{"meta":{"query_hash":"4bc523eb3d69","filters":{"venue":"Learning Disability Quarterly"},"cohort_total":20,"direct_labels_cover":0,"predictions_cover":20,"exported":20,"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/4bc523eb3d69","api":"https://metacan.xera.ac/api/v1/cohort?venue=Learning+Disability+Quarterly"},"results":[{"id":"W1823521350","doi":"10.1177/073194871003300310","title":"Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus","year":2010,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":216,"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":"Response to intervention; Psychological intervention; Intervention (counseling); Identification (biology); Learning disability; Psychology; Cognition; Neuropsychology; Strengths and weaknesses; Clinical psychology; Applied psychology; Cognitive psychology; Developmental psychology; Psychotherapist; Social psychology; Psychiatry","score_opus":0.029430899023259818,"score_gpt":0.3827165556740198,"score_spread":0.35328565665076,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1823521350","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":[0.99344254,0.00048161327,0.00020597564,0.004176042,0.00080750656,0.0005505303,0.00000491856,0.00013187819,0.00019902112],"genre_scores_gemma":[0.99715203,0.0000041084554,0.00073654205,0.00006106197,0.00014339054,0.00023802201,0.00005157384,0.0000326329,0.0015806169],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9939933,0.0033814756,0.0009149568,0.0009681457,0.0003550724,0.0003870589],"domain_scores_gemma":[0.9972749,0.0014958933,0.0001282069,0.0005140942,0.00037438772,0.00021256153],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0037080413,0.00027533591,0.00035662562,0.00015698324,0.00030603446,0.00039806595,0.00014857433,0.00017273711,0.001979341],"category_scores_gemma":[0.0018173292,0.0002883847,0.00008710023,0.00020574786,0.0007788977,0.00037800468,0.000040301056,0.00074147683,0.00011256523],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013374507,0.00087511865,0.5556566,0.00011475546,0.000041795378,0.000005189349,0.24963248,0.000032919786,0.007345643,0.0016348445,0.0003850949,0.18293807],"study_design_scores_gemma":[0.0010219351,0.00089230924,0.8689666,0.000118276694,0.000014210388,0.000037774967,0.11108777,0.00045781137,0.000017247758,0.0013542649,0.01572243,0.00030939907],"about_ca_topic_score_codex":0.0004425808,"about_ca_topic_score_gemma":0.0003882432,"teacher_disagreement_score":0.31330994,"about_ca_system_score_codex":0.000096021286,"about_ca_system_score_gemma":0.000015837648,"threshold_uncertainty_score":0.99995685},"labels":[],"label_agreement":null},{"id":"W1950528826","doi":"10.1177/073194871003300102","title":"Confidence to Manage Learning: The Self-Efficacy for Self-Regulated Learning of Early Adolescents with Learning Disabilities","year":2010,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":133,"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; Self-efficacy; Learning disability; Reading (process); Developmental psychology; Multilevel model; Clinical psychology; Social psychology","score_opus":0.019652245544627387,"score_gpt":0.3305214216668021,"score_spread":0.3108691761221747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1950528826","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":[0.9697459,0.000024999923,0.023683416,0.0006562776,0.0006575682,0.0017133089,0.0000033270155,0.0015570885,0.0019581376],"genre_scores_gemma":[0.98933536,7.6575986e-7,0.0058840434,0.000065156426,0.00037891854,0.00028132,0.0000310537,0.00019987943,0.0038234985],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9891367,0.005927333,0.0011966149,0.0015465755,0.0007953218,0.001397475],"domain_scores_gemma":[0.9930641,0.003967505,0.0008754573,0.0011828261,0.0006086459,0.00030148076],"candidate_categories":["metaepi_narrow","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.007553931,0.00080113235,0.0010310358,0.00022874564,0.0016768364,0.00028502094,0.0010496025,0.00046909682,0.0003370121],"category_scores_gemma":[0.0040369094,0.0006316352,0.0003903111,0.0011588563,0.001115168,0.000294099,0.00011410025,0.006502834,0.0002163441],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001388472,0.0014850842,0.71033293,0.00041516364,0.00041515377,0.0000046426253,0.22702204,0.005004193,0.0029370566,0.007867207,0.000040916257,0.043087162],"study_design_scores_gemma":[0.0029999167,0.011105954,0.90664476,0.00039139632,0.0002986151,0.000036362544,0.04692998,0.002909376,0.00014262869,0.00042411708,0.026870579,0.0012463039],"about_ca_topic_score_codex":0.0008279688,"about_ca_topic_score_gemma":0.00008422413,"teacher_disagreement_score":0.19631186,"about_ca_system_score_codex":0.00015259927,"about_ca_system_score_gemma":0.00009203289,"threshold_uncertainty_score":0.9996228},"labels":[],"label_agreement":null},{"id":"W2008316909","doi":"10.2307/1511164","title":"Promoting Strategic Writing by Postsecondary Students with Learning Disabilities: A Report of Three Case Studies","year":2000,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":63,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mental Health Commission of Canada; University of British Columbia","funders":"","keywords":"Psychology; Metacognition; Task (project management); Intervention (counseling); Reading (process); Learning disability; Response to intervention; Mathematics education; Inclusion (mineral); Postsecondary education; Writing process; Process (computing); Cognitive psychology; Pedagogy; Special education; Developmental psychology; Higher education; Cognition; Social psychology; Computer