.014880681,"about_ca_topic_score_gemma":0.016357075,"teacher_disagreement_score":0.014880681,"about_ca_system_score_codex":0.000529261,"about_ca_system_score_gemma":0.00041147918,"threshold_uncertainty_score":0.029588163},"labels":[],"label_agreement":null},{"id":"W2095921819","doi":"10.1111/0023-8333.00170","title":"Learning the Rules for Offering Advice: A Quantitative Approach to Second Language Socialization","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":205,"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; Socialization; Sociocultural evolution; Competence (human resources); Perception; Linguistic competence; Social psychology; Pedagogy; Developmental psychology; Linguistics; Sociology","score_opus":0.04123166032009212,"score_gpt":0.3165557635199602,"score_spread":0.27532410319986805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2095921819","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9946154,0.000018683435,0.0017687082,0.00005293062,0.0000050263584,0.00034126363,0.00010155611,0.000013054888,0.0030834319],"genre_scores_gemma":[0.99192435,0.000040146904,0.004860531,0.000035629975,0.0000048489974,0.0014038536,0.0001415626,0.000010971273,0.0015780865],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9932499,0.004314622,0.0004008905,0.0005403118,0.0009985138,0.00049579906],"domain_scores_gemma":[0.9767606,0.015722085,0.0025612132,0.00092010776,0.0030097028,0.001026247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00907153,0.00047868676,0.0005518608,0.003656108,0.002443797,0.0022278386,0.00073710183,0.00067152735,0.00248329],"category_scores_gemma":[0.028112268,0.00036498497,0.00044171544,0.0020119979,0.0029358435,0.0015244742,0.0026040422,0.0011944363,0.00021154339],"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":[0.0002351591,0.0021117867,0.21306476,0.00037040358,0.000063557745,0.00026398807,0.69464004,0.0005596713,0.01182695,0.0028469195,0.0006368441,0.07337989],"study_design_scores_gemma":[0.000065897744,0.0013072833,0.48635048,0.00010197354,0.00004696761,0.00017801556,0.49286276,0.0041810744,0.005439904,0.0025869969,0.006756763,0.00012185863],"about_ca_topic_score_codex":0.0076929713,"about_ca_topic_score_gemma":0.011991307,"teacher_disagreement_score":0.00907153,"about_ca_system_score_codex":0.0025082235,"about_ca_system_score_gemma":0.0024617151,"threshold_uncertainty_score":0.04797542},"labels":[],"label_agreement":null},{"id":"W2096995878","doi":"10.1111/j.1467-9922.2010.00567.x","title":"Bilingual Children's Acquisition of English Verb Morphology: Effects of Language Exposure, Structure Complexity, and Task Type","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","field":"Psychology","cited_by":182,"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":"Grammaticality; Psychology; Linguistics; Verb; Task (project management); Age of Acquisition; Neuroscience of multilingualism; Cognition; Psycholinguistics; Cognitive psychology; Grammar","score_opus":0.004211608051922071,"score_gpt":0.2540989637299519,"score_spread":0.2498873556780298,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096995878","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995065,0.000027739621,0.000040046136,0.000004586596,0.0000014128633,0.0000036531978,0.000021510365,0.000004629129,0.00038985972],"genre_scores_gemma":[0.99866474,0.00006351301,0.00023392767,0.000016259459,0.000002046855,0.000024665462,0.00009965999,0.000009876893,0.0008853802],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9994671,0.00010983247,0.000053378455,0.00015436232,0.00013491228,0.00008052569],"domain_scores_gemma":[0.99681383,0.0015345343,0.0007957162,0.00017913974,0.00021731958,0.00045950475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00087408663,0.00045583138,0.00046040045,0.0004949511,0.00028170433,0.0009533423,0.00017604983,0.00025048654,0.0026989048],"category_scores_gemma":[0.0037244358,0.00032464592,0.0003083234,0.0001842462,0.0004140133,0.0005265516,0.00074575853,0.0005559315,0.0003616116],"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":[0.0074485578,0.0036048198,0.44449383,0.00028558317,0.00015105597,0.0022972827,0.018124009,0.0002696837,0.48595396,0.0004340758,0.00034163616,0.03659547],"study_design_scores_gemma":[0.00012026836,0.0035122822,0.97686166,0.000021937323,0.00006456389,0.0009146996,0.0021401402,0.00022022899,0.015134602,0.0002736584,0.0007090081,0.0000269739],"about_ca_topic_score_codex":0.0024080835,"about_ca_topic_score_gemma":0.005092338,"teacher_disagreement_score":0.0026989048,"about_ca_system_score_codex":0.00039692412,"about_ca_system_score_gemma":0.0004082686,"threshold_uncertainty_score":0.009028733},"labels":[],"label_agreement":null},{"id":"W2099334334","doi":"10.1111/j.1467-9922.2006.00390.x","title":"Second Language Learning and Cultural Representations: Beyond Competence and Identity","year":2006,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":62,"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; McGill University; University of Ottawa","funders":"","keywords":"Vitality; Psychology; Linguistics; Cultural identity; Language acquisition; Second language; First language; Competence (human resources); Social psychology; Mathematics education; Feeling","score_opus":0.01011573562709796,"score_gpt":0.2772842349079334,"score_spread":0.26716849928083547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099334334","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9725982,0.00062451675,0.0015965955,0.0015427609,0.000010233437,0.000008257147,0.0000134372785,0.000005108627,0.023601012],"genre_scores_gemma":[0.99944013,0.00012815378,0.0001279762,0.000030182156,0.0000021649835,0.0000017931919,0.0000036961455,9.618396e-7,0.00026499483],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99858487,0.0007734216,0.000035821566,0.000110580906,0.00023475639,0.00026053403],"domain_scores_gemma":[0.9962314,0.0015713872,0.00090986124,0.00025270873,0.00033229342,0.00070235576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019738635,0.00024369037,0.00020986628,0.001311298,0.001492337,0.006782161,0.00045638118,0.0005930185,0.0023876135],"category_scores_gemma":[0.0050745597,0.00010495932,0.00018123449,0.0009604901,0.008163473,0.005436699,0.0041763163,0.0011154833,0.000106952706],"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":[0.00014586348,0.00035687804,0.1994708,0.00018460004,0.000062749634,0.00083811337,0.44096288,0.00087207445,0.0017580566,0.23347321,0.00062299956,0.1212518],"study_design_scores_gemma":[0.000029150799,0.0002929846,0.27075982,0.00057878136,0.000064247186,0.0010912272,0.53884834,0.0037688247,0.001842158,0.15832207,0.024293875,0.00010849475],"about_ca_topic_score_codex":0.01030595,"about_ca_topic_score_gemma":0.0071662953,"teacher_disagreement_score":0.01030595,"about_ca_system_score_codex":0.0018713617,"about_ca_system_score_gemma":0.0017166826,"threshold_uncertainty_score":0.020491898},"labels":[],"label_agreement":null},{"id":"W2100265584","doi":"10.1111/j.1467-9922.2007.00407.x","title":"Word Family Size and French‐Speaking Children's Segmentation of Existing Compounds","year":2007,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","field":"Psychology","cited_by":59,"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; Linguistics; Meaning (existential); Analogy; Segmentation; Text segmentation; Word (group theory); Developmental psychology; Computer science; Artificial intelligence","score_opus":0.016027689437300183,"score_gpt":0.30932175351632224,"score_spread":0.29329406407902203,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100265584","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991875,0.000060631814,0.000029448645,0.000013699346,0.0000012013356,0.0000013530934,0.000024022405,0.00000597685,0.0006760891],"genre_scores_gemma":[0.99921846,0.000101768885,0.00014744382,0.00001209004,0.0000012563568,0.000004314723,0.00006406045,0.000005509139,0.00044501846],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99950993,0.00010270163,0.000047813013,0.000112025424,0.0001261393,0.00010132533],"domain_scores_gemma":[0.99572456,0.0022330175,0.0013121439,0.00012999085,0.00028955477,0.00031077344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083970034,0.0006008739,0.0002845163,0.0009002738,0.0003813188,0.0011946998,0.00022356446,0.00054721895,0.0055651967],"category_scores_gemma":[0.00401168,0.00032101056,0.0003650899,0.00027959372,0.0007955752,0.00061882165,0.00041999086,0.00037206407,0.00047761705],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001062156,0.0003896465,0.83378506,0.00022895272,0.000120763216,0.004030475,0.03497262,0.0006889539,0.09407377,0.0006501058,0.0004954539,0.029502038],"study_design_scores_gemma":[0.000019651969,0.00044091765,0.9852505,0.000031847714,0.000061662795,0.0017866774,0.0059263813,0.00038390336,0.004990597,0.0001984949,0.00088039885,0.000029021743],"about_ca_topic_score_codex":0.012792699,"about_ca_topic_score_gemma":0.017559987,"teacher_disagreement_score":0.012792699,"about_ca_system_score_codex":0.000573243,"about_ca_system_score_gemma":0.00039051526,"threshold_uncertainty_score":0.025436461},"labels":[],"label_agreement":null},{"id":"W2104968365","doi":"10.1111/0023-8333.00119","title":"The Role of Gender and Immersion in Communication and Second Language Orientations","year":2000,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Linguistics; Immersion (mathematics)","score_opus":0.008729470974904936,"score_gpt":0.23923611508817194,"score_spread":0.23050664411326702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104968365","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987991,0.000080091435,0.00007527927,0.00003831386,0.000006602693,0.0000047253698,0.0000123178215,0.0000020249406,0.0009816064],"genre_scores_gemma":[0.9992592,0.000054259126,0.000045801444,0.000012688751,0.000006149305,0.000005708075,0.000014949205,0.0000017824779,0.0005993776],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999564,0.00014102389,0.000021392802,0.00005197576,0.000114775656,0.00010683841],"domain_scores_gemma":[0.99761236,0.0010069464,0.0005563194,0.00005258305,0.00011806919,0.00065371714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072572986,0.00025347856,0.0002139661,0.00030308665,0.00025093328,0.0009365933,0.00019257625,0.00024750456,0.0042434987],"category_scores_gemma":[0.005177323,0.000086545435,0.0002669888,0.00014957374,0.00052957766,0.0004065144,0.00065500615,0.00044354115,0.000247569],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003951488,0.0019288565,0.8960621,0.00016426275,0.00017117754,0.00066289934,0.0139211025,0.00021027224,0.017890181,0.0010841239,0.00032586115,0.06362775],"study_design_scores_gemma":[0.000027885666,0.0020102635,0.9895516,0.000030202185,0.000031744785,0.0003875396,0.0055040475,0.00024269655,0.0010490837,0.0003833219,0.0007678335,0.000013760899],"about_ca_topic_score_codex":0.0010352831,"about_ca_topic_score_gemma":0.0014886128,"teacher_disagreement_score":0.0042434987,"about_ca_system_score_codex":0.00028835176,"about_ca_system_score_gemma":0.0003443302,"threshold_uncertainty_score":0.014195919},"labels":[],"label_agreement":null},{"id":"W2105451466","doi":"10.1111/j.1467-9922.2006.00391.x","title":"ESL Reading Strategies: Differences in Arabic and Mandarin Speaker Test Performance","year":2006,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":100,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education","funders":"","keywords":"Mandarin Chinese; Psychology; Linguistics; Reading (process); Arabic; Test (biology); Reading comprehension; Cognitive psychology","score_opus":0.007734287544697681,"score_gpt":0.25820541005481046,"score_spread":0.2504711225101128,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105451466","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995041,0.000019988152,0.000040259518,0.0000052381492,0.0000012739608,0.0000019629167,0.000023938568,0.0000047509534,0.00039847937],"genre_scores_gemma":[0.9991874,0.000018189265,0.00010530828,0.000013732648,0.0000018680149,0.0000061176643,0.00005974858,0.000005776047,0.00060175837],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99947244,0.00011506137,0.00006978239,0.00012112937,0.00015709111,0.00006448919],"domain_scores_gemma":[0.9967642,0.0015122561,0.0007481564,0.00017144467,0.00043452368,0.00036950628],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008538247,0.000489177,0.00029649568,0.0008794239,0.0001932314,0.0007426904,0.00019566165,0.00036521745,0.0035111816],"category_scores_gemma":[0.005059523,0.00014919741,0.00016036344,0.00021719064,0.00044196396,0.0004802597,0.00049212395,0.0003258096,0.0014542685],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025815866,0.00087509654,0.7645103,0.00009316549,0.00016178984,0.0010263604,0.012457449,0.00023614551,0.18190554,0.0002114178,0.00023110636,0.03571],"study_design_scores_gemma":[0.000034889657,0.0020794303,0.9727585,0.000009777672,0.00004141882,0.001838846,0.0022134618,0.00058202306,0.019803528,0.0001455492,0.00047193933,0.000020662766],"about_ca_topic_score_codex":0.0007370695,"about_ca_topic_score_gemma":0.0006421045,"teacher_disagreement_score":0.0035111816,"about_ca_system_score_codex":0.00011962185,"about_ca_system_score_gemma":0.00012950727,"threshold_uncertainty_score":0.0117461085},"labels":[],"label_agreement":null},{"id":"W2106504071","doi":"10.1111/j.1467-9922.2008.00448.x","title":"Segmental Acquisition in Adult ESL Learners: A Longitudinal Study of Vowel Production","year":2008,"lang":"en","type":"article","venue":"Language Learning","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":202,"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; Simon Fraser University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Vowel; Language acquisition; Consonant; Longitudinal study; Intelligibility (philosophy); Linguistics; Second-language acquisition; Phonetics; Consonant cluster; Phonological development; Context (archaeology); Second language; Phonology; Mathematics education; Mathematics","score_opus":0.035358643773742926,"score_gpt":0.3514788296100077,"score_spread":0.3161201858362648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2106504071","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99975663,0.00004039454,0.000033886685,0.000008602997,9.408507e-7,0.0000028973775,0.00004558226,0.0000017830421,0.00010925234],"genre_scores_gemma":[0.99891484,0.0000703694,0.00009801087,0.000016737808,0.0000020315395,0.000008624327,0.00014932464,0.0000024502988,0.0007376279],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997707,0.00003522125,0.000018082204,0.000053589596,0.000062113046,0.000060308743],"domain_scores_gemma":[0.9990158,0.000098435026,0.00022314757,0.00007643008,0.00034629405,0.00023982559],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008734155,0.00021295111,0.0002863251,0.0005846786,0.00073671,0.00062323385,0.00019082699,0.00037839037,0.0008905033],"category_scores_gemma":[0.0012984347,0.00020500846,0.00018855782,0.00033308406,0.00033359663,0.00050231325,0.00049869844,0.00048371483,0.00055745884],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027475448,0.00047288553,0.97748464,0.000012006186,0.000023832174,0.00037706684,0.0050787698,0.000035070272,0.005684601,0.000023896446,0.00010253469,0.010429887],"study_design_scores_gemma":[0.000005430449,0.0008838126,0.99439937,0.000008038414,0.000021766484,0.00030229532,0.0026317302,0.00010647082,0.001114866,0.000023824237,0.0004898966,0.000012462922],"about_ca_topic_score_codex":0.02804244,"about_ca_topic_score_gemma":0.03223372,"teacher_disagreement_score":0.02804244,"about_ca_system_score_codex":0.00037429127,"about_ca_system_score_gemma":0.0004741478,"threshold_uncertainty_score":0.055758417},"labels":[],"label_agreement":null},{"id":"W2107404325","doi":"10.1111/j.1467-9922.2010.00624.x","title":"Semantic Categories and Context in L2 Vocabulary Learning","year":2011,"lang":"en","type":"article","venue":"Language Learning","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":64,"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":"Categorization; Vocabulary; Psychology; Vocabulary learning; Task (project management); Linguistics; Incidental learning; Disadvantage; Vocabulary development; Natural language processing; Cognitive psychology; Context (archaeology); Artificial intelligence; Computer science","score_opus":0.01793630922494544,"score_gpt":0.27117460195249393,"score_spread":0.2532382927275485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2107404325","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9902366,0.00033049396,0.002979215,0.00009336903,0.000011481647,0.000010849642,0.00002119463,0.000027485468,0.0062894775],"genre_scores_gemma":[0.99686855,0.00016737604,0.0023046506,0.000042692147,0.0000065974955,0.000017058115,0.000041732783,0.000018341694,0.00053289154],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9991781,0.00031902784,0.000035605655,0.00020902214,0.000182376,0.00007588177],"domain_scores_gemma":[0.9974215,0.0015586374,0.00044398205,0.00019922237,0.00013407736,0.00024258137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007051223,0.00039320602,0.0003051743,0.0003630946,0.00033729573,0.0012826317,0.00047211986,0.00055078615,0.002467903],"category_scores_gemma":[0.006216209,0.00036036858,0.00020975425,0.00020252628,0.0010610336,0.003122072,0.0019271428,0.000784894,0.00024609859],"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":[0.0037441594,0.0013955199,0.10577361,0.0012216832,0.00020769594,0.0018107082,0.019737564,0.0050425995,0.45886523,0.041619863,0.0010337431,0.35954764],"study_design_scores_gemma":[0.0008780124,0.005804356,0.5278782,0.00047871284,0.00053794193,0.0037343758,0.010268447,0.030762728,0.14520204,0.25221416,0.021753484,0.00048753025],"about_ca_topic_score_codex":0.00096899556,"about_ca_topic_score_gemma":0.0013575992,"teacher_disagreement_score":0.002467903,"about_ca_system_score_codex":0.00037049362,"about_ca_system_score_gemma":0.000399575,"threshold_uncertainty_score":0.008255959},"labels":[],"label_agreement":null},{"id":"W2109870329","doi":"10.1111/j.1467-9922.2004.00247.x","title":"Integrative