{"meta":{"query_hash":"740043e8e48c","filters":{"venue":"Language and Sociocultural Theory"},"cohort_total":8,"direct_labels_cover":0,"predictions_cover":8,"exported":8,"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/740043e8e48c","api":"https://metacan.xera.ac/api/v1/cohort?venue=Language+and+Sociocultural+Theory"},"results":[{"id":"W2010940149","doi":"10.1558/lst.v1i1.75","title":"Autobiographic episodes as languaging","year":2014,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"Identity, Memory, and Therapy","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Affect (linguistics); Cognition; Narrative; Psychology; Cognitive science; Cognitive psychology; Linguistics; Communication; Philosophy","score_opus":0.006555480119717549,"score_gpt":0.2917310190697648,"score_spread":0.2851755389500472,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010940149","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.917403,0.005193659,0.000083296196,0.00029235185,0.0004423469,0.00009486762,0.0000034084098,0.00015785263,0.07632921],"genre_scores_gemma":[0.9726232,0.000080129925,0.000053643013,0.0016097653,0.0004868636,0.000013716627,0.000016593674,0.00001880713,0.025097232],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99893045,0.0003283148,0.00012400476,0.00024145725,0.00009724135,0.00027852706],"domain_scores_gemma":[0.9995011,0.00012444062,0.00005144633,0.00022526845,0.000022457645,0.00007525755],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004986141,0.00014972877,0.00017503524,0.000063739695,0.00020671847,0.000058774633,0.00014467289,0.00011678001,0.0015167989],"category_scores_gemma":[0.000039932474,0.00011115508,0.000110477806,0.000093848816,0.00015959832,0.00009175757,0.000028026998,0.00017363619,0.00036256085],"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":[0.00007164731,0.00008248501,0.007694248,0.000032732976,0.0002302143,0.000074511154,0.17274193,1.8675487e-7,0.0056059775,0.7154204,0.0011385218,0.09690713],"study_design_scores_gemma":[0.005804374,0.0006092094,0.19732405,0.00014694616,0.00031281915,0.0003776101,0.36975548,0.000022528066,0.004327508,0.3802702,0.039005972,0.0020432924],"about_ca_topic_score_codex":0.0003735489,"about_ca_topic_score_gemma":0.00004617765,"teacher_disagreement_score":0.3351502,"about_ca_system_score_codex":0.000008515085,"about_ca_system_score_gemma":0.000003583157,"threshold_uncertainty_score":0.99939597},"labels":[],"label_agreement":null},{"id":"W2273713207","doi":"10.1558/lst.v2i2.25956","title":"Diagnostic and Developmental Potentials of Dynamic Assessment for L2 writing","year":2015,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":44,"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; Université du Québec à Montréal","funders":"","keywords":"Dynamic assessment; Psychology; Writing assessment; Computer science; Second language writing; Mathematics education; Medical education; Second language; Linguistics; Medicine; Developmental psychology","score_opus":0.03410635939293113,"score_gpt":0.39912577753056794,"score_spread":0.36501941813763683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2273713207","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9902987,0.0018840447,0.00039459788,0.00032768308,0.00019365744,0.00021332438,0.00003661986,0.000016430131,0.00663494],"genre_scores_gemma":[0.9927363,0.000024643581,0.0039463914,0.00031217135,0.00007306528,0.000063456035,0.00006458811,0.000006431681,0.0027729953],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99932396,0.000115692405,0.00016671127,0.00017131607,0.0000810286,0.00014126298],"domain_scores_gemma":[0.9991182,0.0006410759,0.00006499341,0.000051268446,0.000046829886,0.00007764421],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00043799897,0.00009037331,0.00014170719,0.000017179013,0.00007152032,0.000017017654,0.000059087208,0.00006623683,0.00020208656],"category_scores_gemma":[0.00011081641,0.000063096806,0.000032580167,0.000032156895,0.00009501256,0.000052912816,0.000029707968,0.0000683718,0.0000063473753],"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":[0.0002975096,0.0008904136,0.08807123,0.00021627812,0.000704282,0.00005148412,0.19447425,6.9122166e-7,0.012618014,0.38401982,0.0032484375,0.3154076],"study_design_scores_gemma":[0.0021175342,0.0002920287,0.6072005,0.00006356961,0.000078429985,0.000069199596,0.3222455,0.000007694585,0.00011322937,0.066908844,0.00058745634,0.00031598617],"about_ca_topic_score_codex":0.00001934263,"about_ca_topic_score_gemma":0.000002753202,"teacher_disagreement_score":0.5191293,"about_ca_system_score_codex":0.000021974562,"about_ca_system_score_gemma":0.000016843876,"threshold_uncertainty_score":0.2573013},"labels":[],"label_agreement":null},{"id":"W2755000596","doi":"10.1558/lst.26454","title":"Exploring