science","score_opus":0.04668687452972849,"score_gpt":0.3912908300443612,"score_spread":0.34460395551463274,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008316909","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":[0.9913671,0.00028523582,0.00032221037,0.00018276583,0.00015464477,0.00057299057,0.000010111304,0.00046225375,0.0066426806],"genre_scores_gemma":[0.99457026,0.0000014285762,0.0013366698,0.000030010991,0.0001518318,0.00011314678,0.000055022134,0.00009841226,0.0036432445],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99167156,0.00407584,0.0014652753,0.0012434091,0.00066571357,0.00087822444],"domain_scores_gemma":[0.9957046,0.002318566,0.00071242196,0.0008189781,0.00029838056,0.00014706554],"candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0075394,0.0005577081,0.0009785498,0.000087806606,0.00086492114,0.00013911877,0.00038795843,0.00021956257,0.0020749958],"category_scores_gemma":[0.00089744915,0.00048644826,0.00019779579,0.00059362984,0.0013741568,0.0002840161,0.000045106968,0.0024565177,0.000070515714],"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":[0.0003078494,0.0008252404,0.7142351,0.00033322594,0.00052182574,0.00095524825,0.16390854,0.00015014817,0.00021913812,0.00017317184,0.00003058278,0.1183399],"study_design_scores_gemma":[0.0043998174,0.017408324,0.12569085,0.0010077246,0.00039178124,0.015536862,0.8283844,0.00079339696,0.000060587317,0.0022682608,0.0019172744,0.0021407446],"about_ca_topic_score_codex":0.0010766783,"about_ca_topic_score_gemma":0.000109289605,"teacher_disagreement_score":0.66447586,"about_ca_system_score_codex":0.00019586887,"about_ca_system_score_gemma":0.000059707916,"threshold_uncertainty_score":0.99984485},"labels":[],"label_agreement":null},{"id":"W2029318331","doi":"10.2307/1511097","title":"Prevalence and Expression of Depressive Symptomatology in Students with and without Learning Disabilities","year":2000,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":67,"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":"Depression (economics); Psychology; Learning disability; Clinical psychology; Mood; Depressive symptoms; Pleasure; Psychiatry; Anxiety","score_opus":0.008479286584089247,"score_gpt":0.28140290073895763,"score_spread":0.2729236141548684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2029318331","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":[0.99820524,0.00021769834,0.00001301877,0.00014136125,0.000047261292,0.00023565275,0.0000022283275,0.00004023264,0.0010973177],"genre_scores_gemma":[0.9986591,0.000042864325,0.000045007484,0.000019916231,0.000025889476,0.0000263577,0.0000050838917,0.000011537616,0.0011642517],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984396,0.00036537737,0.0003036386,0.00045079368,0.00019913478,0.00024143695],"domain_scores_gemma":[0.9995132,0.00017571112,0.00008293217,0.00013277405,0.000020591895,0.00007477517],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00021968916,0.00016370926,0.00027808166,0.000029450997,0.00012227325,0.000026982629,0.00010266039,0.0000879402,0.00049241254],"category_scores_gemma":[0.000030384468,0.0001323712,0.000027396896,0.000080219404,0.0005377376,0.00010999144,0.00002002144,0.00030798474,0.000010762767],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029158944,0.00036896474,0.95916796,0.00021673436,0.000017344333,8.704552e-7,0.02523326,0.000025236197,0.00004118261,0.00014479658,0.0000039717042,0.014488104],"study_design_scores_gemma":[0.0011044468,0.0005185048,0.9915623,0.00044121098,0.000011993219,0.000015458469,0.005713939,0.000016239044,0.000009960438,0.00033523477,0.00011405268,0.00015662571],"about_ca_topic_score_codex":0.00010921097,"about_ca_topic_score_gemma":0.000042773005,"teacher_disagreement_score":0.032394387,"about_ca_system_score_codex":0.0000163297,"about_ca_system_score_gemma":0.0000094938705,"threshold_uncertainty_score":0.5397941},"labels":[],"label_agreement":null},{"id":"W2039311840","doi":"10.2307/1593674","title":"Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria","year":2004,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":257,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McMaster University","keywords":"Learning disability; Reading (process); Soundness; Psychology; Protocol (science); Response to intervention; Special education; Mathematics education; Cognitive psychology; Developmental psychology; Computer science; Linguistics; Medicine","score_opus":0.02992385215143398,"score_gpt":0.32975151434814726,"score_spread":0.29982766219671325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039311840","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":[0.9911503,0.00019533631,0.0031646492,0.0012261489,0.0011679777,0.00033829137,0.00001082216,0.00031512018,0.0024313575],"genre_scores_gemma":[0.99554515,0.000003902924,0.0020626255,0.00011559393,0.00024209422,0.0001060961,0.000024728883,0.000049443493,0.0018503834],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99686885,0.0005653565,0.00063021044,0.00095912546,0.00036393024,0.0006125055],"domain_scores_gemma":[0.99852425,0.00046114865,0.00012136362,0.00053374475,0.0000887638,0.00027071493],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0011173501,0.00034097626,0.00041684462,0.000114578295,0.00056503207,0.0003896385,0.00022174919,0.00015123423,0.0004779119],"category_scores_gemma":[0.00044663635,0.00035059496,0.00010397882,0.0003197619,0.0004006723,0.00038313516,0.000044983597,0.00047610226,0.00026764168],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00095048756,0.0004067842,0.37428236,0.0002818987,0.0001875299,0.000023038774,0.36732224,0.00008416271,0.010278978,0.007950431,0.0010538736,0.23717824],"study_design_scores_gemma":[0.0031814745,0.0017439278,0.72625834,0.0006963997,0.00008027546,0.00028473086,0.19532171,0.000017314545,0.0008596165,0.014309258,0.055603813,0.0016431209],"about_ca_topic_score_codex":0.0006259968,"about_ca_topic_score_gemma":0.000037128368,"teacher_disagreement_score":0.351976,"about_ca_system_score_codex":0.000375118,"about_ca_system_score_gemma":0.00003345631,"threshold_uncertainty_score":0.9998946},"labels":[],"label_agreement":null},{"id":"W2042604014","doi":"10.2307/1511276","title":"A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities","year":2002,"lang":"en","type":"review","venue":"Learning