Motivation: Changes During a Year‐Long Intermediate‐Level Language Course","year":2004,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":322,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Language acquisition; Anxiety; Second-language acquisition; Developmental psychology; Cognitive psychology; Social psychology; Linguistics; Mathematics education","score_opus":0.02244251986772433,"score_gpt":0.2587314138973241,"score_spread":0.2362888940295998,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109870329","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994018,0.000036727764,0.00002062903,0.00003954774,0.0000046076098,0.000009097264,0.000054583375,0.000005248564,0.00042771935],"genre_scores_gemma":[0.9988821,0.000023263814,0.000033860175,0.000027115148,0.0000057430884,0.000013941798,0.0001339095,0.0000017315465,0.0008782636],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99968624,0.00006087383,0.000011972933,0.000050152972,0.00006710774,0.00012369789],"domain_scores_gemma":[0.9980521,0.00023846724,0.00035401835,0.00006508832,0.00022897482,0.001061199],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005583575,0.00024736326,0.00036027926,0.00073897373,0.0011151057,0.0012661127,0.00037827567,0.0007117277,0.0018832593],"category_scores_gemma":[0.0025476897,0.00017160247,0.0002536207,0.0004281005,0.00041150156,0.00028954487,0.0007744672,0.0010078221,0.00047683352],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00216356,0.009462965,0.91555494,0.000060171602,0.00012795652,0.0007536271,0.008505191,0.0003028042,0.013787442,0.0003334075,0.0010681073,0.047879852],"study_design_scores_gemma":[0.000004943732,0.00036196414,0.9981536,0.0000022520198,0.000005920248,0.000025896834,0.0007739256,0.00007177619,0.0002475852,0.000019865525,0.00032451484,0.000007723935],"about_ca_topic_score_codex":0.011982554,"about_ca_topic_score_gemma":0.022647267,"teacher_disagreement_score":0.011982554,"about_ca_system_score_codex":0.0010324557,"about_ca_system_score_gemma":0.00060195953,"threshold_uncertainty_score":0.023825645},"labels":[],"label_agreement":null},{"id":"W2112921747","doi":"10.1111/0023-8333.00189","title":"Schema Theory and Knowledge‐Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives","year":2002,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":271,"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 Victoria","funders":"","keywords":"Schema (genetic algorithms); Reading comprehension; Comprehension; Psychology; Linguistics; Computer science; Cognitive psychology; Reading (process)","score_opus":0.02014401456837777,"score_gpt":0.32360538960436913,"score_spread":0.30346137503599135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2112921747","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":[0.12818868,0.18072708,0.28828624,0.19158041,0.001798713,0.00015858153,0.00024890996,0.00035396725,0.20865732],"genre_scores_gemma":[0.8834345,0.055155154,0.04610977,0.0061790873,0.0018503015,0.00026991946,0.00021940362,0.00014140348,0.0066405856],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99722713,0.0016902151,0.00012879944,0.00029383117,0.00043521126,0.00022482501],"domain_scores_gemma":[0.98267865,0.013859872,0.0008181307,0.0009790924,0.0011615207,0.0005027256],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008714543,0.0008418771,0.0013919782,0.0033891732,0.0011827304,0.011157663,0.0028570965,0.004515975,0.0048831226],"category_scores_gemma":[0.0103967395,0.00053078623,0.0011555848,0.0033142967,0.024715522,0.033100482,0.003803356,0.007662328,0.0006604544],"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":[0.000016579126,0.000023584284,0.0005324655,0.00019927566,0.000017648843,0.00008340807,0.0059394087,0.00050103123,0.00012458916,0.9794733,0.00056011364,0.012528656],"study_design_scores_gemma":[0.000009811557,0.000019204746,0.00053371076,0.00016385096,0.000011633781,0.00008384282,0.0023682301,0.0013338951,0.00013636367,0.98755115,0.007774163,0.00001414393],"about_ca_topic_score_codex":0.0023806535,"about_ca_topic_score_gemma":0.0016904032,"teacher_disagreement_score":0.011157663,"about_ca_system_score_codex":0.0029862728,"about_ca_system_score_gemma":0.0024983874,"threshold_uncertainty_score":0.046087444},"labels":[],"label_agreement":null},{"id":"W2121689794","doi":"10.1111/j.1467-9922.2010.00575.x","title":"Disfluency Markers in L1 Attrition","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"German; Linguistics; Psychology; Attrition; Interlanguage; Norm (philosophy); Sentence; Context (archaeology); Psycholinguistics; History","score_opus":0.009548054132695081,"score_gpt":0.23624694768207383,"score_spread":0.22669889354937875,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121689794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991335,0.000049529743,0.00018678234,0.0000053508143,8.848656e-7,0.0000054606494,0.000030210444,0.000003432633,0.0005848795],"genre_scores_gemma":[0.9994324,0.00004124711,0.0001556789,0.00000838635,0.0000018047929,0.0000121401545,0.00008506219,0.0000074272443,0.0002558002],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99920624,0.00025881964,0.00009721911,0.00018924961,0.00014375318,0.0001047129],"domain_scores_gemma":[0.994327,0.00281831,0.0015334573,0.00037105562,0.0007569419,0.00019316767],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011551715,0.00029495376,0.00026869206,0.0010931664,0.0005159449,0.00089497707,0.00028074713,0.00033659194,0.0016763717],"category_scores_gemma":[0.0064598983,0.00020736028,0.000115815485,0.00069329614,0.0008826152,0.00047841878,0.0011055798,0.00034047628,0.0003272266],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019645544,0.0001297718,0.71994805,0.00039269272,0.00010014254,0.002024565,0.072411686,0.00025446594,0.1448909,0.00035909962,0.0002539991,0.05727004],"study_design_scores_gemma":[0.000007987594,0.00014042489,0.9783942,0.000029284409,0.00003042896,0.0011904738,0.009828362,0.00023315025,0.009360226,0.00010976654,0.00065799063,0.000017609269],"about_ca_topic_score_codex":0.0026935402,"about_ca_topic_score_gemma":0.0039271316,"teacher_disagreement_score":0.0026935402,"about_ca_system_score_codex":0.00026844422,"about_ca_system_score_gemma":0.0002014539,"threshold_uncertainty_score":0.006109178},"labels":[],"label_agreement":null},{"id":"W2122014897","doi":"10.1111/0023-8333.00111","title":"Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory","year":2000,"lang":"en","type":"article","venue":"Language Learning","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":1216,"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; University of Ottawa; University of Saskatchewan","funders":"","keywords":"Deci-; Psychology; Intrinsic motivation; Self-determination theory; Goal theory; Scale (ratio); Motivation theory; Cognitive psychology; Social psychology","score_opus":0.007644489073115937,"score_gpt":0.2766503447028628,"score_spread":0.2690058556297469,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122014897","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9518257,0.001429971,0.007861357,0.0069130585,0.00007776178,0.00007234825,0.000043786997,0.00001344356,0.031762633],"genre_scores_gemma":[0.9966627,0.00044807084,0.0012909978,0.00034440402,0.000022227265,0.000025968668,0.000014281534,0.0000026190105,0.001188689],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99909747,0.00043021035,0.00003076402,0.00007743764,0.00021665172,0.0001475306],"domain_scores_gemma":[0.9965418,0.001567905,0.00073449715,0.000091735,0.00037211928,0.00069198967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028016677,0.00019389417,0.00021582058,0.00095426384,0.00075700466,0.0029067516,0.00033994968,0.0006930927,0.0013724151],"category_scores_gemma":[0.004667366,0.00012420476,0.00025689055,0.00044855263,0.002673892,0.0009944756,0.00094533665,0.0014590424,0.00016375598],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015711528,0.0014499007,0.5744045,0.0002705705,0.00009896199,0.00058509596,0.047427088,0.00080906064,0.0023892329,0.24377231,0.0032504618,0.12538563],"study_design_scores_gemma":[0.00007226055,0.0007033914,0.5529873,0.0005001393,0.00009009916,0.0012581453,0.06147202,0.008275793,0.0016341656,0.3412385,0.03162861,0.00013960953],"about_ca_topic_score_codex":0.0016628744,"about_ca_topic_score_gemma":0.0021453805,"teacher_disagreement_score":0.0029067516,"about_ca_system_score_codex":0.0010710469,"about_ca_system_score_gemma":0.0011518784,"threshold_uncertainty_score":0.014816821},"labels":[],"label_agreement":null},{"id":"W2134113284","doi":"10.1111/1467-9922.00226","title":"Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":273,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa; Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; French immersion; Competence (human resources); Anxiety; Foreign language; First language; Developmental psychology; AP French Language; Communicative competence; Social psychology; Pedagogy; Linguistics","score_opus":0.010611648709764688,"score_gpt":0.24016907743379573,"score_spread":0.22955742872403104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134113284","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99965954,0.000033732664,0.0000055826004,0.000009440249,0.0000018060744,0.0000031589257,0.000021954198,6.868789e-7,0.0002641348],"genre_scores_gemma":[0.99951863,0.000028388153,0.000013152858,0.000010720757,0.0000021666574,0.000004850031,0.000029929442,5.468125e-7,0.00039150703],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995827,0.00008375227,0.000034712048,0.000052780248,0.00010587742,0.00014018615],"domain_scores_gemma":[0.9982741,0.00032621386,0.0005217709,0.00005752945,0.00014246731,0.000678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005380933,0.00029756755,0.00028490505,0.0007116989,0.0006623028,0.0011792469,0.00027904462,0.00051298965,0.0025310752],"category_scores_gemma":[0.0014834136,0.00019637991,0.00043629238,0.0003347378,0.00042021216,0.00021842067,0.0004869263,0.0005425776,0.00031303542],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011658257,0.00029340034,0.994148,0.000010406053,0.00002501227,0.00012296053,0.002353912,0.000010465098,0.00059301796,0.000027591563,0.0000549383,0.0022436008],"study_design_scores_gemma":[0.0000016089386,0.0002011824,0.99758494,0.0000047474964,0.000005432126,0.000049141745,0.0020039787,0.000020965363,0.0000407303,0.000004774494,0.00007984537,0.0000027024403],"about_ca_topic_score_codex":0.0253041,"about_ca_topic_score_gemma":0.040444095,"teacher_disagreement_score":0.0253041,"about_ca_system_score_codex":0.00044071756,"about_ca_system_score_gemma":0.0004824787,"threshold_uncertainty_score":0.05031365},"labels":[],"label_agreement":null},{"id":"W2136165668","doi":"10.1111/j.1467-9922.2012.00741.x","title":"Multiple Dimensions of Academic Language and Literacy Development","year":2013,"lang":"en","type":"article","venue":"Language Learning","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":51,"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":"Literacy; Psychology; Reading (process); Salient; Set (abstract data type); Reciprocal; Diversity (politics); Written language; Mathematics education; Linguistics; Pedagogy; Sociology","score_opus":0.027528134020922374,"score_gpt":0.41140063687378464,"score_spread":0.3838725028528623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136165668","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7881193,0.0030299195,0.004025346,0.011867078,0.00004314782,0.00007046514,0.00009669665,0.00007325573,0.19267485],"genre_scores_gemma":[0.9969104,0.00046429853,0.001006954,0.00011679696,0.000014116611,0.000028910157,0.000011364282,0.000003836281,0.0014433141],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9950335,0.00285672,0.00028131815,0.00040724972,0.0006800454,0.0007411669],"domain_scores_gemma":[0.9900356,0.005402148,0.0016880971,0.00035098297,0.00078130106,0.0017419555],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025609084,0.0003318302,0.00036670335,0.003505492,0.002908578,0.008346498,0.0005179696,0.0007185805,0.0039298465],"category_scores_gemma":[0.010165031,0.00024396284,0.0002774082,0.0020852766,0.012832522,0.0069684368,0.008028937,0.0017670156,0.00023743416],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007790359,0.0003512035,0.23383348,0.00035352597,0.000056450157,0.0011076593,0.14438243,0.00093847775,0.0010018146,0.4572529,0.0015905706,0.15905352],"study_design_scores_gemma":[0.000029730096,0.0003068864,0.3324727,0.0008511599,0.00007938776,0.0018624325,0.26829046,0.0026158406,0.0019528962,0.32723635,0.06417664,0.00012563336],"about_ca_topic_score_codex":0.0031745383,"about_ca_topic_score_gemma":0.004825401,"teacher_disagreement_score":0.008346498,"about_ca_system_score_codex":0.0036894246,"about_ca_system_score_gemma":0.00314102,"threshold_uncertainty_score":0.026768744},"labels":[],"label_agreement":null},{"id":"W2137112125","doi":"10.1111/j.1467-9922.2009.00529.x","title":"Concept Selection and Developmental Effects in Bilingual Speech Production","year":2009,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":41,"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; Selection (genetic algorithm); Stroop effect; Linguistics; Speech production; Task (project management); Neuroscience of multilingualism; Language production; Task analysis; Language acquisition; Language proficiency; Phonology; Cognitive psychology; Cognition; Artificial intelligence; Computer science; Mathematics education","score_opus":0.00977984353818715,"score_gpt":0.2664361746632607,"score_spread":0.2566563311250735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137112125","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992131,0.000055437282,0.00015228071,0.000012604803,0.0000018253323,0.00000230844,0.000019340998,0.0000106935995,0.0005323911],"genre_scores_gemma":[0.99898285,0.0000638812,0.0003593547,0.000012908865,0.000001837489,0.00000822024,0.000039821192,0.000011844701,0.00051934243],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9994299,0.00012676338,0.000051574938,0.00015636311,0.00017902021,0.00005624876],"domain_scores_gemma":[0.99537426,0.002470005,0.001090646,0.0002488408,0.00034573404,0.00047046444],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010377063,0.0004399994,0.00034080734,0.0008349956,0.00026545217,0.00087537256,0.00020201769,0.0003121938,0.0032388237],"category_scores_gemma":[0.006252469,0.00032789426,0.00016501588,0.00017381174,0.0008474507,0.00057801435,0.00083346147,0.00050334854,0.0003700573],"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":[0.0029068408,0.00066971267,0.2529501,0.00029116267,0.00007554313,0.0035313468,0.010109246,0.00067104155,0.6708395,0.001295299,0.00023404458,0.056426078],"study_design_scores_gemma":[0.00009489572,0.0021378975,0.93916464,0.000035387744,0.0000714829,0.0027189883,0.002283082,0.0015739517,0.049524073,0.0016053395,0.0007467537,0.000043576933],"about_ca_topic_score_codex":0.001056236,"about_ca_topic_score_gemma":0.0011667735,"teacher_disagreement_score":0.0032388237,"about_ca_system_score_codex":0.0002925405,"about_ca_system_score_gemma":0.00037771673,"threshold_uncertainty_score":0.010834932},"labels":[],"label_agreement":null},{"id":"W2140292502","doi":"10.1111/lang.12129","title":"Validating an Elicited Imitation Task as a Measure of Implicit Knowledge: Comparisons With Other Validation Studies","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":93,"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; Construct (python library); Imitation; Task (project management); Construct validity; Cognitive psychology; Implicit knowledge; Measure (data warehouse); Linguistics; Social psychology; Psychometrics; Cognitive science; Developmental psychology; Computer