the social nature of L2 writing","year":2017,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Affordance; Academic writing; Task (project management); Psychology; Composition (language); Writing process; Context (archaeology); Second language writing; Mediation; Class (philosophy); Division of labour; English for academic purposes; Process (computing); Basic writing; Pedagogy; Mathematics education; Sociology; Higher education; Linguistics; Computer science; Second language; Cognitive psychology; History; Political science; Engineering; Social science","score_opus":0.06537367451526394,"score_gpt":0.3020306440716953,"score_spread":0.23665696955643134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2755000596","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9482439,0.0008460745,0.0000010785516,0.0007060914,0.00018977483,0.000037039576,0.000005237186,0.000034299315,0.049936462],"genre_scores_gemma":[0.9903712,0.000025191808,0.000010730402,0.00018409503,0.0014187959,0.000005103698,0.000003855322,0.000008545839,0.007972474],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9994861,0.00011155443,0.000093264134,0.000091766444,0.00008878414,0.00012852307],"domain_scores_gemma":[0.99960816,0.00011110747,0.00010791169,0.00012793951,0.00002854865,0.000016316519],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0004840524,0.00008045281,0.00011215849,0.00001026244,0.0027515648,0.00024498318,0.00018581713,0.000038730996,0.0001520361],"category_scores_gemma":[0.000119359385,0.000044957073,0.00007275146,0.0000041446806,0.00037196136,0.00028478893,0.00006562588,0.00044190994,0.0000050230706],"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":[0.000005832487,0.0000040994637,0.000134166,0.000017544238,0.000022896287,0.000002950959,0.5428163,8.8730474e-8,0.00023169424,0.43393552,0.00007069221,0.022758253],"study_design_scores_gemma":[0.0002647286,0.000024133755,0.009789246,0.00008581227,0.000042339692,0.0000032743817,0.9711615,0.0000057769475,0.0003621158,0.0049300967,0.013144176,0.000186786],"about_ca_topic_score_codex":0.00014252563,"about_ca_topic_score_gemma":0.000054526696,"teacher_disagreement_score":0.4290054,"about_ca_system_score_codex":0.0000054267034,"about_ca_system_score_gemma":0.0000034759205,"threshold_uncertainty_score":0.9985467},"labels":[],"label_agreement":null},{"id":"W2975768314","doi":"10.1558/lst.v3i2.32922","title":"L2 Development As Cognitive-Emotive Process","year":2017,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":38,"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":"Emotive; Cognition; Psychology; Mediation; Dialectic; Cognitive science; Cognitive psychology; Relation (database); Epistemology; Sociology; Computer science","score_opus":0.034929646905838545,"score_gpt":0.4339132079439895,"score_spread":0.39898356103815097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2975768314","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8157301,0.00048377994,0.000012996172,0.00047250703,0.00024161217,0.00011864368,0.0000067288493,0.000028000028,0.18290564],"genre_scores_gemma":[0.949846,0.000008412189,0.000062650506,0.0009109639,0.00019124772,0.000053288473,0.00003124257,0.0000068848867,0.048889287],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99925274,0.00009531901,0.00010762618,0.00024869354,0.000102905455,0.0001927277],"domain_scores_gemma":[0.99951726,0.000112448,0.0000972169,0.00013393514,0.000056634515,0.000082508144],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00021183405,0.00012163382,0.000119486605,0.000012532175,0.00057942624,0.00007532314,0.00018661673,0.00009155283,0.0032444096],"category_scores_gemma":[0.00008777354,0.00007910491,0.000034889672,0.000017699524,0.00019711677,0.00011658908,0.000041761934,0.00014959437,0.0005420747],"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":[0.000322383,0.0005630102,0.047236264,0.000043419433,0.0004828523,0.00015264285,0.5416638,2.6574236e-8,0.00040315697,0.15065937,0.00093248324,0.25754058],"study_design_scores_gemma":[0.0007814698,0.000071718445,0.8168142,0.00005031892,0.00002501358,0.000028186845,0.15299203,9.0117425e-8,0.0004808532,0.027256446,0.0012524171,0.00024726512],"about_ca_topic_score_codex":0.000028109327,"about_ca_topic_score_gemma":0.000004017826,"teacher_disagreement_score":0.7695779,"about_ca_system_score_codex":0.000011182007,"about_ca_system_score_gemma":0.000018317049,"threshold_uncertainty_score":0.9976668},"labels":[],"label_agreement":null},{"id":"W3112056257","doi":"10.1558/lst.37685","title":"The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing","year":2021,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"Educational