Disability Quarterly","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":185,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Psychology; Metacognition; Self-efficacy; Task (project management); Learning disability; Mathematics education; Applied psychology; Developmental psychology; Social psychology; Cognition","score_opus":0.04238813111188309,"score_gpt":0.3795778349438622,"score_spread":0.3371897038319791,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2042604014","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010638008,0.98222554,0.000015747577,0.0009143645,0.00032147698,0.003689302,0.000022605205,0.00015005241,0.002022922],"genre_scores_gemma":[0.026053939,0.97222906,0.000097521835,0.000021012482,0.00013712212,0.00019825767,0.00004474936,0.000044252116,0.0011741006],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99090475,0.0050365906,0.0016930895,0.0005423917,0.0014834706,0.00033968888],"domain_scores_gemma":[0.9954888,0.001603218,0.0016240663,0.00083528645,0.00031983457,0.00012877345],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0029677125,0.0003850252,0.0017996446,0.00005362667,0.0003259252,0.00005203895,0.00091589754,0.00023586252,0.0006100621],"category_scores_gemma":[0.0024927561,0.00026578695,0.00075590407,0.0009739883,0.0020198917,0.0002193343,0.00006670978,0.0006762023,0.000012003618],"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":[0.000015532687,0.005316181,0.054479096,0.19882287,0.00034303553,1.304007e-7,0.10783841,0.000026650821,1.2797187e-7,0.003290319,0.00019564004,0.629672],"study_design_scores_gemma":[0.0003875949,0.0014634517,0.0040087774,0.14264275,0.0014460463,0.0000024445224,0.029329285,0.0000069254056,6.151785e-7,0.00012433462,0.819973,0.0006148027],"about_ca_topic_score_codex":0.0012043099,"about_ca_topic_score_gemma":0.00036236472,"teacher_disagreement_score":0.8197773,"about_ca_system_score_codex":0.0003979991,"about_ca_system_score_gemma":0.0006206382,"threshold_uncertainty_score":0.99997944},"labels":[],"label_agreement":null},{"id":"W2051488495","doi":"10.2307/1511100","title":"Stability of Social Status of Children with and without Learning Disabilities","year":2000,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":139,"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":"Nomination; Psychology; Learning disability; Developmental psychology; Special education; Preference","score_opus":0.024716529043053513,"score_gpt":0.3131533264586222,"score_spread":0.2884367974155687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2051488495","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":[0.9946287,0.00004251253,0.0000128113925,0.00016004019,0.000033060434,0.00038561015,0.00001556197,0.00008034793,0.004641319],"genre_scores_gemma":[0.9993804,0.0000184794,0.00016564362,0.000004895418,0.00007152625,0.00002176408,0.00003912719,0.000014560631,0.00028362247],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973327,0.00094645604,0.00041623102,0.00036519358,0.0004932282,0.00044619796],"domain_scores_gemma":[0.9990761,0.0002869869,0.00020970289,0.00019058921,0.00010691269,0.00012968414],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009125157,0.00015917359,0.00033511143,0.000024977318,0.000489948,0.00004383925,0.00015108738,0.00009302768,0.0013388573],"category_scores_gemma":[0.0003048979,0.00015138624,0.00007281613,0.00024263638,0.003280274,0.00035733142,0.000012682973,0.000298717,0.000006376194],"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":[0.00008815231,0.0003849982,0.78705055,0.00005495652,0.000027529142,8.8228065e-9,0.19183867,0.000022427714,0.00014023334,0.0005829516,0.0000027723597,0.019806756],"study_design_scores_gemma":[0.00032585865,0.0006883752,0.84867495,0.000023069082,0.000034830562,2.3601729e-7,0.14893153,0.000028107814,0.00013781036,0.0004578197,0.000534862,0.00016255652],"about_ca_topic_score_codex":0.014909347,"about_ca_topic_score_gemma":0.0041983477,"teacher_disagreement_score":0.061624397,"about_ca_system_score_codex":0.00018976649,"about_ca_system_score_gemma":0.00013351298,"threshold_uncertainty_score":0.99957407},"labels":[],"label_agreement":null},{"id":"W2112352297","doi":"10.2307/1593629","title":"Do Peer Relationships Foster Behavioral Adjustment in Children with Learning Disabilities?","year":2004,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Family and Disability Support Research","field":"Psychology","cited_by":121,"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; Learning disability; Developmental psychology; Poverty; Social skills; Attention deficit hyperactivity disorder; At-risk students; Academic achievement; Clinical