science","score_opus":0.11381846318981549,"score_gpt":0.358364187344584,"score_spread":0.2445457241547685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140292502","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9828441,0.00023196756,0.013357393,0.00004738828,0.000042526488,0.0002938635,0.00012022376,0.00003421854,0.0030282803],"genre_scores_gemma":[0.98842174,0.00021556194,0.00912691,0.00011157299,0.000027616383,0.0006387103,0.00039528473,0.00005202708,0.0010104963],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97296673,0.015622144,0.00348943,0.0016093781,0.0054845363,0.0008277009],"domain_scores_gemma":[0.76949215,0.16435327,0.016404027,0.020405453,0.02786137,0.0014838169],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.045026504,0.0007000723,0.00074670574,0.0013442182,0.00081004837,0.0016199951,0.0015615886,0.0014066189,0.00096600666],"category_scores_gemma":[0.15495618,0.00032923368,0.00081898214,0.00077180716,0.0020837649,0.0024120845,0.0023673477,0.001119093,0.0004710372],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0050421096,0.0045885732,0.6955329,0.0014490432,0.00087572535,0.0005416373,0.03340916,0.002732383,0.0609636,0.003809912,0.00048021978,0.19057472],"study_design_scores_gemma":[0.000316564,0.01018303,0.8456078,0.0005393441,0.00052316167,0.001596671,0.0071241907,0.013317239,0.11104163,0.003081019,0.0064511895,0.00021814407],"about_ca_topic_score_codex":0.0014877015,"about_ca_topic_score_gemma":0.0019481676,"teacher_disagreement_score":0.045026504,"about_ca_system_score_codex":0.0006421256,"about_ca_system_score_gemma":0.0012643599,"threshold_uncertainty_score":0.23812574},"labels":[],"label_agreement":null},{"id":"W2148098684","doi":"10.1111/1467-9922.00212","title":"Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":949,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Meta-analysis; Need for achievement; Test (biology); Population; Social psychology; Developmental psychology; Goal orientation","score_opus":0.04916018276360422,"score_gpt":0.2925952057193369,"score_spread":0.24343502295573266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148098684","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07839847,0.9159195,0.0027049645,0.0006975064,0.000309418,0.00042301966,0.0009410447,0.00005954325,0.00054647017],"genre_scores_gemma":[0.6664081,0.3252335,0.0049310317,0.00052576506,0.0002721923,0.0011656556,0.001055228,0.000041974505,0.00036656755],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.99115163,0.005605034,0.0014726475,0.00080858945,0.00085704355,0.00010494975],"domain_scores_gemma":[0.97318405,0.021656249,0.0029737975,0.00072884146,0.0011331764,0.00032385462],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01826863,0.0020079194,0.0072849514,0.005424334,0.00051895203,0.002291206,0.001408643,0.0013221137,0.0016220709],"category_scores_gemma":[0.037385616,0.0010637242,0.020298103,0.0046399403,0.000646369,0.0011028901,0.0008668896,0.0011442935,0.00016914523],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032740263,0.0000991607,0.024303043,0.07180618,0.87242216,0.00020986034,0.00026267793,0.000783536,0.0006080465,0.00013396038,0.0005503328,0.025546972],"study_design_scores_gemma":[0.000844664,0.0006910435,0.0145496745,0.005759243,0.975659,0.00015388681,0.000097502256,0.00025549452,0.0004397234,0.00023009919,0.0012932717,0.000026342925],"about_ca_topic_score_codex":0.0033203918,"about_ca_topic_score_gemma":0.0065892446,"teacher_disagreement_score":0.01826863,"about_ca_system_score_codex":0.0013777195,"about_ca_system_score_gemma":0.001685351,"threshold_uncertainty_score":0.0966149},"labels":[],"label_agreement":null},{"id":"W2150805776","doi":"10.1111/lang.12000","title":"The Development of L2 Oral Language Skills in Two L1 Groups: A 7‐Year Study","year":2013,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":256,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; University of Alberta","funders":"","keywords":"Psychology; Fluency; Mandarin Chinese; Linguistics; Stress (linguistics); Slavic languages; First language; Pronunciation; Second-language acquisition; Willingness to communicate; Language proficiency; Second language; Second-language attrition; Comprehension approach; Language education; Mathematics education","score_opus":0.01261753738426511,"score_gpt":0.2793180611876823,"score_spread":0.2667005238034172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150805776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996245,0.000025476287,0.000029672665,0.000018054334,0.0000035813114,0.000025379868,0.000026491574,0.0000031569896,0.0002436989],"genre_scores_gemma":[0.9976502,0.00007750856,0.00018087501,0.000058910995,0.000010747137,0.00013728905,0.00024010082,0.000004743919,0.0016396933],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985613,0.0003208055,0.000090098816,0.00016678315,0.00034534684,0.00051571534],"domain_scores_gemma":[0.99579644,0.0005774888,0.00061417103,0.00027670214,0.0011672705,0.0015679221],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045740292,0.00070885825,0.001147042,0.0019341083,0.002722567,0.0016132793,0.00092879357,0.0011944801,0.0012013722],"category_scores_gemma":[0.003546421,0.000522475,0.000988943,0.00051182666,0.0013563625,0.0013358728,0.0027617812,0.002013245,0.0009330208],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020502252,0.020953601,0.8083567,0.00011277455,0.000111533736,0.00391611,0.10066393,0.00022645961,0.009455771,0.0002820438,0.00092389784,0.052946877],"study_design_scores_gemma":[0.00015739344,0.020630172,0.92093194,0.000060343675,0.00014565485,0.0011022398,0.045499988,0.00048491664,0.0060288426,0.00017894711,0.004647189,0.00013247576],"about_ca_topic_score_codex":0.013493858,"about_ca_topic_score_gemma":0.013531531,"teacher_disagreement_score":0.013493858,"about_ca_system_score_codex":0.0011287911,"about_ca_system_score_gemma":0.0016659256,"threshold_uncertainty_score":0.026830673},"labels":[],"label_agreement":null},{"id":"W2156906445","doi":"10.1111/j.1467-9922.2012.00715.x","title":"Effects of Input Properties, Vocabulary Size, and L1 on the Development of Third Person Singular –<i>s</i> in Child L2 English","year":2012,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","field":"Psychology","cited_by":149,"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":"Inflection; Psychology; Lexicon; Linguistics; Language acquisition; Vocabulary development; Vocabulary; Perspective (graphical); Language development; Phonological development; First language; Second language; Phonology; Developmental psychology; Mathematics education; Artificial intelligence; Computer science","score_opus":0.008916377125652339,"score_gpt":0.22324821631951783,"score_spread":0.2143318391938655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156906445","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99976367,0.000033492543,0.000024530766,0.0000045282854,4.3424117e-7,0.0000015638012,0.000025562,0.000002831592,0.00014342464],"genre_scores_gemma":[0.99958915,0.000046319477,0.00012033806,0.0000056476315,7.326021e-7,0.000008829585,0.00006021441,0.00000582689,0.00016300226],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99918455,0.00022216274,0.00009405232,0.00017086182,0.00021251223,0.00011577595],"domain_scores_gemma":[0.9939943,0.0031456714,0.0016444357,0.00035016963,0.000469881,0.00039559833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011789365,0.00036881125,0.00027553146,0.00074787904,0.00031083653,0.0008171962,0.0002716535,0.00030367525,0.0016179511],"category_scores_gemma":[0.0057069976,0.00030306296,0.00040155108,0.0003574997,0.00078825385,0.0005466906,0.0006822779,0.00052583136,0.00027431003],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004881201,0.00021203962,0.96429425,0.000045794026,0.000055173645,0.0009264319,0.0054641636,0.00010897193,0.020272365,0.00006770533,0.000060300485,0.008004654],"study_design_scores_gemma":[0.0000020829582,0.0002443223,0.9962107,0.000006819839,0.000013265248,0.0004438643,0.0009891095,0.00006789077,0.0018587281,0.0000199752,0.00013791314,0.0000052646783],"about_ca_topic_score_codex":0.0052282414,"about_ca_topic_score_gemma":0.008686972,"teacher_disagreement_score":0.0052282414,"about_ca_system_score_codex":0.00036892132,"about_ca_system_score_gemma":0.0004301368,"threshold_uncertainty_score":0.010395646},"labels":[],"label_agreement":null},{"id":"W2169077375","doi":"10.1111/j.1467-9922.2006.00373.x","title":"The Metacognitive Awareness Listening Questionnaire: Development and Validation","year":2006,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":564,"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; Active listening; Metacognition; Confirmatory factor analysis; Exploratory factor analysis; Listening comprehension; Reliability (semiconductor); Sample (material); Comprehension; Psychometrics; Cognitive psychology; Developmental psychology; Structural equation modeling; Cognition; Linguistics; Communication","score_opus":0.013317450723317801,"score_gpt":0.24524693072303766,"score_spread":0.23192947999971986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169077375","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84461063,0.00093211466,0.086167976,0.0011171252,0.00042222868,0.04475274,0.0051879208,0.0006435632,0.016165692],"genre_scores_gemma":[0.5934954,0.001842522,0.2745206,0.0011056681,0.0001877354,0.1103289,0.008883136,0.00038947788,0.009246519],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9910753,0.0031476407,0.0017765372,0.000488075,0.003211385,0.0003010332],"domain_scores_gemma":[0.9772509,0.010583553,0.0012950908,0.0012719651,0.008897757,0.0007007557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024691114,0.0005624359,0.00061308936,0.0025066158,0.0006256552,0.0008455697,0.0011246611,0.00071632623,0.0028868786],"category_scores_gemma":[0.0314086,0.00051926303,0.0006999156,0.0010093523,0.0008122942,0.0009115982,0.0018097656,0.001282868,0.0016231472],"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":[0.0008250349,0.003300401,0.22888528,0.001084641,0.00011284027,0.00048356602,0.011037524,0.0021600004,0.014533367,0.0029594223,0.006509323,0.7281086],"study_design_scores_gemma":[0.0010124119,0.00852903,0.85414654,0.00097175036,0.00012905702,0.0019832554,0.007457813,0.010491567,0.016361209,0.0035241034,0.09516285,0.00023047859],"about_ca_topic_score_codex":0.0011466624,"about_ca_topic_score_gemma":0.0015110989,"teacher_disagreement_score":0.024691114,"about_ca_system_score_codex":0.0006972602,"about_ca_system_score_gemma":0.0031937882,"threshold_uncertainty_score":0.13058066},"labels":[],"label_agreement":null},{"id":"W2285220537","doi":"10.1111/lang.12167","title":"Effects of Different Types of Corrective Feedback on Receptive Skills in a Second Language: A Speech Perception Training Study","year":2016,"lang":"en","type":"article","venue":"Language Learning","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":44,"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":"Corrective feedback; Psychology; Perception; Audiology; Speech perception; Control (management); Mathematics education; Computer science; Medicine; Artificial intelligence","score_opus":0.011541065285541462,"score_gpt":0.3240521491188777,"score_spread":0.31251108383333626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2285220537","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996593,0.000031337488,0.00011583581,0.0000052012474,0.000005583898,0.000024995266,0.0000065039285,0.0000036259933,0.00014752631],"genre_scores_gemma":[0.9983071,0.00009486773,0.0007779688,0.000029485589,0.000008711054,0.00007372688,0.000021870035,0.0000047904746,0.00068139384],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99942553,0.00019853459,0.000047212932,0.00010732029,0.00015360932,0.00006786646],"domain_scores_gemma":[0.9972045,0.0016500117,0.00025010062,0.0001380294,0.00028022175,0.000477154],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00097608066,0.00047370055,0.0005825343,0.00028763185,0.0002158146,0.00026331338,0.00033078252,0.00038496987,0.0025782837],"category_scores_gemma":[0.004290754,0.00018196434,0.00019199029,0.00013885548,0.00023181479,0.00028861195,0.0003342974,0.0005050503,0.0002425608],"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":[0.06785142,0.08021009,0.030662805,0.0016858393,0.00043092706,0.00069614325,0.009970124,0.0010197014,0.48630795,0.00014019116,0.00056462886,0.32046023],"study_design_scores_gemma":[0.005360771,0.422566,0.43310258,0.00020459786,0.0005700558,0.00077256706,0.005417849,0.0025725442,0.12512133,0.0002726498,0.0039190874,0.00011998383],"about_ca_topic_score_codex":0.0010085376,"about_ca_topic_score_gemma":0.001394478,"teacher_disagreement_score":0.0025782837,"about_ca_system_score_codex":0.00015061566,"about_ca_system_score_gemma":0.00029372997,"threshold_uncertainty_score":0.008625209},"labels":[],"label_agreement":null},{"id":"W2320558018","doi":"10.1111/0023-8333.00224","title":"The Role of Gender and Immersion in Communication and Second Language Orientations","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":103,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Willingness to communicate; French immersion; Communicative competence; Grammar; Conversation; Competence (human resources); Linguistics; First language; Language proficiency; Language acquisition; Pedagogy; Mathematics education; Social psychology; Communication","score_opus":0.010719129786501141,"score_gpt":0.24373008448169514,"score_spread":0.233010954695194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2320558018","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975454,0.000060971102,0.0000837048,0.000054721153,0.0000062691197,0.000007080238,0.000011478494,0.0000012195015,0.0022291287],"genre_scores_gemma":[0.99901485,0.00004359588,0.000049247068,0.000016833084,0.000003086001,0.000006285315,0.000012432647,0.0000018414563,0.0008516985],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993005,0.000198544,0.000032791908,0.00008421952,0.00023208252,0.00015194267],"domain_scores_gemma":[0.99706846,0.0011840359,0.00070376834,0.000075435266,0.00020871354,0.0007596527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010499711,0.00025125145,0.00023430421,0.00046183716,0.0008194572,0.0019156374,0.00035578373,0.00033546574,0.0037891744],"category_scores_gemma":[0.0051034484,0.00013132913,0.00027700435,0.00026008053,0.001644264,0.00067068887,0.0013485535,0.00068294693,0.00019806255],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007107905,0.000737331,0.8542801,0.00012744257,0.00009272678,0.0008205668,0.10816174,0.00011294447,0.007222324,0.0020519337,0.00030788162,0.025374198],"study_design_scores_gemma":[0.000010481892,0.00044911227,0.94063234,0.000054147324,0.000016260377,0.00027768055,0.056321982,0.00018036358,0.0004120036,0.00048209462,0.0011456012,0.000017913935],"about_ca_topic_score_codex":0.010073126,"about_ca_topic_score_gemma":0.0137519855,"teacher_disagreement_score":0.010073126,"about_ca_system_score_codex":0.00088355335,"about_ca_system_score_gemma":0.0008751717,"threshold_uncertainty_score":0.020029008},"labels":[],"label_agreement":null},{"id":"W2519287523","doi":"10.1111/lang.12204","title":"Distributional Effects and Individual Differences in L2 Morphology Learning","year":2016,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":29,"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":"Parkinson Society Canada","keywords":"Generalization; Psychology; Nonverbal communication; Vocabulary; Cognitive psychology; Session (web analytics); Cognition; Verbal learning; Predictability; Test (biology); Language acquisition; Vocabulary development; Linguistics; Computer science; Communication; Mathematics education; Teaching method; Statistics","score_opus":0.019548507668355194,"score_gpt":0.2581273301618519,"score_spread":0.2385788224934967,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2519287523","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926835,0.000009850842,0.00014324124,0.000007338922,0.000001121207,0.0000031474854,0.000029309978,0.000007393682,0.00053019205],"genre_scores_gemma":[0.9993425,0.000007154394,0.00015564056,0.0000075570074,8.246189e-7,0.000005405459,0.000036366673,0.000007960884,0.00043647125],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996221,0.000076059485,0.000033843015,0.00012918697,0.000104466955,0.00003431138],"domain_scores_gemma":[0.9969393,0.0013923603,0.00068607775,0.0004341934,0.00029650235,0.0002515322],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007085277,0.00020996717,0.00020445522,0.0003560048,0.00017791164,0.0006463225,0.0001574136,0.00021937677,0.0043870825],"category_scores_gemma":[0.0043704603,0.00015099945,0.00012337575,0.00014092984,0.0004466846,0.00044820472,0.00062569394,0.0004238183,0.00052093813],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021750832,0.001062226,0.56472415,0.000119558805,0.00017631687,0.00083808554,0.009163597,0.001139949,0.3466513,0.0010451716,0.00072540814,0.07217916],"study_design_scores_gemma":[0.000023776982,0.00079526944,0.97236335,0.00000902654,0.000023586368,0.00047283265,0.00084742747,0.0011211139,0.022782149,0.0009428162,0.00059899647,0.000019485395],"about_ca_topic_score_codex":0.00075016957,"about_ca_topic_score_gemma":0.00082656596,"teacher_disagreement_score":0.0043870825,"about_ca_system_score_codex":0.00014101587,"about_ca_system_score_gemma":0.00009598445,"threshold_uncertainty_score":0.014676273},"labels":[],"label_agreement":null},{"id":"W2587922133","doi":"10.1111/lang.12224","title":"Corpus Use in Language Learning: A Meta‐Analysis","year":2017,"lang":"en","type":"article","venue":"Language Learning","topic":"Natural Language Processing Techniques","field":"Computer Science","cited_by":551,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Moderation; Meta-analysis; Open data; Computer science; Transfer of learning; Psychology; Sample (material); Language acquisition; Natural language processing; Open science; Applied linguistics; Artificial intelligence; Mathematics education; Linguistics; World Wide Web; Statistics; Machine