and Psychological Assessments","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":"University of Victoria","funders":"","keywords":"Argumentative; Affordance; Psychology; Mathematics education; Relation (database); Linguistics; Computer science; Cognitive psychology","score_opus":0.0150486896342045,"score_gpt":0.4092917201153244,"score_spread":0.39424303048111986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3112056257","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9907426,0.0029235505,0.001729397,0.0013930345,0.0005260115,0.00016562076,0.00005125101,0.000010373956,0.0024581316],"genre_scores_gemma":[0.9920801,0.00018657098,0.0005354711,0.00012837513,0.0000835514,0.00011143765,0.00009492786,0.0000050220397,0.0067745633],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9992366,0.00020773071,0.00019012026,0.00017633433,0.00006597385,0.00012325417],"domain_scores_gemma":[0.99814844,0.0015772138,0.000110225694,0.00007440016,0.00005861923,0.000031098363],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00020283718,0.00008574982,0.00011864771,0.000008063613,0.0003605072,0.00008952209,0.000060615625,0.00003755881,0.000356249],"category_scores_gemma":[0.00007901182,0.00005215415,0.00007371541,0.00003316748,0.00019788956,0.00005814076,0.00003605656,0.00010065716,0.0000017503263],"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":[0.00019044403,0.0005858153,0.011621106,0.00014602063,0.0007378719,0.000017593893,0.03670134,2.423548e-7,0.0077183144,0.77656215,0.0005027819,0.16521633],"study_design_scores_gemma":[0.0015186069,0.00031400862,0.49940962,0.0001604228,0.00013740393,0.000047938334,0.4102983,0.000020147061,0.000677908,0.085979365,0.0011881533,0.0002481437],"about_ca_topic_score_codex":0.000015208898,"about_ca_topic_score_gemma":0.000033790522,"teacher_disagreement_score":0.69058275,"about_ca_system_score_codex":0.000018403045,"about_ca_system_score_gemma":0.000008623961,"threshold_uncertainty_score":0.39006764},"labels":[],"label_agreement":null},{"id":"W3157226959","doi":"10.1558/lst.19037","title":"Application of a SCOBA in Educational Praxis of L2 Written Argumentative Discourse","year":2021,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"Writing and Handwriting Education","field":"Social Sciences","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":"York University","funders":"","keywords":"Argumentative; Schema (genetic algorithms); Appropriation; Cognition; Praxis; Linguistics; Psychology; Argumentation theory; Computer science; Epistemology; Philosophy","score_opus":0.010059812653818011,"score_gpt":0.349401611326899,"score_spread":0.339341798673081,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3157226959","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9893492,0.0011101621,0.00003225256,0.0019068352,0.000033311357,0.00008689075,0.000010636976,0.0000062776976,0.007464446],"genre_scores_gemma":[0.99737644,0.000081826525,0.00042112876,0.000057462166,0.00012461832,0.00001644989,0.000039571583,0.0000027309993,0.0018797984],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9993345,0.00022258257,0.00013294932,0.000102658145,0.00011952333,0.00008774313],"domain_scores_gemma":[0.9995234,0.0002130895,0.00008602106,0.000058168873,0.00009241782,0.00002690428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047446662,0.00004240283,0.00009728866,0.00002291205,0.00009120174,0.000011760436,0.000050443487,0.000042093787,0.00008309938],"category_scores_gemma":[0.00024346552,0.00003768345,0.000029288994,0.0001335082,0.0002311782,0.00009430355,0.000012612061,0.000056974248,0.0000015346808],"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":[0.0000117680365,0.00016446458,0.018623225,0.0000559986,0.000018451852,8.941785e-7,0.56523347,8.7323014e-7,0.011285211,0.3800228,0.000058272115,0.02452457],"study_design_scores_gemma":[0.00022743331,0.000012012969,0.043662332,0.000086245076,0.000015441898,0.0000010661985,0.923898,0.000003196629,0.0046025733,0.027307544,0.000104571096,0.00007961521],"about_ca_topic_score_codex":0.0009500774,"about_ca_topic_score_gemma":0.0005901896,"teacher_disagreement_score":0.3586645,"about_ca_system_score_codex":0.000028930166,"about_ca_system_score_gemma":0.00010877251,"threshold_uncertainty_score":0.15366866},"labels":[],"label_agreement":null},{"id":"W7116876450","doi":"10.3138/lst-27523-rosborough","title":"<i>Vygotsky the Teacher: A Companion to his Psychology for Teachers and Other Practitioners</i> . Edited by M. Barrs (2021). London: Routledge. 