psychology","score_opus":0.052807029416700506,"score_gpt":0.34691387128739787,"score_spread":0.29410684187069736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2112352297","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":[0.9921366,0.00009373629,0.00015272292,0.0013097742,0.00017405715,0.0011704334,0.0000143004445,0.00028458462,0.0046637966],"genre_scores_gemma":[0.9969709,7.812672e-7,0.0002621928,0.000049782255,0.00014771224,0.00040551054,0.00021794907,0.00006986592,0.0018752897],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9943322,0.0015325769,0.00078034913,0.0012829166,0.0009505599,0.0011214092],"domain_scores_gemma":[0.9977655,0.0006087629,0.00014165483,0.0010198201,0.00014727633,0.0003169747],"candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.002132691,0.00045877454,0.0005068453,0.0001406758,0.0004295369,0.00016404467,0.00040822016,0.00035267105,0.0024212673],"category_scores_gemma":[0.00049695047,0.00041228416,0.00020932053,0.0006109387,0.0011828849,0.0004881055,0.00006556496,0.0027165469,0.0010993959],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033440336,0.0022814432,0.9359803,0.000028089351,0.000053246415,0.00000626111,0.044199415,0.0013433816,0.000016393573,0.0016896327,0.00005682231,0.014010615],"study_design_scores_gemma":[0.0023987002,0.0029947988,0.87181896,0.00004506902,0.00003953665,0.000040182542,0.12004758,0.000012001567,0.0000052252703,0.0018846052,0.00026310547,0.00045023434],"about_ca_topic_score_codex":0.0039729527,"about_ca_topic_score_gemma":0.0020496834,"teacher_disagreement_score":0.07584816,"about_ca_system_score_codex":0.0006953968,"about_ca_system_score_gemma":0.00011478233,"threshold_uncertainty_score":0.9998329},"labels":[],"label_agreement":null},{"id":"W2116654245","doi":"10.2307/1511099","title":"Links among Social Status, Service Delivery Mode, and Service Delivery Preference in LD, Low-Achieving, and Normally Achieving Elementary-Aged Children","year":2000,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Family and Disability Support Research","field":"Psychology","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Burnaby Hospital; Simon Fraser University","funders":"","keywords":"Psychology; Preference; Service delivery framework; Service (business); Learning disability; Developmental psychology; Social psychology; Marketing","score_opus":0.017509207097364823,"score_gpt":0.2811471781408296,"score_spread":0.2636379710434648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116654245","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":[0.9962084,0.00019421357,0.00001021023,0.0010016655,0.00006602259,0.0009419448,0.000083955136,0.00018026523,0.0013132837],"genre_scores_gemma":[0.99830025,0.000038089365,0.00014953829,0.0007189817,0.00013183872,0.00010876305,0.0003184166,0.00005439205,0.00017973271],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9945176,0.001465429,0.00086370646,0.0013627984,0.00051224005,0.0012782015],"domain_scores_gemma":[0.99819666,0.00052844256,0.00015247134,0.0006285677,0.00011654059,0.000377299],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011973125,0.00051371736,0.00061158,0.00011606575,0.00061933865,0.00024479604,0.0004541552,0.00054571836,0.0030275004],"category_scores_gemma":[0.00005280038,0.0005569007,0.00010754343,0.00056276406,0.00059171417,0.0008651924,0.00015772496,0.0022983633,0.00014472388],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00070978526,0.0006324522,0.8772701,0.0002763446,0.00007901863,0.000007500017,0.03041053,0.00011219378,0.000278325,0.000019018551,0.000054251173,0.09015045],"study_design_scores_gemma":[0.0016344697,0.00060539943,0.9793123,0.0000902482,0.000046499925,0.000009607015,0.016352734,0.0012003826,0.000004427594,0.000114229704,0.00009228019,0.0005374317],"about_ca_topic_score_codex":0.048615746,"about_ca_topic_score_gemma":0.03419427,"teacher_disagreement_score":0.10204216,"about_ca_system_score_codex":0.00017546955,"about_ca_system_score_gemma":0.00008648763,"threshold_uncertainty_score":0.99968827},"labels":[],"label_agreement":null},{"id":"W2148783774","doi":"10.1177/073194871003300104","title":"Unanticipated Effects of Children with Learning Disabilities on Their Families","year":2010,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Family and Disability Support Research","field":"Psychology","cited_by":107,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Psychology; Learning disability; Developmental psychology; Coping (psychology); Learning disabled; Clinical psychology","score_opus":0.01248617348197597,"score_gpt":0.29273159798468124,"score_spread":0.2802454245027053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148783774","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":[0.9919087,0.000028816818,0.000051631036,0.00018581183,0.00038757408,0.00089625054,0.000013555598,0.00035596843,0.006171651],"genre_scores_gemma":[0.99859357,0.0000013817735,0.000067458845,0.000035416793,0.00013093933,0.00017895106,0.000078016106,0.000069038615,0.0008452499],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99573773,0.0011424643,0.00062222395,0.0010052266,0.0005772222,0.000915151],"domain_scores_gemma":[0.9947447,0.003441655,0.00019935993,0.0012184258,0.0001445193,0.0002513371],"candidate_categories":["metaepi_narrow","sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010298691,0.00048554267,0.0006921106,0.000119589815,0.0003542657,0.00007566699,0.000508603,0.00032604169,0.0012428551],"category_scores_gemma":[0.0012919385,0.0003621223,0.0002616921,0.00049056055,0.0027964583,0.00019454893,0.00004956707,0.0022955763,0.00034655337],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00058580586,0.0016375178,0.9231466,0.00020492857,0.00018119319,0.0000029481992,0.026731411,0.00007474075,0.003299896,0.0019675698,0.00004088076,0.04212653],"study_design_scores_gemma":[0.0013160353,0.0072096353,0.94047874,0.00006930126,0.00004794456,0.000012718776,0.047990564,0.00006790542,0.0016131828,0.0005042346,0.00024984565,0.0004398752],"about_ca_topic_score_codex":0.0024048556,"about_ca_topic_score_gemma":0.0007212325,"teacher_disagreement_score":0.041686654,"about_ca_system_score_codex":0.000053766704,"about_ca_system_score_gemma":0.000064312175,"threshold_uncertainty_score":0.9999174},"labels":[],"label_agreement":null},{"id":"W2156237773","doi":"10.2307/1593650","title":"A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement","year":2003,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":184,"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; Learning