learning; Mathematics","score_opus":0.03466804115790036,"score_gpt":0.31612705750871456,"score_spread":0.2814590163508142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2587922133","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01869604,0.96293896,0.010910132,0.0009752963,0.00067452743,0.0027732411,0.0017502378,0.0002232763,0.001058375],"genre_scores_gemma":[0.64368856,0.31366983,0.023118638,0.00199764,0.00040752644,0.014036068,0.0019342116,0.00028654098,0.00086094916],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.893125,0.07224134,0.019346474,0.0068525653,0.007499039,0.0009356124],"domain_scores_gemma":[0.77423793,0.1952324,0.01408155,0.0075732423,0.007912148,0.0009627622],"candidate_categories":["metaepi_broad"],"consensus_categories":[],"category_scores_codex":[0.08739081,0.0027729704,0.014671697,0.012686026,0.0011531855,0.006096204,0.003107225,0.0023671472,0.0042282576],"category_scores_gemma":[0.19709323,0.0017557767,0.041878644,0.010363324,0.0016399745,0.0048016,0.003171998,0.0031397538,0.00035345543],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001321905,0.000038992363,0.0048251813,0.17700815,0.80373776,0.00010962118,0.00036148072,0.00044508665,0.00021370607,0.0004277757,0.00058352994,0.010926803],"study_design_scores_gemma":[0.000618671,0.00035637588,0.003641828,0.033727176,0.95701426,0.0000953704,0.00020149999,0.0003587135,0.00038099516,0.00093727617,0.0026295986,0.000038260216],"about_ca_topic_score_codex":0.004375144,"about_ca_topic_score_gemma":0.008155971,"teacher_disagreement_score":0.9853283,"about_ca_system_score_codex":0.0043620695,"about_ca_system_score_gemma":0.005245195,"threshold_uncertainty_score":0.46217233},"labels":[],"label_agreement":null},{"id":"W2614859191","doi":"10.1111/1467-9922.53225","title":"Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers’ Communication Style","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":89,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Feeling; Social psychology; Perception; Autonomy; Competence (human resources); Context (archaeology); Self-determination theory","score_opus":0.01331880722625385,"score_gpt":0.26197310715299515,"score_spread":0.24865429992674132,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2614859191","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989875,0.00006225907,0.000035407633,0.00003818851,0.000004249789,0.0000067533483,0.000011699605,0.0000017480866,0.00085213094],"genre_scores_gemma":[0.9984458,0.0001877032,0.0000845697,0.00003845454,0.000005509732,0.000021496886,0.000036846082,0.0000041265516,0.0011756276],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99901485,0.00035001172,0.00008674195,0.00010967384,0.00028793843,0.00015075596],"domain_scores_gemma":[0.9946524,0.0019684713,0.0014829343,0.00014040654,0.00063441676,0.0011213906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024808166,0.00041800435,0.00039776784,0.0010604504,0.0009910917,0.004215602,0.0004320368,0.0007334226,0.00255903],"category_scores_gemma":[0.0060006254,0.0003006043,0.00043356017,0.00039833458,0.0009689744,0.0010030852,0.0013691892,0.0010169607,0.0005172978],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003674398,0.00088800484,0.6941007,0.00014800503,0.00007370976,0.0011866742,0.27601647,0.000109373475,0.0064374595,0.00034315363,0.00040250586,0.019926408],"study_design_scores_gemma":[0.00004510468,0.0009431852,0.4552713,0.000099151745,0.000042596388,0.00088498066,0.5371728,0.00032348948,0.001237611,0.0003108425,0.0036021876,0.00006675627],"about_ca_topic_score_codex":0.0042035608,"about_ca_topic_score_gemma":0.006451222,"teacher_disagreement_score":0.004215602,"about_ca_system_score_codex":0.0007888799,"about_ca_system_score_gemma":0.0007138936,"threshold_uncertainty_score":0.013119996},"labels":[],"label_agreement":null},{"id":"W2615159824","doi":"10.1111/1467-9922.53223","title":"Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":194,"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 Saskatchewan","funders":"","keywords":"Psychology; Self-determination theory; Context (archaeology); Competence (human resources); Intrinsic motivation; Mathematics education; Perspective (graphical); Pedagogy; Social psychology; Autonomy","score_opus":0.009781302700794945,"score_gpt":0.23810918907957546,"score_spread":0.22832788637878051,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2615159824","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.976582,0.0010463109,0.002440122,0.0047517405,0.00006626917,0.00009771342,0.000039115628,0.0000074343643,0.014969321],"genre_scores_gemma":[0.9975293,0.0004281595,0.0008065682,0.00039686117,0.000019797855,0.000052865118,0.000022125652,0.0000031516952,0.00074123073],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99694854,0.001795566,0.00010003712,0.00023497552,0.00052102376,0.00039986047],"domain_scores_gemma":[0.99122965,0.004366708,0.0017569441,0.00027543816,0.00079336256,0.0015778403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0069589764,0.00026176122,0.00043858978,0.0016248618,0.0018139724,0.0049035465,0.0005776057,0.00086252525,0.0014048978],"category_scores_gemma":[0.010783875,0.00025056966,0.0004490215,0.0010180227,0.0040110573,0.0019693119,0.0014988355,0.0023463059,0.00018485365],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014354452,0.0014023208,0.74272823,0.000211066,0.00014042793,0.00048760863,0.09414548,0.00040868323,0.0005713677,0.077141225,0.002938089,0.07968198],"study_design_scores_gemma":[0.00008171742,0.0005234962,0.67263496,0.00049335026,0.00010209915,0.00078578223,0.17813562,0.004167437,0.0006162419,0.11969856,0.022608623,0.00015217996],"about_ca_topic_score_codex":0.0040636444,"about_ca_topic_score_gemma":0.005411977,"teacher_disagreement_score":0.0069589764,"about_ca_system_score_codex":0.002151034,"about_ca_system_score_gemma":0.001968655,"threshold_uncertainty_score":0.036803007},"labels":[],"label_agreement":null},{"id":"W2615823797","doi":"10.1111/j.1467-9922.2007.00413.x","title":"Schema Theory and Knowledge‐Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives","year":2007,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":66,"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 Victoria","funders":"","keywords":"Schema (genetic algorithms); Comprehension; Reading comprehension; Psychology; Cognitive science; Cognition; Epistemology; Cognitive psychology; Linguistics; Computer science; Reading (process)","score_opus":0.022101913188100276,"score_gpt":0.32969719016203847,"score_spread":0.3075952769739382,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2615823797","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":[0.13727091,0.13198753,0.38351995,0.16156162,0.0014877837,0.00015051862,0.0002867056,0.00029909206,0.18343599],"genre_scores_gemma":[0.90984744,0.03274791,0.046281118,0.0043148263,0.0014149579,0.00018897961,0.00018176038,0.00010798316,0.004914914],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99787736,0.0011348352,0.000106430736,0.00030670778,0.00038645614,0.00018814443],"domain_scores_gemma":[0.9885994,0.00858789,0.0006744642,0.00084093946,0.00088258047,0.00041468724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007400958,0.00072304683,0.0013522897,0.0027286678,0.0010569572,0.010552635,0.002732145,0.0040388466,0.0042207497],"category_scores_gemma":[0.008405101,0.00054226094,0.0012476869,0.0023084008,0.022267513,0.030712878,0.003395318,0.006235149,0.00053972186],"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":[0.000016653954,0.000017858636,0.0004558004,0.00013679972,0.000018209477,0.000080566104,0.005083631,0.0005674513,0.00016434498,0.9840836,0.00037501036,0.009000099],"study_design_scores_gemma":[0.000008104938,0.000013751693,0.00047611026,0.00009004095,0.00000834602,0.00008334912,0.0016678269,0.0015790486,0.0001113891,0.9915944,0.0043541733,0.000013501062],"about_ca_topic_score_codex":0.0029421467,"about_ca_topic_score_gemma":0.0017548034,"teacher_disagreement_score":0.010552635,"about_ca_system_score_codex":0.002948615,"about_ca_system_score_gemma":0.002053901,"threshold_uncertainty_score":0.039140463},"labels":[],"label_agreement":null},{"id":"W2754603463","doi":"10.1111/lang.12254","title":"Talking It Through: Collaborative Dialogue and Second Language Learning","year":2017,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"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 de Montréal","funders":"Fonds de Recherche du Québec-Société et Culture","keywords":"Dictation; Psychology; Intervention (counseling); Linguistics; Language proficiency; Second language; Mathematics education","score_opus":0.018924205289123294,"score_gpt":0.2795275600101328,"score_spread":0.2606033547210095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2754603463","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978928,0.000043229997,0.000781244,0.000069504335,0.000012778323,0.00012397069,0.000006510186,0.0000116756,0.0010583132],"genre_scores_gemma":[0.9972029,0.0000486487,0.0018059995,0.00004260631,0.000008319105,0.00026326792,0.000009441536,0.0000036698627,0.0006152048],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9935353,0.0047897776,0.00016711,0.00057280366,0.0005260088,0.00040907727],"domain_scores_gemma":[0.9859812,0.010362257,0.0012426261,0.00066473766,0.00031320815,0.0014359381],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006565067,0.0004179669,0.0006251962,0.0004127694,0.0013500012,0.0017703049,0.0008331978,0.0007057172,0.003323175],"category_scores_gemma":[0.01656109,0.00029842582,0.0002824463,0.00019295249,0.0021633583,0.0011115501,0.001735769,0.0010089498,0.00034066068],"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":[0.009062068,0.095927455,0.0736312,0.0017562166,0.00019213792,0.0011540083,0.42954156,0.0013507734,0.07227674,0.005714745,0.0018751083,0.30751798],"study_design_scores_gemma":[0.0141125675,0.18098065,0.35465658,0.0011673585,0.00077976496,0.002835417,0.2832255,0.016725658,0.08246632,0.01379455,0.048630018,0.0006256738],"about_ca_topic_score_codex":0.000994821,"about_ca_topic_score_gemma":0.0008475747,"teacher_disagreement_score":0.006565067,"about_ca_system_score_codex":0.00060712267,"about_ca_system_score_gemma":0.0014513258,"threshold_uncertainty_score":0.034719765},"labels":[],"label_agreement":null},{"id":"W2755237317","doi":"10.1111/lang.12253","title":"The Academic Spoken Word List","year":2017,"lang":"en","type":"article","venue":"Language Learning","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":213,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Linguistics; British National Corpus; Computer science; Spoken language; English for academic purposes; American English; Word lists by frequency; Discipline; Lexical density; Psychology; Word list; Natural language processing; Lexical item; World Wide Web; Index (typography); Sociology; Sentence","score_opus":0.019574808867604238,"score_gpt":0.3672021094661021,"score_spread":0.3476273005984979,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2755237317","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5184522,0.0016038766,0.048806183,0.001784512,0.001503488,0.008400034,0.24371818,0.009507939,0.1662236],"genre_scores_gemma":[0.55219096,0.0010129622,0.09256537,0.001066333,0.0004136876,0.023471653,0.25570706,0.0022317297,0.071340196],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975688,0.00065328344,0.00052709057,0.00036316997,0.00077272084,0.00011494455],"domain_scores_gemma":[0.9859536,0.004985324,0.00097377884,0.0013169523,0.006163253,0.00060700584],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002295533,0.0006455062,0.00050933275,0.00376236,0.0009512315,0.0017486265,0.0008603229,0.0005329532,0.04975543],"category_scores_gemma":[0.012767779,0.0002567216,0.0003028674,0.0028107185,0.0007051495,0.0019862168,0.0020462156,0.0006723721,0.024208853],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013512727,0.0006702664,0.026746757,0.0030887725,0.00004956051,0.00047671446,0.009892032,0.0008966092,0.018006912,0.010626611,0.26107875,0.6671158],"study_design_scores_gemma":[0.00029804764,0.0011661049,0.112328075,0.0007973925,0.000096864576,0.001363679,0.0071262764,0.0024544676,0.022705015,0.0067915274,0.84457964,0.00029293308],"about_ca_topic_score_codex":0.0020566434,"about_ca_topic_score_gemma":0.0024238073,"teacher_disagreement_score":0.04975543,"about_ca_system_score_codex":0.0008775762,"about_ca_system_score_gemma":0.0016499221,"threshold_uncertainty_score":0.16644847},"labels":[],"label_agreement":null},{"id":"W2760027377","doi":"10.1111/lang.12257","title":"Beat Gestures and Syntactic Parsing: An ERP Study","year":2017,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","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":"Université de Montréal; Centre for Research on Brain Language and Music","funders":"European Research Council; H2020 Marie Skłodowska-Curie Actions; Ministerio de Economía y Competitividad","keywords":"P600; Prosody; Parsing; Sentence; Gesture; Speech recognition; N100; Sentence processing; Psychology; Electroencephalography; Computer science; Event-related potential; Natural language processing; Artificial intelligence; N400; Neuroscience","score_opus":0.04013098636673814,"score_gpt":0.35331511280738037,"score_spread":0.31318412644064225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2760027377","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975298,0.000061104256,0.00087337405,0.000022540416,0.0000069037806,0.000014476031,0.000051696992,0.000012242057,0.0014279116],"genre_scores_gemma":[0.9985538,0.000049277183,0.00099426,0.000045303368,0.000013949954,0.000020094201,0.000043217897,0.000011658291,0.0002684749],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9998827,0.000029040908,0.0000067985384,0.000032183638,0.000034658115,0.000014611351],"domain_scores_gemma":[0.9993119,0.0004621513,0.00009040531,0.00003420476,0.00006300759,0.0000383448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002980829,0.00020022067,0.0001884516,0.00014838728,0.00012969624,0.0002989378,0.00014094503,0.00029985694,0.0022584382],"category_scores_gemma":[0.0022701966,0.00012876316,0.00009528844,0.00015255742,0.00026372416,0.00029227984,0.00024143228,0.00031010984,0.00017924489],"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":[0.0015016092,0.00026307706,0.012825578,0.0002034052,0.000034071123,0.0010178824,0.001346672,0.0001838321,0.9555394,0.0008230828,0.00020758007,0.026053743],"study_design_scores_gemma":[0.0003110191,0.0027497618,0.8968105,0.000045456803,0.00019102781,0.002476606,0.001393685,0.0034693498,0.08691699,0.0036116564,0.001977713,0.000046379402],"about_ca_topic_score_codex":0.00023658812,"about_ca_topic_score_gemma":0.0002845128,"teacher_disagreement_score":0.0022584382,"about_ca_system_score_codex":0.00006771773,"about_ca_system_score_gemma":0.000087257526,"threshold_uncertainty_score":0.0075552464},"labels":[],"label_agreement":null},{"id":"W2765134821","doi":"10.1111/lang.12270","title":"Empirical Approaches to Measuring the Intelligibility of Different Varieties of English in Predicting Listener Comprehension","year":2017,"lang":"en","type":"article","venue":"Language Learning","topic":"Hearing Loss and Rehabilitation","field":"Neuroscience","cited_by":114,"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":"Educational Testing Service","keywords":"Intelligibility (philosophy); Psychology; Comprehension; Active listening; Listening comprehension; Perception; Sentence; Linguistics; Cognitive psychology; Communication","score_opus":0.16957806229389938,"score_gpt":0.3232730021367274,"score_spread":0.153694939842828,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765134821","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9895923,0.0003215713,0.0076307445,0.000066671586,0.000010115742,0.000054348802,0.00007367565,0.000023654007,0.0022269126],"genre_scores_gemma":[0.99777657,0.0000776078,0.0019486167,0.000013073831,0.000007785693,0.00004012299,0.00005464882,0.0000053065714,0.00007635369],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9858166,0.008893031,0.001223616,0.0010429777,0.0027946453,0.00022927453],"domain_scores_gemma":[0.8035416,0.16995734,0.010538688,0.0047041313,0.009967595,0.0012906403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026242718,0.00065992307,0.00045290412,0.0028853538,0.00035223033,0.0018320446,0.00055070815,0.0007263775,0.0010655747],"category_scores_gemma":[0.13792966,0.0004126488,0.00069178175,0.00083926955,0.0010790162,0.0016810227,0.0014274116,0.0006930597,0.00027902625],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006625838,0.00032293508,0.95331633,0.00014117829,0.000514315,0.000095599826,0.0046755015,0.0016988767,0.0025202313,0.00043352743,0.00011286025,0.03550593],"study_design_scores_gemma":[0.00004045843,0.00096967403,0.9782548,0.00009875513,0.00020783528,0.00026007177,0.003003337,0.012082436,0.0033805012,0.001296572,0.00034712214,0.000058481808],"about_ca_topic_score_codex":0.0010347663,"about_ca_topic_score_gemma":0.000986449,"teacher_disagreement_score":0.026242718,"about_ca_system_score_codex":0.0002534307,"about_ca_system_score_gemma":0.0002630978,"threshold_uncertainty_score":0.13878644},"labels":[],"label_agreement":null},{"id":"W2766105254","doi":"10.1111/lang.12267","title":"The Emergence of the Allophonic Perception of Unfamiliar Speech Sounds: The Effects of Contextual Distribution and Phonetic Naturalness","year":2017,"lang":"en","type":"article","venue":"Language