256 pp. ISBN: 9780429203046 (ebook).","year":2025,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Interpretation (philosophy); Work (physics); Key (lock); History of psychology","score_opus":0.02288962350893263,"score_gpt":0.3866681733633668,"score_spread":0.36377854985443414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7116876450","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.579129,0.015008442,0.0016593758,0.26805425,0.0020220946,0.0019275681,0.000058936894,0.00021281301,0.13192755],"genre_scores_gemma":[0.803302,0.0004495074,0.00056552025,0.040476866,0.001294475,0.00020555126,0.0000538859,0.000025023597,0.15362717],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99818707,0.00095941697,0.00016928332,0.00028639165,0.00013358466,0.00026423877],"domain_scores_gemma":[0.9988367,0.0007042727,0.00013040823,0.0001394147,0.00011145719,0.000077738645],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018693112,0.00014535335,0.00016807487,0.000041057963,0.001080817,0.0001721577,0.00017044412,0.0001364097,0.000557808],"category_scores_gemma":[0.0008862198,0.00009962341,0.000052142655,0.00023519462,0.00042779866,0.0002272437,0.000033736127,0.00035252003,0.000020864985],"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":[0.00011125295,0.0000888681,0.0013609554,0.000014186113,0.00011849315,8.3632585e-7,0.39792222,3.7439267e-7,0.0025781528,0.11126541,0.45699835,0.029540902],"study_design_scores_gemma":[0.0003684161,0.000029269871,0.0006354415,0.000017472958,0.000032876622,0.0000010904092,0.19408402,0.0000020212417,0.00006540585,0.001308934,0.8033336,0.00012146038],"about_ca_topic_score_codex":0.00064243755,"about_ca_topic_score_gemma":0.00015253825,"teacher_disagreement_score":0.34633523,"about_ca_system_score_codex":0.00006197585,"about_ca_system_score_gemma":0.000060272065,"threshold_uncertainty_score":0.831288},"labels":[],"label_agreement":null},{"id":"W7116889006","doi":"10.3138/lst-25868-knouzi","title":"Construction of a Classroom ZPD Through “Graduated, Contingent, and Dialogic” Mediation at Three Strata of Classroom Discourse","year":2025,"lang":"en","type":"article","venue":"Language and Sociocultural Theory","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Metaphor; Mediation; Ethnography; Class (philosophy); Coding (social sciences); Discourse analysis; Space (punctuation); Zone of proximal development","score_opus":0.02249695821996711,"score_gpt":0.3610616089787762,"score_spread":0.3385646507588091,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7116889006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98024756,0.0033431163,0.00026505996,0.0009134084,0.00041425147,0.00019916044,0.00008293434,0.000019659587,0.014514833],"genre_scores_gemma":[0.9964967,0.00017665228,0.00047006455,0.00021131369,0.00008605719,0.000019437854,0.00010632274,0.000004585442,0.0024288879],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99904174,0.00019023899,0.00027638618,0.00023854063,0.00010614683,0.00014693881],"domain_scores_gemma":[0.9992877,0.00028250832,0.00019612764,0.00013937628,0.000059670732,0.000034592642],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002255734,0.00012813912,0.00023900814,0.000028851744,0.000095435076,0.000011352573,0.00008736663,0.00014909555,0.0003557037],"category_scores_gemma":[0.00004832348,0.0000865978,0.000060321334,0.000104932245,0.0004444017,0.00009453974,0.00004802384,0.00013116108,0.000004405308],"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":[0.00030437726,0.0002488557,0.1903764,0.00009182709,0.00035109912,0.0000053749445,0.029063717,2.567315e-7,0.009267458,0.73442954,0.0009001591,0.03496092],"study_design_scores_gemma":[0.002074087,0.00022043334,0.61978257,0.000092896764,0.00017756385,0.000018847639,0.10018588,0.000004210276,0.0012838697,0.275434,0.00046725408,0.0002583961],"about_ca_topic_score_codex":0.00010366216,"about_ca_topic_score_gemma":0.00006492193,"teacher_disagreement_score":0.45899558,"about_ca_system_score_codex":0.000017842101,"about_ca_system_score_gemma":0.000013473208,"threshold_uncertainty_score":0.3894706},"labels":[],"label_agreement":null}]}