disability; Social competence; Competence (human resources); Perception; Academic achievement; Developmental psychology; Peer acceptance; Mathematics education; Social psychology; Social change; Peer group","score_opus":0.027465107951946465,"score_gpt":0.2859519205825929,"score_spread":0.25848681263064643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156237773","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":[0.9974298,0.00004071773,0.0015109092,0.00034923005,0.000038407066,0.00044585014,0.000032717697,0.000025125384,0.00012725226],"genre_scores_gemma":[0.99914515,4.762249e-7,0.00054008677,0.000035794874,0.000010101135,0.000037926045,0.00001786881,0.000015533155,0.00019708932],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972294,0.0011535375,0.00060024473,0.00042638148,0.00035505972,0.00023539083],"domain_scores_gemma":[0.9985159,0.0004264037,0.00043815447,0.00040691302,0.00014030116,0.000072342096],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006368662,0.00020592612,0.0009517003,0.00008829782,0.00023238915,0.000020524147,0.00021537273,0.00007095454,0.0005894696],"category_scores_gemma":[0.00014610944,0.00013748868,0.00033039518,0.00074251863,0.0004871849,0.000056833585,0.000034358574,0.00022236003,0.0000029247126],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000137809,0.00041250398,0.9032599,0.000068119276,0.0076641464,6.2046624e-8,0.06349652,0.023088932,0.00030147703,0.0013386894,0.000007156623,0.00022471957],"study_design_scores_gemma":[0.0004436746,0.00083722145,0.9713939,0.00003013047,0.007494242,7.745568e-7,0.019043127,0.0002289338,0.00024692217,0.00007975007,0.000021098804,0.00018022317],"about_ca_topic_score_codex":0.00085571734,"about_ca_topic_score_gemma":0.0003762486,"teacher_disagreement_score":0.06813404,"about_ca_system_score_codex":0.000029898994,"about_ca_system_score_gemma":0.000019150259,"threshold_uncertainty_score":0.64542794},"labels":[],"label_agreement":null},{"id":"W2900390458","doi":"10.1177/0731948718803296","title":"The Potential for Automated Text Evaluation to Improve the Technical Adequacy of Written Expression Curriculum-Based Measurement","year":2018,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Writing and Handwriting Education","field":"Social Sciences","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 British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Curriculum-based measurement; Construct validity; Psychology; Curriculum; Writing assessment; Expression (computer science); Construct (python library); Rating scale; Scale (ratio); Quality (philosophy); Natural language processing; Artificial intelligence; Machine learning; Computer science; Mathematics education; Clinical psychology; Psychometrics; Developmental psychology; Pedagogy; Curriculum development","score_opus":0.024541422155436303,"score_gpt":0.3552407992022679,"score_spread":0.3306993770468316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900390458","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":[0.978217,0.00003879286,0.0053735985,0.0129818125,0.0005508945,0.0018148407,0.000004128699,0.00032859412,0.0006903497],"genre_scores_gemma":[0.9982166,3.8022253e-7,0.00072544813,0.00004394752,0.00061042164,0.00034486264,0.0000069327366,0.0000104747005,0.00004087637],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99697495,0.0010966375,0.0003542274,0.00029107844,0.00093858375,0.00034449887],"domain_scores_gemma":[0.99785906,0.0005421744,0.000192559,0.00032109182,0.0010084949,0.00007664607],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.009754949,0.0000996038,0.0001229823,0.000020908772,0.0020098877,0.00015842995,0.00032583062,0.0000905987,0.00003265778],"category_scores_gemma":[0.004417988,0.0000643535,0.00010671717,0.00022961888,0.0006379744,0.00010420691,0.0000149479,0.00016346155,0.000014985397],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042138618,0.0013885985,0.014230554,0.0001459884,0.000045521516,9.034934e-8,0.050620142,0.00084639026,0.102130964,0.0031641747,0.0074805086,0.81952566],"study_design_scores_gemma":[0.0046657235,0.01034309,0.31947333,0.0011845123,0.00055088557,0.00000162453,0.34421384,0.25944868,0.008153003,0.010570711,0.039960757,0.0014338702],"about_ca_topic_score_codex":0.0008362464,"about_ca_topic_score_gemma":0.001109742,"teacher_disagreement_score":0.8180918,"about_ca_system_score_codex":0.00025935573,"about_ca_system_score_gemma":0.0002698354,"threshold_uncertainty_score":0.99928933},"labels":[],"label_agreement":null},{"id":"W3035974240","doi":"10.1177/0731948720929006","title":"Executive Function and Planning Features of Students With Different Types of Learning Difficulties in Chinese Junior Middle School","year":2020,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Women and Children’s Health Research Institute; University of Alberta","funders":"National Natural Science Foundation of China","keywords":"Working memory; Psychology; Learning disability; Cognition; Reading (process); Executive functions; Intervention (counseling); Developmental psychology; Short-term