Learning","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Naturalness; Perception; Psychology; Speech perception; Linguistics; Speech recognition; Cognitive psychology; Computer science","score_opus":0.008252641344415276,"score_gpt":0.31181562364039966,"score_spread":0.3035629822959844,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2766105254","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984921,0.00010836067,0.00056131306,0.000012779135,0.000004807538,0.000005655142,0.000013095465,0.0000070776773,0.0007947928],"genre_scores_gemma":[0.99938524,0.000034174824,0.00039087542,0.000017221471,0.0000022116296,0.000005129146,0.000012091331,0.000006043126,0.00014703254],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9997017,0.0000645925,0.00002256142,0.000088908084,0.0000848087,0.000037464928],"domain_scores_gemma":[0.9979091,0.0009992502,0.00034645686,0.00018516452,0.00022920265,0.0003308267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00039795917,0.00017842026,0.00026547848,0.000171173,0.00017280127,0.00060421706,0.00017354464,0.00025953137,0.0015578527],"category_scores_gemma":[0.0017383802,0.0002934881,0.00016273034,0.00006945339,0.0008471128,0.0004052594,0.00084540615,0.0007324796,0.000121101926],"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":[0.00033611403,0.00006841086,0.010229122,0.00006157344,0.0000138159785,0.00017729218,0.0007387111,0.00007130543,0.98390436,0.00014590849,0.000029560337,0.0042238366],"study_design_scores_gemma":[0.000029674442,0.00109393,0.8107705,0.000029099598,0.000049135157,0.0008582618,0.0016161613,0.0010749723,0.18313724,0.0005515875,0.0007540368,0.000035287263],"about_ca_topic_score_codex":0.0005109571,"about_ca_topic_score_gemma":0.00084869436,"teacher_disagreement_score":0.0015578527,"about_ca_system_score_codex":0.00013653588,"about_ca_system_score_gemma":0.00015442139,"threshold_uncertainty_score":0.005211532},"labels":[],"label_agreement":null},{"id":"W2784723271","doi":"10.1111/lang.12284","title":"Introducing Registered Reports at <i>Language Learning</i>: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences","year":2018,"lang":"en","type":"article","venue":"Language Learning","topic":"Meta-analysis and systematic reviews","field":"Decision Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Economic and Social Research Council; University of Illinois at Urbana-Champaign; Cardiff University","keywords":"Transparency (behavior); Data collection; Open science; Psychology; Protocol (science); Replication (statistics); Data science; Best practice; Public relations; Computer science; Sociology; Political science; Social science","score_opus":0.34994043894376914,"score_gpt":0.4774014477996329,"score_spread":0.12746100885586376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2784723271","genre_codex":"methods","genre_gemma":"commentary","domain_codex":"methods","domain_gemma":"reproducibility","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":"reproducibility","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007349123,0.00894622,0.48262203,0.37655276,0.045016106,0.018597115,0.0029886693,0.0055991053,0.05232881],"genre_scores_gemma":[0.063114166,0.006019616,0.82492435,0.04396383,0.009144887,0.04018544,0.0015521656,0.0028416952,0.008253889],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.11006463,0.72636414,0.10249604,0.007140383,0.051276952,0.0026578084],"domain_scores_gemma":[0.019963453,0.6333458,0.057759013,0.16716339,0.116880976,0.0048873667],"candidate_categories":["metaresearch","open_science"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.8482307,0.0019438843,0.0033814732,0.017773679,0.006949667,0.043902196,0.0119071985,0.015328888,0.017550858],"category_scores_gemma":[0.93937886,0.0046295817,0.0073209307,0.019774176,0.022163928,0.032024805,0.02774895,0.022081502,0.012618031],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013183858,0.0004505447,0.005778839,0.028431479,0.0011871783,0.0007970505,0.028409483,0.0013683266,0.0022165962,0.36494404,0.22881225,0.3362858],"study_design_scores_gemma":[0.0010704338,0.00095480774,0.003212766,0.047694314,0.0009962642,0.00081261504,0.006360291,0.0040386426,0.0052588074,0.214312,0.71469367,0.0005955027],"about_ca_topic_score_codex":0.002428606,"about_ca_topic_score_gemma":0.0033774197,"teacher_disagreement_score":0.9880928,"about_ca_system_score_codex":0.011018283,"about_ca_system_score_gemma":0.09710637,"threshold_uncertainty_score":0.18715858},"labels":[],"label_agreement":null},{"id":"W2920898950","doi":"10.1111/lang.12343","title":"The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies","year":2019,"lang":"en","type":"article","venue":"Language Learning","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":291,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Repetition (rhetorical device); Moderation; Psychology; Vocabulary development; Meta-analysis; Comprehension; Test (biology); Cognitive psychology; Mathematics education; Linguistics; Social psychology; Teaching method","score_opus":0.01667857370846555,"score_gpt":0.33266834063917083,"score_spread":0.3159897669307053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2920898950","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.021882646,0.9704606,0.0043825507,0.0004452173,0.0003550362,0.0005982076,0.0011051801,0.000087876535,0.00068272895],"genre_scores_gemma":[0.6130282,0.36729482,0.011554324,0.0013881065,0.00041482426,0.003451228,0.002012707,0.00018708741,0.0006686957],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.96947217,0.016718099,0.007389506,0.0035002758,0.0024152396,0.0005047463],"domain_scores_gemma":[0.8696761,0.10942854,0.010853951,0.0051701856,0.0042489683,0.0006221838],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04044109,0.002715874,0.010278983,0.0067601553,0.0008732212,0.0044519305,0.0022718215,0.001794171,0.002886361],"category_scores_gemma":[0.11105446,0.001589953,0.035654016,0.0076050814,0.0013041775,0.003095808,0.002130787,0.0024195819,0.00033621493],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015898454,0.000028188626,0.011361046,0.11473596,0.8607174,0.00010614926,0.00023292638,0.00034528022,0.00030263807,0.0002470088,0.000411563,0.009921951],"study_design_scores_gemma":[0.0003495424,0.0002322328,0.0074340827,0.011648614,0.97773165,0.00009745263,0.00008065304,0.00015366686,0.0002866883,0.00045565862,0.001504824,0.00002488356],"about_ca_topic_score_codex":0.004472866,"about_ca_topic_score_gemma":0.008247327,"teacher_disagreement_score":0.04044109,"about_ca_system_score_codex":0.0022336205,"about_ca_system_score_gemma":0.0032472967,"threshold_uncertainty_score":0.21387541},"labels":[],"label_agreement":null},{"id":"W2945651733","doi":"10.1111/lang.12348","title":"Case Marking Variation in Heritage Slavic Languages in Toronto: Not So Different","year":2019,"lang":"en","type":"article","venue":"Language Learning","topic":"Linguistic Variation and Morphology","field":"Social Sciences","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Homeland; Linguistics; Variation (astronomy); Heritage language; Ukrainian; Slavic languages; Normative; Genitive case; History; Noun; Political science; Law; Philosophy","score_opus":0.010447589476762312,"score_gpt":0.31443995314848056,"score_spread":0.3039923636717182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2945651733","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99805766,0.00007267299,0.000048574406,0.000023739924,9.706874e-7,0.0000027410285,0.00008962901,0.000003199091,0.0017007494],"genre_scores_gemma":[0.99955434,0.00003918172,0.000043061722,0.0000035220226,3.9940983e-7,0.0000016594041,0.00007550076,0.000002592144,0.0002798033],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99948114,0.000101708494,0.000037198435,0.00010371214,0.0001359487,0.00014034098],"domain_scores_gemma":[0.99880517,0.00033941495,0.0003038348,0.00013980406,0.00026204987,0.00014966665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004675201,0.00020163204,0.00024421207,0.0011730448,0.0014559681,0.0013098358,0.00036440103,0.00017473,0.0028953708],"category_scores_gemma":[0.0026874754,0.00020568493,0.00012209307,0.0019309913,0.0013368865,0.00045011603,0.001230782,0.00023623016,0.000242307],"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":[0.00031748632,0.000033361994,0.6733547,0.00015863609,0.00007392927,0.002680755,0.26473805,0.0002512385,0.01667641,0.0025187314,0.00092782266,0.03826889],"study_design_scores_gemma":[0.000004081572,0.00003008095,0.9438734,0.000026016662,0.000020102354,0.0005828904,0.051918823,0.00016510369,0.0009091196,0.000121928744,0.0023333677,0.000015026532],"about_ca_topic_score_codex":0.51901025,"about_ca_topic_score_gemma":0.7756121,"teacher_disagreement_score":0.51901025,"about_ca_system_score_codex":0.003683094,"about_ca_system_score_gemma":0.0021395222,"threshold_uncertainty_score":0.9676448},"labels":[],"label_agreement":null},{"id":"W2969845259","doi":"10.1111/lang.12376","title":"How Referential Gestures Align With Speech: Evidence From Monolingual and Bilingual Speakers","year":2019,"lang":"en","type":"article","venue":"Language Learning","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Gesture; Psychology; Linguistics; Communication; Cognitive psychology","score_opus":0.02320836110311028,"score_gpt":0.2994919000938738,"score_spread":0.2762835389907635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2969845259","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998024,0.00011817053,0.00018981275,0.000017680475,0.0000024930102,0.0000069717053,0.000066058135,0.0000040704126,0.0015706442],"genre_scores_gemma":[0.9991794,0.00010154968,0.00024668538,0.000013502524,0.0000047707326,0.000011634731,0.00006782147,0.0000067673095,0.0003679777],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992717,0.00024650356,0.00005832708,0.00014365144,0.00018878934,0.00009098956],"domain_scores_gemma":[0.9965444,0.0020366537,0.0005452478,0.00017228826,0.0004856757,0.00021568035],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012570824,0.00029501898,0.00026513296,0.0009698988,0.0006255312,0.0011186347,0.00020496799,0.00038918274,0.0032495416],"category_scores_gemma":[0.005203705,0.00027810628,0.00012797512,0.00048770508,0.001153786,0.0005118506,0.0010350557,0.00029257484,0.00043623958],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003010748,0.0003097195,0.401975,0.0008972263,0.000113280366,0.0043250783,0.23559228,0.00024165786,0.29773653,0.00088264706,0.0005494024,0.054366454],"study_design_scores_gemma":[0.000050455044,0.0006889383,0.91332334,0.000083855215,0.00007671511,0.0050579053,0.05978027,0.00037630936,0.017927976,0.0003441372,0.0022221953,0.00006805077],"about_ca_topic_score_codex":0.0057952087,"about_ca_topic_score_gemma":0.00791666,"teacher_disagreement_score":0.0057952087,"about_ca_system_score_codex":0.00024248331,"about_ca_system_score_gemma":0.00036308749,"threshold_uncertainty_score":0.011522949},"labels":[],"label_agreement":null},{"id":"W2989936866","doi":"10.1111/lang.12384","title":"To What Extent Are Multiword Sequences Associated With Oral Fluency?","year":2019,"lang":"en","type":"article","venue":"Language Learning","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":83,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"University of Reading","keywords":"Fluency; Psychology; Phraseology; Linguistics; Variety (cybernetics); Test (biology); Task (project management); Second language; Association (psychology); Cognitive psychology; Computer science; Artificial intelligence; Mathematics education","score_opus":0.012648865950706514,"score_gpt":0.29788729571663203,"score_spread":0.2852384297659255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2989936866","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989973,0.00006159005,0.00015686991,0.000021547747,0.0000019664544,0.000001699839,0.000040210292,0.000003564118,0.00071523356],"genre_scores_gemma":[0.9996853,0.000029041767,0.00007983558,0.0000069945145,0.0000032774283,0.000002183713,0.000045558278,0.0000024921071,0.00014521547],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992225,0.00024229255,0.00008758232,0.00017696874,0.00016612248,0.00010451636],"domain_scores_gemma":[0.9780106,0.013658124,0.0056134034,0.00060898927,0.0013129092,0.0007959992],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011820536,0.00022693061,0.00027959506,0.0013760095,0.00022382467,0.0015243704,0.0002741066,0.00054858404,0.0036064617],"category_scores_gemma":[0.017424384,0.00017035172,0.0002009896,0.0008990827,0.0007699824,0.0008115488,0.00060678896,0.00042556663,0.00045921264],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014445731,0.00004580848,0.98659235,0.000023543469,0.0000439062,0.00014589595,0.0010264772,0.00007658108,0.002177246,0.00005970161,0.000041444666,0.009622602],"study_design_scores_gemma":[0.0000018806908,0.00008542202,0.99779654,0.000011050241,0.000013232041,0.00020825294,0.0010923303,0.00016659455,0.00038950465,0.00015311607,0.0000753276,0.000006812479],"about_ca_topic_score_codex":0.0018681572,"about_ca_topic_score_gemma":0.0015830074,"teacher_disagreement_score":0.0036064617,"about_ca_system_score_codex":0.00013702878,"about_ca_system_score_gemma":0.00018354815,"threshold_uncertainty_score":0.012064815},"labels":[],"label_agreement":null},{"id":"W3033731726","doi":"10.1111/lang.12408","title":"An Introduction to the Cognitive Neuroscience of Second and Artificial Language Learning","year":2020,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":3,"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 science; Cognitive neuroscience; Neurolinguistics; Cognition; Neuroscience; Neuroimaging; Linguistics; Functional neuroimaging; Cognitive psychology; Psycholinguistics","score_opus":0.023481459110779212,"score_gpt":0.2935158169840538,"score_spread":0.2700343578732746,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3033731726","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0041362983,0.5799818,0.1707885,0.05884611,0.018268725,0.00011542148,0.0005245605,0.00065936777,0.16667919],"genre_scores_gemma":[0.10743147,0.5673435,0.13603649,0.021574771,0.047922052,0.0008447009,0.000784607,0.000495715,0.11756666],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99964464,0.00010743587,0.000029180364,0.000087212655,0.0000968012,0.000034702643],"domain_scores_gemma":[0.99842274,0.0012370112,0.000059643327,0.000077902856,0.00009972796,0.000103011786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007345736,0.0009662468,0.00070429523,0.0014224132,0.0006989014,0.0030232049,0.0015060417,0.0035745082,0.008623257],"category_scores_gemma":[0.0017905734,0.00039099448,0.0009327742,0.0010951019,0.0039409436,0.004152742,0.0014596586,0.004894292,0.0024355692],"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":[0.00006666568,0.00012718898,0.0007704921,0.0015365736,0.00007092459,0.0005196047,0.0010077917,0.0026565427,0.002120779,0.6872111,0.11973776,0.18417451],"study_design_scores_gemma":[0.000009280313,0.00005274771,0.0008156472,0.00067628553,0.00001322128,0.00064034166,0.00012147574,0.0021023082,0.00023279908,0.5849877,0.41030708,0.00004106151],"about_ca_topic_score_codex":0.001287094,"about_ca_topic_score_gemma":0.0015782958,"teacher_disagreement_score":0.008623257,"about_ca_system_score_codex":0.0009970684,"about_ca_system_score_gemma":0.0009211839,"threshold_uncertainty_score":0.028847694},"labels":[],"label_agreement":null},{"id":"W3034335749","doi":"10.1111/lang.12391","title":"Brain Plasticity in Adulthood—ERP Evidence for L1‐attrition in Lexicon and Morphosyntax After Predominant L2 Use","year":2020,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":22,"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; Centre for Research on Brain Language and Music","funders":"Canadian Institutes of Health Research; Social Sciences and Humanities Research Council of Canada; Natural Sciences and Engineering Research Council of Canada; Fonds de Recherche du Québec-Société et Culture; Faculty of Medicine, McGill University","keywords":"Psychology; Attrition; Grammar; Linguistics; Lexicon; German; Language acquisition; Neuroscience of multilingualism; Neurocognitive; Sentence; Second-language acquisition; Cognitive psychology; Cognition; Neuroscience","score_opus":0.0719172895905098,"score_gpt":0.32057037821528234,"score_spread":0.24865308862477253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034335749","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974523,0.0003205846,0.00029176506,0.00007951464,0.00000854845,0.0000033289077,0.00021170948,0.000017528908,0.0016147294],"genre_scores_gemma":[0.99824095,0.00013733839,0.00016071052,0.000042492284,0.000004798561,0.0000077339255,0.000117851465,0.000007407207,0.0012807341],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.999943,0.000006358657,0.0000027558401,0.000018752942,0.00001477537,0.000014385005],"domain_scores_gemma":[0.9997105,0.00007296794,0.00008490923,0.000025043002,0.000051789855,0.000054767384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00017770243,0.000112062036,0.00019437227,0.0002380884,0.0001528412,0.00028274726,0.00010791478,0.00024718454,0.0028912493],"category_scores_gemma":[0.000631653,0.00009071896,0.00008382592,0.00015023755,0.00031374473,0.0003188909,0.0002939235,0.00050268875,0.00041095607],"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":[0.0015677704,0.00029777607,0.11553526,0.0002280939,0.000055068536,0.0029238958,0.0025736294,0.00010952877,0.80279076,0.00064464926,0.0011560979,0.072117455],"study_design_scores_gemma":[0.000008539043,0.00028673932,0.97834784,0.000014813669,0.000013951514,0.00107865,0.0007265891,0.00008190304,0.017583963,0.00040583106,0.0014432666,0.000007886275],"about_ca_topic_score_codex":0.0008357052,"about_ca_topic_score_gemma":0.0012043822,"teacher_disagreement_score":0.0028912493,"about_ca_system_score_codex":0.00011090246,"about_ca_system_score_gemma":0.00009098554,"threshold_uncertainty_score":0.009672165},"labels":[],"label_agreement":null},{"id":"W3118646112","doi":"10.1111/lang.12444","title":"To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta‐Analysis","year":2021,"lang":"en","type":"article","venue":"Language Learning","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":69,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Meta-analysis; Moderation; Vocabulary; Task (project management); Vocabulary learning; Incidental learning; Test (biology); Vocabulary development; Task analysis; Cognitive psychology; Teaching method; Mathematics education; Social psychology; Linguistics","score_opus":0.02446075289495845,"score_gpt":0.2972316172949899,"score_spread":0.27277086440003145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3118646112","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12046909,0.86802775,0.0058846157,0.0011628044,0.0004978242,0.000540048,0.0014840199,0.00012283483,0.0018110822],"genre_scores_gemma":[0.9360395,0.058490206,0.002732697,0.0006653094,0.000229586,0.0006592504,0.00067068223,0.00006157934,0.00045121895],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.9873447,0.007226223,0.0022245697,0.0018709892,0.0010023905,0.00033123142],"domain_scores_gemma":[0.93930435,0.05256161,0.0044163237,0.002124704,0.0011201797,0.0004727498],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02473236,0.0019374922,0.007382457,0.0034100167,0.0005536368,0.0032600593,0.0019258618,0.0022136392,0.003469251],"category_scores_gemma":[0.044821866,0.001141489,0.029725617,0.0032140575,0.0013013218,0.0023174381,0.0014049541,0.002107682,0.00037388635],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0038932972,0.00008499644,0.044466678,0.0387925,0.89857066,0.00014410286,0.00014413653,0.0006858649,0.00040021222,0.00028490846,0.00033086317,0.012201775],"study_design_scores_gemma":[0.001031608,0.00063870236,0.023099722,0.0045814556,0.96724516,0.00010070646,0.00007828917,0.0007653603,0.0003792906,0.00080603245,0.0012472615,0.000026377293],"about_ca_topic_score_codex":0.0034509217,"about_ca_topic_score_gemma":0.0054799346,"teacher_disagreement_score":0.02473236,"about_ca_system_score_codex":0.0010911656,"about_ca_system_score_gemma":0.0012358098,"threshold_uncertainty_score":0.13079882},"labels":[],"label_agreement":null},{"id":"W3155930117","doi":"10.1111/lang.12453","title":"English Language Learners’ Comprehension of Logical Relationships in Expository Texts: Evidence for the Confluence of General Vocabulary and Text‐Connecting Functions","year":2021,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Wilfrid Laurier University; Thompson Rivers University","funders":"","keywords":"Vocabulary; Reading comprehension; Psychology; Comprehension; Ell; Linguistics; Cohesion (chemistry); Reading (process); Cognitive psychology; Computer science; Mathematics education; Vocabulary development","score_opus":0.05172860435102018,"score_gpt":0.3293806329114431,"score_spread":0.2776520285604229,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3155930117","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994537,0.000028560231,0.000046249246,0.000011623605,7.355907e-7,0.0000019499628,0.000012120353,0.0000022753018,0.00044276612],"genre_scores_gemma":[0.99903786,0.000062443156,0.00016452569,0.000013072094,0.0000016299007,0.0000066696102,0.00004947501,0.0000031695558,0.00066107936],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996375,0.0000861581,0.00004175645,0.00008289853,0.00010520953,0.00004649756],"domain_scores_gemma":[0.99389595,0.002704459,0.0018278755,0.00037096534,0.00071446144,0.00048621217],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012592983,0.0003063056,0.00022910442,0.0006576157,0.00024582914,0.0011694619,0.00033215684,0.00032991456,0.0037255913],"category_scores_gemma":[0.006903223,0.00031102655,0.0002018315,0.00019709836,0.0007654684,0.0012533977,0.000916253,0.0007257845,0.0005820698],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032082104,0.00093749474,0.9400765,0.00011249201,0.00007959309,0.0005518521,0.01691959,0.00017837573,0.016609728,0.00036255995,0.00027117517,0.023579856],"study_design_scores_gemma":[0.00001447098,0.00043496533,0.98768324,0.00004042645,0.000052783234,0.000323658,0.005706051,0.00042918872,0.0042415215,0.00039149064,0.00066842977,0.0000137927755],"about_ca_topic_score_codex":0.002596528,"about_ca_topic_score_gemma":0.0041055987,"teacher_disagreement_score":0.0037255913,"about_ca_system_score_codex":0.00017928574,"about_ca_system_score_gemma":0.0003864644,"threshold_uncertainty_score":0.012463331},"labels":[],"label_agreement":null},{"id":"W3164004475","doi":"10.1111/lang.12452","title":"The Nuclear Word Family List: A List of the Most Frequent Family Members, Including Base and Affixed Words","year":2021,"lang":"en","type":"article","venue":"Language Learning","topic":"Natural Language Processing Techniques","field":"Computer Science","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Word (group theory); Construct (python library); Word list; Computer science; Linguistics; Natural language processing; Nuclear family; Psychology; Artificial intelligence; Programming language; Sociology","score_opus":0.012102389857315007,"score_gpt":0.25342631774986185,"score_spread":0.24132392789254684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3164004475","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":[0.19293424,0.00348605,0.39566088,0.0010617225,0.0006231606,0.00094817975,0.30267113,0.04491798,0.05769665],"genre_scores_gemma":[0.21028079,0.0017149638,0.5230901,0.00021855342,0.00021291056,0.0010321153,0.23164818,0.0075465753,0.024255872],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993563,0.000114539595,0.0001378934,0.00011371003,0.00022788804,0.000049692582],"domain_scores_gemma":[0.996021,0.0016563263,0.0003840931,0.00031951972,0.0014633166,0.0001558237],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067431614,0.00092178665,0.0005400497,0.008309843,0.0016217243,0.001347123,0.00058326655,0.0004025046,0.04719878],"category_scores_gemma":[0.005814097,0.00042955516,0.00045837078,0.0045300466,0.00037608357,0.0018031492,0.00086606643,0.0005520202,0.02227639],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00067568256,0.00012679606,0.02912011,0.0019197806,0.00009266668,0.0012390285,0.0018666339,0.0015502234,0.044624623,0.013591378,0.1691843,0.7360087],"study_design_scores_gemma":[0.000086496315,0.00022291394,0.023909125,0.00066814286,0.00012567377,0.003452468,0.0013888371,0.008634863,0.03486111,0.013610638,0.9128248,0.00021489638],"about_ca_topic_score_codex":0.0024086838,"about_ca_topic_score_gemma":0.0035584946,"teacher_disagreement_score":0.04719878,"about_ca_system_score_codex":0.0005436085,"about_ca_system_score_gemma":0.001776888,"threshold_uncertainty_score":0.15789562},"labels":[],"label_agreement":null},{"id":"W3172231211","doi":"10.1111/lang.12466","title":"Syntactic Prediction Adaptation Accounts for Language Processing and Language Learning","year":2021,"lang":"en","type":"article","venue":"Language Learning","topic":"Language Development and Disorders","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Agence Nationale de la Recherche","keywords":"Verb; Linguistics; Noun; Noun phrase; Psychology; Syntax; Interpretation (philosophy); Homophone; Nominative case; Verb phrase; Comprehension; Natural language processing; Computer science","score_opus":0.013200440885178643,"score_gpt":0.2962717846122296,"score_spread":0.28307134372705095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3172231211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94765306,0.00030320758,0.036582354,0.0003723592,0.00003533166,0.00003258629,0.00012456471,0.00045597527,0.014440463],"genre_scores_gemma":[0.99396354,0.00008869653,0.004677816,0.000040573625,0.000010379,0.000017107035,0.000073928364,0.000044109966,0.0010836727],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9992619,0.00024165063,0.000024476709,0.00019158353,0.00017961906,0.000100788115],"domain_scores_gemma":[0.99685174,0.0016095889,0.0004817952,0.00046688688,0.0004086288,0.00018131116],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012682594,0.00047254717,0.00026091703,0.00047834587,0.00024337087,0.0014069425,0.00068377703,0.0006124387,0.003548477],"category_scores_gemma":[0.0052179475,0.00049638026,0.00040995947,0.00030147049,0.0012916728,0.0018100033,0.0011016688,0.0010782953,0.00053676683],"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":[0.000688505,0.0006635824,0.25042155,0.00052843784,0.00029797727,0.0070525333,0.014923167,0.023974795,0.3513838,0.068110265,0.0032876788,0.27866772],"study_design_scores_gemma":[0.00011235108,0.0008481789,0.56247467,0.0001879439,0.000252654,0.0058419756,0.0037851345,0.17743139,0.07586265,0.1618745,0.011036872,0.00029170734],"about_ca_topic_score_codex":0.0017134413,"about_ca_topic_score_gemma":0.0011252236,"teacher_disagreement_score":0.003548477,"about_ca_system_score_codex":0.000500021,"about_ca_system_score_gemma":0.00041793066,"threshold_uncertainty_score":0.011870801},"labels":[],"label_agreement":null},{"id":"W4200349194","doi":"10.1111/lang.12477","title":"Readers' Credits","year":2021,"lang":"en","type":"article","venue":"Language Learning","topic":"Diverse Approaches in Healthcare and Education Studies","field":"Medicine","cited_by":0,"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":"Leibniz-Gemeinschaft; Indiana University Bloomington; Université de Lille; University of Illinois at Urbana-Champaign; College of Engineering, Michigan State University; Western Sydney University; Università Degli Studi di Modena e Reggio Emila; University of Reading; Max Planck Instituut voor Psycholinguïstiek; Universität Leipzig; Universiteit van Tilburg; University of Washington; Rijksuniversiteit Groningen; Högskolan Dalarna; Royal Holloway, University of London; Universitetet i Oslo; Brock University; Georgia State University; Technische Universität Braunschweig; Università degli Studi di Genova; University of Hawai'i at Mānoa; Waseda University; Universität Salzburg; Universiteit Gent; Nanyang Technological University; Kansai University; Albert-Ludwigs-Universität Freiburg; San Francisco State University; Dalhousie University; Peabody College; Kanagawa University; Stockholms Universitet; Concordia University; Radboud Universiteit; Flinders University; Heriot-Watt University; Temple University; Universiteit Utrecht; University of Wisconsin-Madison; Universiteit van Amsterdam; Utah State University; Victoria University; University of New England; Victoria University of Wellington; National University of Singapore; Lingnan University; University of Hyderabad; Università per Stranieri di Perugia; De Montfort University; University of South Florida; Rikkyo University; Universität Wien; University of Greenwich; Zhejiang University; Nottingham Trent University; KU Leuven; University of New South Wales; Iowa State University; University of Pittsburgh; Pomona College; McGill University; Universitat Autònoma de Barcelona; University of Bath; Universidad de Murcia; University of Oxford; University of Twente; University of Hawai'i; Lehigh University; University of Texas at El Paso; Universitat de Barcelona; Centre National de la Recherche Scientifique; King's College London; University of Utah; University of Southern California; Louisiana State University; Case Western Reserve University; University of Sydney; Universität Regensburg; University of Cincinnati; Salisbury University; Karlstads universitet; University of Alabama; Georgetown University; Itä-Suomen Yliopisto; Michigan State University; Max-Planck-Institut für Kognitions- und Neurowissenschaften; Université Catholique de Louvain; Universiteit Leiden; George Mason University; Vanderbilt University; York University; Universitat Pompeu Fabra; Northwestern University; Florida State University; University of Texas at Austin; Rice University; Trent University; Portland State University; University College London; Hong Kong Baptist University; Singapore Management University; Boston College","keywords":"Citation; Linguistics; Psychology; Computer science; World Wide Web; Philosophy","score_opus":0.05234373421440697,"score_gpt":0.3533315844311029,"score_spread":0.30098785021669594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200349194","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00065916375,0.0018145788,0.001325051,0.03528152,0.13258004,0.00033334782,0.002839543,0.0019101067,0.8232566],"genre_scores_gemma":[0.0011463468,0.0002972198,0.00030225326,0.0035766503,0.0057427757,0.0000895595,0.00060001214,0.00023864592,0.98800653],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99847275,0.00018670475,0.000072972936,0.00017066195,0.0008908383,0.0002061578],"domain_scores_gemma":[0.9869241,0.0017446695,0.00037415436,0.000933122,0.006350569,0.0036734422],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0020228568,0.001026085,0.0014323334,0.0026759494,0.0019903546,0.0055278647,0.0022217424,0.0034939426,0.83255047],"category_scores_gemma":[0.019454105,0.00041039585,0.0009825259,0.0015450183,0.0007299501,0.0026467724,0.0039657024,0.0025552802,0.68889314],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000175607,0.00001986585,0.000031507534,0.000032645632,6.2983617e-7,0.000014399979,0.00000719053,0.000022384673,0.000036479145,0.0005066304,0.9748855,0.024425209],"study_design_scores_gemma":[0.000019871508,0.000019463552,0.00035855005,0.00010453534,0.0000022526744,0.000025278527,0.00006934482,0.000086435946,0.00007121841,0.0014538992,0.9977812,0.000007951298],"about_ca_topic_score_codex":0.0023993682,"about_ca_topic_score_gemma":0.007884017,"teacher_disagreement_score":0.83255047,"about_ca_system_score_codex":0.0015371515,"about_ca_system_score_gemma":0.0031426642,"threshold_uncertainty_score":0.23884642},"labels":[],"label_agreement":null},{"id":"W4210741396","doi":"10.1111/lang.12479","title":"The Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis","year":2022,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":96,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Interval (graph theory); Meta-analysis; Statistics; Interaction; Developmental psychology; Audiology; Mathematics; Combinatorics","score_opus":0.01471570052298041,"score_gpt":0.266840815304549,"score_spread":0.25212511478156857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210741396","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.055581987,0.93860704,0.0025479586,0.000381382,0.0003681817,0.00046692553,0.0010524935,0.00008503091,0.00090904423],"genre_scores_gemma":[0.8098611,0.18229508,0.003987317,0.0007319209,0.00028417748,0.0013446715,0.00089637196,0.00008245576,0.00051681075],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.97868264,0.012932508,0.0043121516,0.0021875983,0.0015267296,0.0003583769],"domain_scores_gemma":[0.9102598,0.07812265,0.006670544,0.0024064796,0.0020603773,0.0004801269],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025278991,0.0021996778,0.010608158,0.003321771,0.00062326,0.00346774,0.0022878197,0.002258755,0.004225905],"category_scores_gemma":[0.06351169,0.0011630651,0.029203357,0.004372941,0.0010824982,0.0020376039,0.0013667438,0.0023831814,0.00032647498],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004181134,0.000058168298,0.008706631,0.09512002,0.8823864,0.00010858288,0.00014348379,0.00049176987,0.00033387702,0.0001415086,0.00029226288,0.008036172],"study_design_scores_gemma":[0.0010785707,0.0006186827,0.008801136,0.008036627,0.9794587,0.00007116835,0.00006647356,0.0002261728,0.00031243323,0.0002501595,0.0010616864,0.00001826958],"about_ca_topic_score_codex":0.0032564884,"about_ca_topic_score_gemma":0.0049857646,"teacher_disagreement_score":0.025278991,"about_ca_system_score_codex":0.0015295262,"about_ca_system_score_gemma":0.0014508147,"threshold_uncertainty_score":0.13368964},"labels":[],"label_agreement":null},{"id":"W4213133118","doi":"10.1111/lang.12486","title":"Process and Product in ISLA Research: Courage, Commitment, and Tolerance for Ambiguity","year":2022,"lang":"en","type":"article","venue":"Language Learning","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 Alberta","funders":"","keywords":"Stern; Courage; Psychology; Pace; Grammar; Ambiguity; Product (mathematics); Scale (ratio); Epistemology; Pedagogy; Mathematics