memory; Psychiatry","score_opus":0.019058120145068715,"score_gpt":0.28066169186020434,"score_spread":0.26160357171513565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3035974240","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":[0.9987478,0.00004655385,0.00049814524,0.00010503272,0.000015713209,0.00027733328,0.0000023884302,0.000046385536,0.00026063182],"genre_scores_gemma":[0.9992948,0.0000017835953,0.00054820284,0.000015280584,0.000022718617,0.000014416223,0.000008564662,0.00001604707,0.00007816982],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99870014,0.00016296766,0.00036579213,0.00026602534,0.00033944545,0.00016563211],"domain_scores_gemma":[0.9987943,0.00076721486,0.00018794803,0.00008552034,0.00007027784,0.00009473041],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001792516,0.0001947174,0.00046274118,0.000046606056,0.000057888446,0.000027848635,0.0000997786,0.000057494926,0.000041798467],"category_scores_gemma":[0.0011166423,0.00013261831,0.000052101936,0.00019911745,0.00018003752,0.000106700696,0.000054062704,0.00036497833,0.0000023664497],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000529931,0.0005176622,0.9741572,0.0007504778,0.00007989148,0.000002995628,0.021634579,0.000055520322,0.00047674007,0.00025131402,0.00000974929,0.001533947],"study_design_scores_gemma":[0.001028325,0.0015950061,0.95833176,0.0005004646,0.00004156164,0.0000017621754,0.03273534,0.000110376735,0.00019148907,0.005292473,0.000002522437,0.00016892928],"about_ca_topic_score_codex":0.00003083861,"about_ca_topic_score_gemma":0.000041242412,"teacher_disagreement_score":0.015825445,"about_ca_system_score_codex":0.00003027048,"about_ca_system_score_gemma":0.000009363006,"threshold_uncertainty_score":0.54080176},"labels":[],"label_agreement":null},{"id":"W3092318405","doi":"10.1177/0731948720958128","title":"The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties","year":2020,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":17,"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":"Fonds de Recherche du Québec-Société et Culture","keywords":"Psychology; Fluency; Reading (process); Reading comprehension; Reading motivation; Intervention (counseling); Cognition; Phonological awareness; Developmental psychology; Test (biology); Active listening; Comprehension; Cognitive psychology; Literacy; Mathematics education; Pedagogy","score_opus":0.024625013467843376,"score_gpt":0.33394784399968996,"score_spread":0.3093228305318466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092318405","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":[0.99786544,0.000028772729,0.0007480798,0.000491803,0.000055760018,0.00063606433,0.000031286945,0.000022453192,0.00012035031],"genre_scores_gemma":[0.99955016,0.0000055965147,0.000055876226,0.000018788709,0.000040314604,0.00009305025,0.000044699602,0.000014546102,0.00017695845],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982127,0.00051014934,0.00051345874,0.0003342249,0.00023437239,0.00019510479],"domain_scores_gemma":[0.9949827,0.0042581474,0.00046562098,0.00013362471,0.000103884726,0.000055978875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012400427,0.00016460051,0.00023442335,0.000032633237,0.0003957087,0.000065997214,0.00011938812,0.000055277487,0.000024051293],"category_scores_gemma":[0.0014917068,0.00010038541,0.00012254094,0.00011725816,0.00026623296,0.000088735695,0.000041055842,0.0002189374,0.000002054359],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008617129,0.00019267983,0.8957673,0.00005820712,0.00028153154,1.2982798e-7,0.08057485,0.00004975807,0.0004305728,0.0011739186,0.000051195933,0.020558165],"study_design_scores_gemma":[0.0009169441,0.0022182367,0.9714788,0.0002585856,0.00004072785,0.0000010606662,0.02370813,0.00081038196,0.000106932,0.0003410839,0.000021576183,0.00009751929],"about_ca_topic_score_codex":0.00019449113,"about_ca_topic_score_gemma":0.000005351372,"teacher_disagreement_score":0.07571154,"about_ca_system_score_codex":0.0000847975,"about_ca_system_score_gemma":0.0000074346567,"threshold_uncertainty_score":0.4093598},"labels":[],"label_agreement":null},{"id":"W4225426941","doi":"10.1177/07319487221090912","title":"Online Learning is a Rollercoaster: Postsecondary Students With Learning Disabilities Navigate the COVID-19 Pandemic","year":2022,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":20,"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 Manitoba","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Coronavirus disease 2019 (COVID-19); Pandemic; Learning disability; Psychological resilience; Higher education; Online learning; Pedagogy; Face (sociological concept); Medical education; Mathematics education; Developmental psychology; Social psychology; Sociology; Medicine","score_opus":0.04584141106720378,"score_gpt":0.36791740012460533,"score_spread":0.32207598905740153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225426941","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":[0.97364295,0.00009743442,0.000046656383,0.02228654,0.00037696023,0.0010245447,0.000032539414,0.00064637733,0.0018459758],"genre_scores_gemma":[0.97693324,0.00001732826,0.00003640303,0.002304812,0.00024093791,0.00039783824,0.00015197703,0.000058005095,0.019859435],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.98933756,0.005952161,0.00073470076,0.0010341657,0.0019563802,0.0009850468],"domain_scores_gemma":[0.9959703,0.0023238824,0.00035691776,0.00064932124,0.00012917921,0.0005704146],"candidate_categories":["metaepi_narrow","sts","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.005395353,0.00041718368,0.00049791264,0.00006949475,0.007131056,0.00056571886,0.0011916098,0.000115576964,0.00788397],"category_scores_gemma":[0.0018009258,0.0003446393,0.0002820814,0.0007752868,0.0024103965,0.00043147148,0.00027002656,0.0025810099,0.00014673054],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015855605,0.0008255317,0.6686858,0.000043771055,0.000057316112,0.0000013673811,0.31633297,0.0034857902,0.000005159687,0.00018876808,0.00028956556,0.009925397],"study_design_scores_gemma":[0.00077579083,0.0014518327,0.053588007,0.0000148266945,0.000047977963,0.000013676259,0.6219424,0.00015279932,2.9043235e-7,0.000659155,0.32095388,0.00039936494],"about_ca_topic_score_codex":0.011036832,"about_ca_topic_score_gemma":0.0067847925,"teacher_disagreement_score":0.6150978,"about_ca_system_score_codex":0.001840878,"about_ca_system_score_gemma":0.00066537375,"threshold_uncertainty_score":0.9999006},"labels":[],"label_agreement":null},{"id":"W4295366904","doi":"10.1177/07319487221124088","title":"Does Conceptual Transparency in Manipulatives Afford Place-Value Understanding in Children at Risk for Mathematics Learning Disabilities?","year":2022,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":10,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Learning disability; Psychology; Mathematics education; Transparency (behavior); Value (mathematics); Developmental psychology; Computer science; Mathematics; Statistics","score_opus":0.042156684616388086,"score_gpt":0.2946827576587991,"score_spread":0.252526073042411,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4295366904","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":[0.9896267,0.000022198117,0.0070915385,0.00021765813,0.000087955166,0.0017130497,0.00008588725,0.00018333895,0.00097166264],"genre_scores_gemma":[0.99455523,0.000004101616,0.004219351,0.000015431771,0.00004087328,0.0004260594,0.000093443414,0.00007434655,0.0005711409],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9960204,0.0007984931,0.0011179729,0.0007605213,0.00057535927,0.00072728825],"domain_scores_gemma":[0.99306786,0.006142839,0.0003471688,0.00029746644,0.00002633631,0.00011830464],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0018956421,0.0004236259,0.0007688065,0.00012107047,0.0007574599,0.00006712792,0.0003261023,0.00010972451,0.0011062021],"category_scores_gemma":[0.002041342,0.0003438768,0.0002545804,0.00036058534,0.0005210983,0.0002502728,0.00014179667,0.0009989003,0.000015383353],"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":[0.0003772408,0.0018577725,0.81645614,0.00048826437,0.00009497395,0.0000038002138,0.1155325,0.0017114646,0.0000447719,0.061758485,0.000023778835,0.0016507995],"study_design_scores_gemma":[0.0030622156,0.0016073135,0.04616069,0.00022132411,0.00007122262,0.000012972972,0.28623527,0.0065102344,0.00005488363,0.6551374,0.00008303516,0.00084341224],"about_ca_topic_score_codex":0.0001348975,"about_ca_topic_score_gemma":0.0006728969,"teacher_disagreement_score":0.77029544,"about_ca_system_score_codex":0.0017919497,"about_ca_system_score_gemma":0.000039086866,"threshold_uncertainty_score":0.9999013},"labels":[],"label_agreement":null},{"id":"W4401052020","doi":"10.1177/07319487241259775","title":"The Effects of a Morphological Awareness Intervention on Reading and Spelling Ability of Children With Dyslexia","year":2024,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Spelling; Morpheme; Psychology; Fluency; Dyslexia; Reading (process); Linguistics; Pronunciation; Learning disability; Metalinguistics; Cognitive psychology; Developmental psychology; Mathematics education; Vocabulary development","score_opus":0.008974479260107191,"score_gpt":0.2954892085286898,"score_spread":0.2865147292685826,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401052020","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":[0.99776417,0.00032387368,0.00082087825,0.00009619332,0.00028932813,0.00031490676,0.0000026277166,0.00007440896,0.00031359599],"genre_scores_gemma":[0.9995977,0.000003949921,0.00011367736,0.0000046949194,0.000035545727,0.000029860224,0.000009538744,0.00001459263,0.00019042299],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99820054,0.0005397504,0.00041554467,0.00044862606,0.0001804666,0.000215081],"domain_scores_gemma":[0.99782294,0.0016456239,0.00012014405,0.0003288437,0.000034895354,0.00004753796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010200461,0.00015864595,0.00026313742,0.00003982189,0.0001071788,0.000059727172,0.00012957884,0.00008296661,0.000041439147],"category_scores_gemma":[0.0001610577,0.000096836986,0.000098299715,0.0001741199,0.00046219424,0.00006187892,0.000015860798,0.0003602589,0.00001479089],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036097592,0.00033341395,0.78327215,0.000520868,0.00020117039,0.000010592315,0.015677202,0.000027104794,0.0007261423,0.0020367203,0.000020760117,0.19681293],"study_design_scores_gemma":[0.000429999,0.0032110745,0.992555,0.0006399845,0.00004971047,0.000039013776,0.0012917654,0.0002464229,0.00033812263,0.0009303796,0.00012328663,0.0001451993],"about_ca_topic_score_codex":0.0002665845,"about_ca_topic_score_gemma":0.00001103719,"teacher_disagreement_score":0.20928292,"about_ca_system_score_codex":0.000046426256,"about_ca_system_score_gemma":0.000012341939,"threshold_uncertainty_score":0.39488977},"labels":[],"label_agreement":null},{"id":"W4403688325","doi":"10.1177/07319487241288521","title":"Students With LD and Decision Making for After High School: Emotions and Basic Psychological Needs","year":2024,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta; University of Manitoba","funders":"","keywords":"Psychology; Learning disability; Mathematics education; Developmental psychology; Applied psychology; Cognitive psychology; Social