education; Linguistics; Law","score_opus":0.0743993371660413,"score_gpt":0.3570845519046409,"score_spread":0.2826852147385996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213133118","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6550493,0.0015378193,0.07903226,0.018606719,0.00018323505,0.0009022036,0.000074041985,0.00018644889,0.2444279],"genre_scores_gemma":[0.9860049,0.00017561951,0.010511913,0.00042172507,0.000023614964,0.00024802345,0.000014240987,0.000044336837,0.0025556718],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.8614922,0.12024765,0.0028549682,0.0047152103,0.009138347,0.001551585],"domain_scores_gemma":[0.59154016,0.33701697,0.019852303,0.02764805,0.017737277,0.0062051993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.11183205,0.00037759327,0.00058084633,0.0033280253,0.006998452,0.019496351,0.0016383686,0.002175992,0.006407688],"category_scores_gemma":[0.23298028,0.0006066097,0.00039718696,0.0024703906,0.027664723,0.009595685,0.011571744,0.0034466556,0.0006285635],"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":[0.0005388622,0.00052271865,0.04487196,0.00042282435,0.00010736969,0.0008153161,0.4592533,0.0016937782,0.0013340302,0.37505922,0.0028424955,0.11253812],"study_design_scores_gemma":[0.00020022424,0.0006131977,0.04926126,0.0012336487,0.00009770144,0.0005157131,0.3714951,0.011121332,0.00318659,0.48018372,0.08187945,0.00021199894],"about_ca_topic_score_codex":0.0034749862,"about_ca_topic_score_gemma":0.0034091852,"teacher_disagreement_score":0.11183205,"about_ca_system_score_codex":0.0068895402,"about_ca_system_score_gemma":0.0067724,"threshold_uncertainty_score":0.5914315},"labels":[],"label_agreement":null},{"id":"W4224290853","doi":"10.1111/lang.12499","title":"Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes","year":2022,"lang":"en","type":"article","venue":"Language Learning","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Psychology; Elaboration; Vocabulary; Active listening; Reading (process); Reading comprehension; Linguistics; Listening comprehension; Nonverbal communication; Control (management); Vocabulary development; Cognitive psychology; Mathematics education; Teaching method; Communication; Computer science; Artificial intelligence","score_opus":0.02852830359195417,"score_gpt":0.2877578931269303,"score_spread":0.2592295895349761,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224290853","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99973375,0.000009587319,0.00009416281,0.0000027512774,0.0000018346627,0.000020847894,0.0000033542572,0.000002048917,0.00013165145],"genre_scores_gemma":[0.99871755,0.000034363307,0.00064912735,0.000010387786,0.0000037624468,0.000055672404,0.000015563812,0.0000010418138,0.0005125076],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99941385,0.00015911294,0.000045283745,0.00015035446,0.000117146774,0.00011426088],"domain_scores_gemma":[0.9984084,0.0005874152,0.0002716039,0.00018232728,0.00012493617,0.0004253325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010755443,0.00035072636,0.00053786923,0.0003517889,0.00065666315,0.00059355795,0.0005317787,0.00030693816,0.0024605866],"category_scores_gemma":[0.0026297497,0.00018402429,0.0002707511,0.00015948054,0.0006639317,0.0004428561,0.0006314378,0.00052072393,0.00025973163],"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":[0.014549136,0.12757449,0.25985542,0.001122885,0.0001718558,0.0014681149,0.031598356,0.00090587995,0.31786588,0.0015641465,0.0005822452,0.24274157],"study_design_scores_gemma":[0.0017119701,0.14979039,0.7286904,0.00013406154,0.0003788973,0.001103616,0.022464545,0.003153326,0.08588584,0.0019945255,0.0045441017,0.0001483005],"about_ca_topic_score_codex":0.00056260644,"about_ca_topic_score_gemma":0.00085683697,"teacher_disagreement_score":0.0024605866,"about_ca_system_score_codex":0.00025370414,"about_ca_system_score_gemma":0.0006056109,"threshold_uncertainty_score":0.008231521},"labels":[],"label_agreement":null},{"id":"W4225279488","doi":"10.1111/lang.12501","title":"Learning, Inside and Out: Prior Linguistic Knowledge and Learning Environment Impact Word Learning in Bilingual Individuals","year":2022,"lang":"en","type":"article","venue":"Language Learning","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; McGill University; Centre for Research on Brain Language and Music","funders":"","keywords":"Lexicalization; Psychology; Mental lexicon; Linguistics; Similarity (geometry); Word learning; Lexicon; Artificial intelligence; Vocabulary; Computer science","score_opus":0.01699859524697246,"score_gpt":0.2922564518728838,"score_spread":0.27525785662591135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225279488","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997403,0.0000091059355,0.000015278614,0.0000052860223,6.612461e-7,9.037016e-7,0.0000034440461,8.494318e-7,0.00022423257],"genre_scores_gemma":[0.9997061,0.00000934676,0.000037343954,0.0000061527944,5.5129715e-7,0.0000012397113,0.0000069734133,0.0000011276746,0.00023113747],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99978775,0.00005054871,0.00001785399,0.00006616894,0.000036073485,0.000041544292],"domain_scores_gemma":[0.99922156,0.00027484394,0.00015068048,0.000063174026,0.00008156496,0.00020817062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044553235,0.000180743,0.00029756813,0.00033209476,0.00037235502,0.000619026,0.00013932791,0.00024177067,0.0028748235],"category_scores_gemma":[0.0017468769,0.00014047342,0.00009697196,0.0001228756,0.00061240344,0.0004671234,0.00045543158,0.00028912697,0.0002275713],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0042599845,0.0028925822,0.7902333,0.00009987235,0.00012851876,0.0016770064,0.011677625,0.0004880048,0.15190572,0.0004876745,0.00028725693,0.035862442],"study_design_scores_gemma":[0.000056785433,0.0014829346,0.9821494,0.000018233215,0.000059879818,0.0009754852,0.004653247,0.0007672171,0.008632382,0.00081878447,0.00035605283,0.00002961895],"about_ca_topic_score_codex":0.0037541438,"about_ca_topic_score_gemma":0.0074442527,"teacher_disagreement_score":0.0037541438,"about_ca_system_score_codex":0.00030323752,"about_ca_system_score_gemma":0.00027350412,"threshold_uncertainty_score":0.009617209},"labels":[],"label_agreement":null},{"id":"W4234945117","doi":"10.1111/1467-9922.00194","title":"Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students","year":2002,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":414,"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; Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Anxiety; Competence (human resources); French immersion; Developmental psychology; Social psychology; Mathematics education","score_opus":0.013977824243744899,"score_gpt":0.2341575636736112,"score_spread":0.2201797394298663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4234945117","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99981934,0.000020148485,0.000007778416,0.000006596761,0.0000010119144,0.0000013432613,0.0000095192145,8.701669e-7,0.00013343571],"genre_scores_gemma":[0.999718,0.00001696627,0.000015612883,0.000007453979,0.0000019996098,0.000003076318,0.000018332845,5.692771e-7,0.00021797686],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995876,0.00012175719,0.00003211767,0.00005147241,0.0000988201,0.00010817253],"domain_scores_gemma":[0.99772173,0.0005279653,0.0007316907,0.00006876927,0.00018513434,0.00076458254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006320716,0.0002934979,0.00025066474,0.0006969971,0.00041474192,0.0008768698,0.00016466426,0.00046711604,0.0019971519],"category_scores_gemma":[0.002108341,0.0001877831,0.0003483018,0.0002479718,0.00029929687,0.00024432782,0.00040596427,0.00047877806,0.00031752576],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019743496,0.00037123507,0.99168676,0.00001060427,0.000027610115,0.00014963272,0.002259323,0.00001759804,0.0014623981,0.000022396338,0.000043522436,0.0037515091],"study_design_scores_gemma":[0.0000024695148,0.00037556153,0.9982141,0.0000029483165,0.0000061564333,0.000087088854,0.0010723298,0.000040326297,0.0001147332,0.0000073018523,0.00007309318,0.0000039435004],"about_ca_topic_score_codex":0.0038392416,"about_ca_topic_score_gemma":0.0059177754,"teacher_disagreement_score":0.0038392416,"about_ca_system_score_codex":0.0002361966,"about_ca_system_score_gemma":0.00023662827,"threshold_uncertainty_score":0.0076338053},"labels":[],"label_agreement":null},{"id":"W4240864130","doi":"10.1111/j.1467-1770.2001.tb00014.x","title":"Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University; Simon Fraser University","funders":"","keywords":"Psychology; Second-language acquisition; Experiential learning; Language proficiency; Mathematics education; Linguistics; Pedagogy","score_opus":0.06765126470467746,"score_gpt":0.27740599601031785,"score_spread":0.20975473130564037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4240864130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998248,0.000025967665,0.00043558446,0.000032905093,0.000015509211,0.00040494732,0.000024998284,0.000013496023,0.0007987433],"genre_scores_gemma":[0.9886206,0.00020111482,0.0048934566,0.00011243358,0.000059351994,0.0027235707,0.00012857595,0.000011928035,0.0032487956],"study_design_codex":"nonrandomized_trial","study_design_gemma":"randomized_trial","domain_scores_codex":[0.99717087,0.0010409841,0.00020300574,0.0004347391,0.00042948476,0.0007209111],"domain_scores_gemma":[0.9954087,0.0023791494,0.00031443057,0.00050323113,0.00041543762,0.0009790332],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030063933,0.0011975602,0.0012696631,0.000773543,0.0015338411,0.0014288478,0.0014605508,0.0016805457,0.0038003037],"category_scores_gemma":[0.0048693162,0.00052958797,0.0010401421,0.0004285296,0.0017620844,0.0008744602,0.0020085098,0.0018502612,0.00035883393],"study_design_candidate":"randomized_trial","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":[0.020470718,0.59415054,0.016974553,0.0013638256,0.00020493548,0.0017245609,0.05714415,0.0020051824,0.16694647,0.004506204,0.0010618652,0.13344698],"study_design_scores_gemma":[0.008236407,0.8686539,0.042398684,0.00019480658,0.0003453592,0.00065190543,0.0159923,0.0025174024,0.048114847,0.0015153072,0.011162412,0.00021674455],"about_ca_topic_score_codex":0.0029833168,"about_ca_topic_score_gemma":0.0031850608,"teacher_disagreement_score":0.0038003037,"about_ca_system_score_codex":0.0010457889,"about_ca_system_score_gemma":0.0016622191,"threshold_uncertainty_score":0.015899539},"labels":[],"label_agreement":null},{"id":"W4247350996","doi":"10.1111/1467-9922.00180","title":"Acquisition of Literacy in Bilingual Children: A Framework for Research","year":2002,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":328,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Neuroscience of multilingualism; Psychology; Literacy; Disadvantage; Developmental psychology; Language development; Linguistics; Pedagogy; Computer science","score_opus":0.04526703379754608,"score_gpt":0.4207259889741723,"score_spread":0.3754589551766262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247350996","genre_codex":"review","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14275974,0.38259673,0.0634319,0.14264303,0.000967283,0.0019163789,0.0005666853,0.00017471948,0.26494348],"genre_scores_gemma":[0.8084865,0.11779935,0.057395015,0.0052060355,0.0005638175,0.003622913,0.0002395354,0.000051353432,0.0066355276],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9866463,0.010108007,0.000626293,0.0010075169,0.0006410602,0.0009708786],"domain_scores_gemma":[0.9871968,0.009634927,0.0010828166,0.00044969135,0.0007904317,0.00084531936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020228019,0.001384045,0.0023252377,0.009462628,0.00529784,0.01232539,0.002809715,0.0056789075,0.0028747427],"category_scores_gemma":[0.010879773,0.00095225207,0.0009830119,0.0061294585,0.0390617,0.018854883,0.009747586,0.005304214,0.00038440895],"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":[0.00004497634,0.0002755135,0.006401239,0.000977362,0.000025179012,0.00072134676,0.03874817,0.00035955518,0.00036339526,0.92693686,0.0010963423,0.024050076],"study_design_scores_gemma":[0.000094301555,0.0006170873,0.015172962,0.0065044374,0.00010543832,0.0014566797,0.106783345,0.0024378002,0.0006600459,0.8033798,0.06264441,0.00014379325],"about_ca_topic_score_codex":0.014244778,"about_ca_topic_score_gemma":0.014291979,"teacher_disagreement_score":0.020228019,"about_ca_system_score_codex":0.013301397,"about_ca_system_score_gemma":0.012639579,"threshold_uncertainty_score":0.106977224},"labels":[],"label_agreement":null},{"id":"W4250114301","doi":"10.1111/j.1467-1770.2001.tb00019.x","title":"Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":173,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Confusion; Negotiation; Word error rate; Error detection and correction; Linguistics; Computer science; Cognitive psychology; Speech recognition; Mathematics education","score_opus":0.0175918032611954,"score_gpt":0.2510983171832762,"score_spread":0.23350651392208077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250114301","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991385,0.000046438417,0.00045218886,0.000014546993,0.0000013223448,0.00000668359,0.000007942669,0.000014969769,0.00031736138],"genre_scores_gemma":[0.99890566,0.000046114645,0.00047146945,0.000007896587,0.0000017417132,0.00001263616,0.000017947857,0.0000110091105,0.00052553555],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9954324,0.0015807145,0.00032883568,0.0007482406,0.0014948432,0.0004150871],"domain_scores_gemma":[0.98147017,0.009491728,0.0045276172,0.0009966297,0.0022142131,0.0012996929],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019373648,0.00040567433,0.0005157374,0.0012619266,0.00063040626,0.0021471903,0.00076580443,0.0007879636,0.0014108247],"category_scores_gemma":[0.03376022,0.0004969074,0.00025283796,0.0004188987,0.0015277257,0.00087159156,0.0023361382,0.0007520635,0.00028492542],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009553233,0.00068403664,0.58447284,0.00040988554,0.00008384625,0.0014331721,0.24774624,0.0010312105,0.057938043,0.0006513176,0.00028297116,0.104311064],"study_design_scores_gemma":[0.000038432096,0.0016234452,0.86874944,0.00011643968,0.00006315248,0.0017257356,0.108173095,0.0021630118,0.012559839,0.00088708056,0.0037637677,0.00013650619],"about_ca_topic_score_codex":0.0038677682,"about_ca_topic_score_gemma":0.005456717,"teacher_disagreement_score":0.0038677682,"about_ca_system_score_codex":0.0009055643,"about_ca_system_score_gemma":0.0008941129,"threshold_uncertainty_score":0.01024586},"labels":[],"label_agreement":null},{"id":"W4293697969","doi":"10.1111/lang.12517","title":"Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words","year":2022,"lang":"en","type":"article","venue":"Language Learning","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Western University","funders":"","keywords":"Pronunciation; Psychology; Repetition (rhetorical device); Linguistics; Vocabulary; Vocabulary development; Meaning (existential); Recall; Cognitive psychology","score_opus":0.013827172268091777,"score_gpt":0.29933016577889743,"score_spread":0.28550299351080566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4293697969","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99983,0.000015749425,0.00003745084,0.0000020634768,9.0965324e-7,0.0000021978674,0.0000026954729,0.000001382531,0.00010755095],"genre_scores_gemma":[0.99962294,0.000024340063,0.00010540986,0.0000039957386,0.000001603793,0.0000055489195,0.000007944065,0.0000017783885,0.00022647624],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9994754,0.0001933135,0.000039094204,0.000113284215,0.0001338049,0.000045083485],"domain_scores_gemma":[0.9971788,0.0014865983,0.00064966007,0.00014730009,0.00015540137,0.00038229336],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006168099,0.00024205136,0.000265479,0.0002045576,0.00012443568,0.00048714218,0.0001493396,0.00026542813,0.0021075327],"category_scores_gemma":[0.003667756,0.00018835817,0.00019399218,0.00009005357,0.00033469728,0.00019795059,0.00034674135,0.00034088403,0.00023395751],"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":[0.0049805567,0.003169165,0.30533922,0.00014853542,0.00016499188,0.00065798423,0.004593069,0.00027611648,0.6500194,0.00008984298,0.000084820225,0.030476293],"study_design_scores_gemma":[0.00003263228,0.005102584,0.9687807,0.000009370907,0.00006244499,0.00020477736,0.00096243795,0.00027659515,0.024289124,0.00006767752,0.00019816324,0.00001350192],"about_ca_topic_score_codex":0.00046391846,"about_ca_topic_score_gemma":0.0005123306,"teacher_disagreement_score":0.0021075327,"about_ca_system_score_codex":0.000108166874,"about_ca_system_score_gemma":0.00012618955,"threshold_uncertainty_score":0.007050395},"labels":[],"label_agreement":null},{"id":"W4306757383","doi":"10.1111/lang.12524","title":"To What Extent Do Learner‐ and Word‐Related Variables Affect Production of Derivatives?","year":2022,"lang":"en","type":"article","venue":"Language Learning","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Affix; Vocabulary; Psychology; Linguistics; Affect (linguistics); Communication","score_opus":0.010114913580729525,"score_gpt":0.2905391731638065,"score_spread":0.280424259583077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306757383","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99934727,0.000083083774,0.00014836137,0.000014271141,0.0000017214865,0.0000028156644,0.000020770725,0.0000034993654,0.00037829948],"genre_scores_gemma":[0.9994241,0.00009572086,0.00018663862,0.000011043234,0.0000022654674,0.0000043562586,0.000031223208,0.0000044393155,0.00024015529],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99925977,0.00025834102,0.00005138952,0.00015965852,0.00021883674,0.000052000687],"domain_scores_gemma":[0.982333,0.01303421,0.0026252798,0.00052421243,0.0007971216,0.00068613107],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013797501,0.00019002645,0.0002862184,0.0003610365,0.0001542264,0.001149664,0.00019975522,0.00039323783,0.0019797063],"category_scores_gemma":[0.017629279,0.00017311625,0.00020276006,0.00028459146,0.00063946686,0.0009197267,0.00046706598,0.0003636958,0.0003128621],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010770389,0.00035621214,0.9163768,0.00014134686,0.00016234453,0.00042161345,0.0043969783,0.0005194396,0.047403082,0.0001919763,0.00009944556,0.028853782],"study_design_scores_gemma":[0.000017155175,0.00058870926,0.98690355,0.000020842683,0.00006685751,0.00032658334,0.0020048067,0.00066295255,0.008717528,0.00034699863,0.0003236567,0.000020366446],"about_ca_topic_score_codex":0.0011120305,"about_ca_topic_score_gemma":0.0014987462,"teacher_disagreement_score":0.0019797063,"about_ca_system_score_codex":0.00015858465,"about_ca_system_score_gemma":0.00028359768,"threshold_uncertainty_score":0.00729686},"labels":[],"label_agreement":null},{"id":"W4378086097","doi":"10.1111/lang.12586","title":"Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project","year":2023,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":31,"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; Bruyère; University of Ottawa; McGill University; University of Alberta; University of Toronto","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; Social Sciences and Humanities Research Council of Canada; National Institute of Child Health and Human Development; Natural Sciences and Engineering Research Council of Canada; Ministarstvo Prosvete, Nauke i Tehnološkog Razvoja; Tomsk State University; Russian Science Foundation; Victoria University; City University of New York; Victoria University of Wellington; National Taiwan Normal University; Indian Institute of Technology Kanpur; Azrieli Foundation; Israel Science Foundation","keywords":"Reading comprehension; Linguistics; Psychology; Reading (process); Language proficiency; Grammar; Spelling; Vocabulary; Active listening; Mathematics education; Communication","score_opus":0.021923319788779337,"score_gpt":0.2854755314981313,"score_spread":0.263552211709352,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4378086097","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99561524,0.00078135135,0.0008990156,0.00042378478,0.00000830544,0.000025799784,0.0004274431,0.000009250406,0.0018098605],"genre_scores_gemma":[0.9976332,0.000255462,0.0010107795,0.00013920828,0.000006427442,0.0000651324,0.0004860573,0.00003488827,0.00036877257],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9936819,0.004054554,0.00036928663,0.0008396893,0.00078814884,0.00026644138],"domain_scores_gemma":[0.9531401,0.035825875,0.004249838,0.0032395911,0.0027186202,0.00082596525],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017925225,0.00024453478,0.0005110791,0.0022935169,0.000717475,0.002285534,0.00084398914,0.00047110004,0.0017115078],"category_scores_gemma":[0.03826986,0.00024422162,0.0006316271,0.0021064228,0.0013931055,0.0030647072,0.0039248643,0.0011922324,0.00024365043],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027622908,0.0003955814,0.79624355,0.0005323437,0.0008454101,0.00029864424,0.1305484,0.00023804104,0.0014315244,0.0031733492,0.0018579629,0.06415904],"study_design_scores_gemma":[0.000025408746,0.00019492852,0.9192454,0.0003976189,0.00029003798,0.00024654935,0.068337694,0.0005181375,0.001039306,0.0024604152,0.0072030383,0.000041416995],"about_ca_topic_score_codex":0.008425055,"about_ca_topic_score_gemma":0.015395938,"teacher_disagreement_score":0.017925225,"about_ca_system_score_codex":0.0006001027,"about_ca_system_score_gemma":0.0008794667,"threshold_uncertainty_score":0.09479874},"labels":[],"label_agreement":null},{"id":"W4385415922","doi":"10.1111/lang.12603","title":"Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools","year":2023,"lang":"en","type":"article","venue":"Language Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"National Institutes of Health; Jacobs Foundation; National Institute on Deafness and Other Communication Disorders; Swarthmore College","keywords":"Literacy; Psychology; Context (archaeology); Language acquisition; Primary education; Mathematics education; First language; Linguistics; Pedagogy; Geography","score_opus":0.00562672105943929,"score_gpt":0.3271417286859971,"score_spread":0.3215150076265578,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385415922","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993674,0.000037871196,0.000019355482,0.000032585795,0.000002278936,0.0000022225786,0.000039470873,0.0000019778092,0.0004967935],"genre_scores_gemma":[0.9994405,0.000022289683,0.000029923962,0.000015183727,0.0000013634555,0.000003500837,0.000045289573,0.000001503189,0.00044042317],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999393,0.00010789763,0.000044782817,0.0001508635,0.00010373722,0.00019962128],"domain_scores_gemma":[0.99781173,0.0005633875,0.00081062847,0.000102753256,0.00020639045,0.0005051797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00074479653,0.0003294852,0.0004114431,0.0013953854,0.00078024593,0.0017057216,0.00046704925,0.0006458403,0.0040269033],"category_scores_gemma":[0.0036693052,0.0004197129,0.00036477554,0.00073978584,0.00076339085,0.0006545263,0.0013175531,0.00072751084,0.0008760994],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040764186,0.00015506071,0.99354595,0.0000107392925,0.0000072620173,0.000102878425,0.00257636,0.000033792152,0.00032316134,0.0000852771,0.0001324794,0.0029862793],"study_design_scores_gemma":[0.0000024681208,0.000079989266,0.9975298,0.000018006265,0.0000060940406,0.000048739752,0.0018253395,0.00013267538,0.00009645171,0.00007828549,0.00017950311,0.0000025664883],"about_ca_topic_score_codex":0.040533647,"about_ca_topic_score_gemma":0.071991734,"teacher_disagreement_score":0.040533647,"about_ca_system_score_codex":0.0008652263,"about_ca_system_score_gemma":0.0012284337,"threshold_uncertainty_score":0.08059543},"labels":[],"label_agreement":null},{"id":"W4393045130","doi":"10.1111/lang.12631","title":"Transient and Long‐Term Linguistic Influences on Visual Perception: Shifting Brain Dynamics With Memory Consolidation","year":2024,"lang":"en","type":"article","venue":"Language Learning","topic":"Categorization, perception, and language","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Science North","funders":"Deutsche Forschungsgemeinschaft","keywords":"Perception; Categorical perception; Psychology; Cognitive psychology; Categorical variable; Visual perception; Memory consolidation; Consolidation (business); Linguistics; Speech perception; Neuroscience; Computer science","score_opus":0.008141457811357422,"score_gpt":0.3149724129818447,"score_spread":0.30683095517048725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393045130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99270904,0.00060269923,0.00505323,0.000114028546,0.00003266141,0.000013156693,0.000106911095,0.00011397842,0.0012542668],"genre_scores_gemma":[0.9988907,0.000071575836,0.00056777557,0.000029499422,0.000009954399,0.000011882719,0.00004791518,0.000016571412,0.0003539632],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9998864,0.000014535658,0.000009591024,0.00003198231,0.000028523342,0.000029093546],"domain_scores_gemma":[0.9993517,0.00016117912,0.000150353,0.0001373452,0.000103575265,0.00009590123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00023561856,0.00022003477,0.00028776185,0.0002767454,0.00011439858,0.0003789002,0.00037702316,0.00029143644,0.002062837],"category_scores_gemma":[0.0010403567,0.00014691925,0.00018196902,0.00019560735,0.00069285627,0.00062271254,0.00058965996,0.00074884674,0.0002424297],"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":[0.0004077118,0.000108481654,0.003908201,0.000088403474,0.000035135003,0.00010894063,0.00015140927,0.00020275415,0.9746806,0.0003507023,0.00014440081,0.019813348],"study_design_scores_gemma":[0.00009305162,0.0018335347,0.6173291,0.00006121459,0.00012493136,0.0009184952,0.0006554337,0.006540182,0.3642028,0.0062262337,0.0019707738,0.00004422602],"about_ca_topic_score_codex":0.00029440055,"about_ca_topic_score_gemma":0.00027904302,"teacher_disagreement_score":0.002062837,"about_ca_system_score_codex":0.00019182013,"about_ca_system_score_gemma":0.00017023674,"threshold_uncertainty_score":0.006900847},"labels":[],"label_agreement":null},{"id":"W4404042294","doi":"10.1111/lang.12682","title":"Second Language Sentence Stress Assignment: Self‐ and Other‐Assessment","year":2024,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; Concordia University; University of Calgary","funders":"","keywords":"Psychology; Linguistics; Sentence; Stress (linguistics)","score_opus":0.011805804331538019,"score_gpt":0.2696601738257053,"score_spread":0.2578543694941673,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404042294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978917,0.000027963175,0.00091348606,0.000010202177,0.000007042029,0.000015628222,0.000041385814,0.000020277244,0.0010722786],"genre_scores_gemma":[0.9986552,0.000018122108,0.0007404001,0.0000116763895,0.000004725117,0.000015475342,0.000060828566,0.000009623256,0.00048393643],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99771464,0.0009735931,0.00024147557,0.00032053195,0.00066988904,0.000079954974],"domain_scores_gemma":[0.9743429,0.012310088,0.0058825905,0.0017544734,0.0046972567,0.0010127686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003680084,0.00034019866,0.00026042297,0.0008717332,0.00020102008,0.0012823249,0.00030053296,0.00036127304,0.001759415],"category_scores_gemma":[0.020256715,0.0001644526,0.00023658156,0.00026262263,0.00043223225,0.0006921656,0.00085188006,0.00040949174,0.00056860625],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017890634,0.00051961065,0.829975,0.00018597372,0.00021114462,0.00030605018,0.01628024,0.0006738015,0.07889594,0.00034861296,0.0005166156,0.070298076],"study_design_scores_gemma":[0.000024912757,0.0009004017,0.9639297,0.000035326204,0.00004532053,0.00046185165,0.003878391,0.0040152036,0.025507037,0.000316402,0.00081306545,0.00007237339],"about_ca_topic_score_codex":0.0007895841,"about_ca_topic_score_gemma":0.0013743954,"teacher_disagreement_score":0.003680084,"about_ca_system_score_codex":0.00019249805,"about_ca_system_score_gemma":0.00016394955,"threshold_uncertainty_score":0.019462347},"labels":[],"label_agreement":null},{"id":"W4406220024","doi":"10.1111/lang.12702","title":"Meaning‐Inferencing Versus Meaning‐Given Procedures: The Case of Idioms","year":2025,"lang":"en","type":"article","venue":"Language Learning","topic":"Natural Language Processing Techniques","field":"Computer Science","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":"Western University","funders":"","keywords":"Meaning (existential); Psychology; Linguistics; Philosophy; Psychotherapist","score_opus":0.010544356441254342,"score_gpt":0.2894165473152566,"score_spread":0.2788721908740023,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406220024","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97193223,0.00013532511,0.023029093,0.00027507532,0.000010850634,0.000105132305,0.000014126477,0.00004332818,0.0044548376],"genre_scores_gemma":[0.98542374,0.00009627762,0.014119162,0.00003992281,0.000007836245,0.00004070878,0.000010343585,0.00001140976,0.0002505505],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98614174,0.011647907,0.00041537196,0.00040108853,0.0010673624,0.00032651896],"domain_scores_gemma":[0.854138,0.13452141,0.0041762395,0.004726783,0.0018386715,0.00059893506],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012290361,0.00037713657,0.00029378288,0.0005944949,0.0006140712,0.0013862534,0.00086243235,0.00078666495,0.0027881186],"category_scores_gemma":[0.099015996,0.00025157793,0.00022245431,0.00040395488,0.0029306307,0.003326245,0.001589163,0.0017441225,0.0002496211],"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":[0.0037159529,0.002942664,0.049177337,0.0019035332,0.00011630729,0.005042481,0.1599542,0.0072533656,0.0825887,0.09382429,0.0009380641,0.59254307],"study_design_scores_gemma":[0.00071934,0.007672329,0.16597071,0.0014238274,0.00039185662,0.012189826,0.104921415,0.09159797,0.28755033,0.28415802,0.042775743,0.0006287115],"about_ca_topic_score_codex":0.0003637239,"about_ca_topic_score_gemma":0.00061009673,"teacher_disagreement_score":0.012290361,"about_ca_system_score_codex":0.0004349874,"about_ca_system_score_gemma":0.00073742925,"threshold_uncertainty_score":0.06499839},"labels":[],"label_agreement":null},{"id":"W4407368651","doi":"10.1111/lang.12705","title":"How Do Different Forms of Note‐Taking Affect Second Language Vocabulary Learning?","year":2025,"lang":"en","type":"article","venue":"Language Learning","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Affect (linguistics); Linguistics; Vocabulary; Vocabulary development; Language acquisition; Vocabulary learning; Cognitive psychology; Mathematics education; Communication","score_opus":0.007325056551878666,"score_gpt":0.30305069881616886,"score_spread":0.2957256422642902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407368651","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99971634,0.000034555294,0.00006346672,0.000008627725,0.0000022732665,0.000008870819,0.000008526981,0.0000021396643,0.00015516974],"genre_scores_gemma":[0.99935895,0.000068930996,0.00022768357,0.000012706657,0.000003403,0.000021099107,0.000019852409,0.0000016867676,0.00028558358],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9996332,0.00010760989,0.000026638872,0.00006861688,0.00011134581,0.000052555173],"domain_scores_gemma":[0.9986842,0.00062110904,0.0003034219,0.000088579814,0.000073316914,0.00022925143],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005304109,0.00020984208,0.00025635058,0.00020708663,0.00014774066,0.00043498512,0.00018926969,0.0003286576,0.0012467698],"category_scores_gemma":[0.00343546,0.00010180064,0.00020769249,0.00012690076,0.00041914318,0.00037107154,0.00023622948,0.00033061637,0.00012361763],"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":[0.016023397,0.010956289,0.30226657,0.00037861167,0.0002884178,0.0006349326,0.0064558825,0.0005316583,0.4688436,0.00025335932,0.0003392085,0.19302808],"study_design_scores_gemma":[0.00033252456,0.015010022,0.92961943,0.000032971428,0.00017245357,0.00029451447,0.0032034528,0.0006128762,0.049621675,0.0003033714,0.00075843616,0.000038249935],"about_ca_topic_score_codex":0.0012411759,"about_ca_topic_score_gemma":0.002152659,"teacher_disagreement_score":0.0012467698,"about_ca_system_score_codex":0.00017753393,"about_ca_system_score_gemma":0.00022183098,"threshold_uncertainty_score":0.0041708946},"labels":[],"label_agreement":null},{"id":"W4407953304","doi":"10.1111/lang.12707","title":"Learning Novel Words in an Immersive Virtual‐Reality Context: Tracking Lexicalization Through Behavioral and Event‐Related‐Potential Measures","year":2025,"lang":"en","type":"article","venue":"Language Learning","topic":"Language, Metaphor, and Cognition","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University; Wilfrid Laurier University","funders":"Natural Science Foundation of Shandong Province; National Natural Science Foundation of China","keywords":"Lexicalization; Psychology; Context (archaeology); Event (particle physics); Cognitive psychology; Virtual reality; Cognitive science; Linguistics; Human–computer interaction; Computer science; Artificial intelligence; History","score_opus":0.027333661999892504,"score_gpt":0.34702205982828865,"score_spread":0.31968839782839614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407953304","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980921,0.000028543525,0.0015581547,0.000005271493,0.000003729787,0.000015846419,0.000027754628,0.000013524243,0.000255128],"genre_scores_gemma":[0.9965036,0.000057412744,0.002857028,0.0000122735355,0.000002798179,0.00005250097,0.00004957876,0.0000059083422,0.000458909],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9998796,0.000029958217,0.000009697435,0.000041702682,0.00002419431,0.000014847118],"domain_scores_gemma":[0.99975413,0.00010256843,0.00006348317,0.000023419638,0.000022982216,0.000033352997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00015937275,0.00028600206,0.00019873143,0.00010296045,0.00006161046,0.0002946089,0.00015943446,0.00019085828,0.0012956681],"category_scores_gemma":[0.000871697,0.00013506887,0.00011690908,0.00007667116,0.00019254081,0.00035643537,0.00034160397,0.0002690107,0.00013035037],"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":[0.00091471523,0.0010597493,0.010234145,0.00015474674,0.000035565175,0.00012761306,0.0007717815,0.0004398334,0.9571442,0.00017066843,0.000081117185,0.028865825],"study_design_scores_gemma":[0.0002273324,0.016726268,0.5292132,0.00004075181,0.00015728276,0.0011896319,0.0019865811,0.009992149,0.43643418,0.001270762,0.002671015,0.00009083697],"about_ca_topic_score_codex":0.00019300566,"about_ca_topic_score_gemma":0.0003044597,"teacher_disagreement_score":0.0012956681,"about_ca_system_score_codex":0.000060518578,"about_ca_system_score_gemma":0.00007453113,"threshold_uncertainty_score":0.00433439},"labels":[],"label_agreement":null}]}