psychology","score_opus":0.01767034618331181,"score_gpt":0.3419860344202337,"score_spread":0.32431568823692186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403688325","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":[0.98589486,0.00016837029,0.011977897,0.00044992828,0.00043877237,0.00047808207,0.00000875755,0.0002094164,0.00037392313],"genre_scores_gemma":[0.99669564,0.0000026195446,0.0020996933,0.00023084316,0.00014001426,0.0001744969,0.000012633531,0.000028411576,0.0006156448],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984583,0.00012545596,0.0003049189,0.0006206628,0.00021501322,0.000275652],"domain_scores_gemma":[0.9989749,0.00051819155,0.000049408074,0.00029093714,0.000039446404,0.00012711153],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00047688343,0.00019293233,0.00022364744,0.00008698801,0.00016527098,0.00027124162,0.00010386997,0.00015089153,0.0015557808],"category_scores_gemma":[0.00006096937,0.0001494716,0.000057339585,0.00023034058,0.00027179348,0.00016705623,0.00002033329,0.0003854432,0.00006279021],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034751397,0.0002054669,0.75518084,0.000045112312,0.00004039637,0.00001034699,0.007168732,0.000004662135,0.0000025627048,0.0014977385,0.00028669482,0.23520991],"study_design_scores_gemma":[0.0007482018,0.0015296101,0.98448265,0.00014846731,0.000041360814,0.000036528505,0.005830913,0.00005646942,7.405447e-8,0.004022133,0.0029113851,0.0001921985],"about_ca_topic_score_codex":0.00001697573,"about_ca_topic_score_gemma":0.000024894667,"teacher_disagreement_score":0.23501772,"about_ca_system_score_codex":0.000038330705,"about_ca_system_score_gemma":0.000007011637,"threshold_uncertainty_score":0.9993569},"labels":[],"label_agreement":null},{"id":"W4403846552","doi":"10.1177/07319487241288531","title":"Social Cognitive Processes in Children With Specific Learning Disorder: The Importance of Language","year":2024,"lang":"en","type":"review","venue":"Learning Disability Quarterly","topic":"Language Development and Disorders","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":"Queen's University; Trent University; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Learning disability; Developmental psychology; Cognition; Cognitive psychology; Psychiatry","score_opus":0.01930122867629197,"score_gpt":0.3391068236012541,"score_spread":0.31980559492496213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403846552","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.115478344,0.8811706,0.000012659365,0.00005609029,0.00007826287,0.0012024806,0.00002508536,0.00014229072,0.001834186],"genre_scores_gemma":[0.48903424,0.50449646,0.000028446013,0.000034605357,0.00051660085,0.0011401746,0.0015296689,0.00031693227,0.0029028994],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9967201,0.0008023969,0.00078413624,0.00086129864,0.00033017073,0.000501936],"domain_scores_gemma":[0.9985797,0.000532893,0.00049244857,0.0002941495,0.00005672485,0.000044113352],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.00061325496,0.0005530636,0.0012291807,0.00012160914,0.00017525764,0.000091749906,0.0004094808,0.00029820547,0.0005751845],"category_scores_gemma":[0.00014272075,0.00033931082,0.00029119107,0.0011407053,0.00060504663,0.000090360234,0.000045011944,0.0017681158,0.00022983052],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042448413,0.00023838459,0.20718266,0.0043025254,0.00037841432,0.000014808434,0.07998851,6.382639e-7,1.5713125e-8,0.000101720085,0.00006986291,0.70768],"study_design_scores_gemma":[0.0033521284,0.0025136538,0.1484875,0.017035833,0.0036034633,0.00017446879,0.3869065,0.00000342663,1.85427e-7,0.00032461013,0.43404016,0.0035580636],"about_ca_topic_score_codex":0.00023878882,"about_ca_topic_score_gemma":0.0008053005,"teacher_disagreement_score":0.70412195,"about_ca_system_score_codex":0.0000818377,"about_ca_system_score_gemma":0.00018510732,"threshold_uncertainty_score":0.9999059},"labels":[],"label_agreement":null},{"id":"W4407292152","doi":"10.1177/07319487251317533","title":"Registered Reports in Learning Disabilities Research: An Introduction to the Special Series","year":2025,"lang":"en","type":"article","venue":"Learning Disability Quarterly","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Learning disability; Psychology; Special education; Series (stratigraphy); Mathematics education; Learning disabled; Medical education; Developmental psychology; Medicine","score_opus":0.0733983533666734,"score_gpt":0.40643765970183,"score_spread":0.3330393063351566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407292152","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":[0.80973125,0.0000131833895,0.000023229137,0.17068501,0.0016506624,0.00081790576,7.678556e-7,0.0001604924,0.016917493],"genre_scores_gemma":[0.9686918,0.0000039316014,0.00007733115,0.00010587302,0.003677445,0.00022436761,0.000018538578,0.0000139021195,0.02718679],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9924099,0.0045327023,0.00068656466,0.0008887952,0.00078152044,0.00070053607],"domain_scores_gemma":[0.99769574,0.00078187045,0.00009835976,0.0009751017,0.00025858893,0.0001903441],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.011285009,0.0001752315,0.00026592403,0.0001413409,0.0017923117,0.0005565619,0.0004253586,0.000127837,0.0008262746],"category_scores_gemma":[0.0117171705,0.00015646366,0.00009716782,0.0013718492,0.0020071198,0.00066391256,0.0000638209,0.0009574703,0.00008538164],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018113237,0.00069814635,0.4572313,0.000060430943,0.000012182041,0.0000013766303,0.4336415,0.00079169875,0.000040758703,0.044411413,0.009413282,0.053516798],"study_design_scores_gemma":[0.000068895635,0.00032342353,0.058195587,0.000021666148,0.0000043506625,9.016065e-7,0.42588836,0.0000110283045,0.0000070900755,0.010467147,0.50488853,0.0001230004],"about_ca_topic_score_codex":0.008026464,"about_ca_topic_score_gemma":0.08688123,"teacher_disagreement_score":0.49547526,"about_ca_system_score_codex":0.001064891,"about_ca_system_score_gemma":0.00033307716,"threshold_uncertainty_score":0.99950725},"labels":[],"label_agreement":null}]}