{"meta":{"query_hash":"88c230cca48f","filters":{"venue":"Studies in Second Language Acquisition"},"cohort_total":115,"direct_labels_cover":0,"predictions_cover":115,"exported":115,"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/88c230cca48f","api":"https://metacan.xera.ac/api/v1/cohort?venue=Studies+in+Second+Language+Acquisition"},"results":[{"id":"W1844626013","doi":"10.1017/s0272263101004041","title":"THE EFFECT OF EXPERIENCE ON ADULTS' ACQUISITION OF A SECONDLANGUAGE","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":398,"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":"Grammaticality; Psychology; Second-language acquisition; Test (biology); First language; Residence; Active listening; Language acquisition; Developmental psychology; Linguistics; Mathematics education; Demography; Grammar; Communication","score_opus":0.017910403381303064,"score_gpt":0.38344895165476184,"score_spread":0.3655385482734588,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1844626013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97844815,0.012760765,0.0000048521215,0.0000534481,0.0004782557,0.0003486305,0.000036350073,0.00001553506,0.007854034],"genre_scores_gemma":[0.99882036,0.00020288421,0.00000843823,0.00010637863,0.00009650802,0.00015327813,0.000016643375,0.000013264345,0.0005822651],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9984477,0.00038113576,0.00037769225,0.00027398852,0.00019057078,0.00032888734],"domain_scores_gemma":[0.99821967,0.0010312833,0.00016771554,0.00047884972,0.00007142744,0.00003105139],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006621558,0.00015502983,0.00032911656,0.00015601671,0.00009823084,0.000006423632,0.0002519917,0.00010611433,0.0026077626],"category_scores_gemma":[0.000114087314,0.00010715231,0.000083898245,0.0003139967,0.0004684516,0.000049379036,0.00008998126,0.00020291912,0.000042517117],"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":[0.01272402,0.0005609139,0.045610573,0.0006349416,0.0008459838,0.000887625,0.7756791,0.000023642375,0.08508543,0.0023448048,0.0039661494,0.0716368],"study_design_scores_gemma":[0.0100598205,0.00919251,0.5389543,0.000771044,0.00006334504,0.0001758783,0.2386683,0.00006649466,0.19996682,0.0008605348,0.000586383,0.00063457066],"about_ca_topic_score_codex":0.00017558773,"about_ca_topic_score_gemma":0.00030668412,"teacher_disagreement_score":0.53701085,"about_ca_system_score_codex":0.00004555543,"about_ca_system_score_gemma":0.000007392219,"threshold_uncertainty_score":0.998304},"labels":[],"label_agreement":null},{"id":"W1898875485","doi":"10.1017/s0272263115000236","title":"DOES STUDYING VOCABULARY IN SMALLER SETS INCREASE LEARNING?","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":81,"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 learning; Learning effect; Vocabulary; Psychology; Artificial intelligence; Computer science; Natural language processing; Cognitive psychology; Linguistics","score_opus":0.047940640541244445,"score_gpt":0.36831315603688924,"score_spread":0.3203725154956448,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1898875485","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94275916,0.031025497,0.000015366022,0.00014976657,0.0012405481,0.0003616241,0.000010738651,0.00016277238,0.024274545],"genre_scores_gemma":[0.98993146,0.00003597834,0.00015974024,0.005053771,0.00037907666,0.00015757114,0.0001036356,0.000049546146,0.004129214],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99696785,0.00090877886,0.0005876291,0.0006392013,0.00028247465,0.00061406184],"domain_scores_gemma":[0.99872553,0.00041334942,0.00018483846,0.00042006106,0.00010666877,0.00014955511],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0015862971,0.0003234128,0.00050740864,0.0005605891,0.00011570837,0.00004302462,0.00022755473,0.00018923798,0.02741524],"category_scores_gemma":[0.00053872564,0.0002488719,0.00008694441,0.00053718995,0.0001479071,0.00028404762,0.00019026938,0.00067689456,0.0004454142],"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":[0.0009751088,0.0008101908,0.07581889,0.0002497552,0.0004756336,0.011315261,0.874372,0.00041887446,0.0009945674,0.00078882184,0.00962428,0.024156626],"study_design_scores_gemma":[0.0060610897,0.00033875814,0.086041585,0.0002742515,0.000036855385,0.00013403728,0.90120286,0.000096314,0.00018205948,0.00044401188,0.0044630547,0.0007251307],"about_ca_topic_score_codex":0.00055624015,"about_ca_topic_score_gemma":0.0011117576,"teacher_disagreement_score":0.047172323,"about_ca_system_score_codex":0.00027045232,"about_ca_system_score_gemma":0.000043838445,"threshold_uncertainty_score":0.99999636},"labels":[],"label_agreement":null},{"id":"W1965759941","doi":"10.1017/s0272263101001036","title":"EVIDENCE OF LEXICAL TRANSFER IN LEARNER SYNTAX","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":43,"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":"Vietnamese; Hindi; Linguistics; Lexicon; Psychology; Verb; Urdu; Indo-European languages; Syntax; Computer science; Natural language processing; Artificial intelligence","score_opus":0.07579462114472012,"score_gpt":0.4031012056145926,"score_spread":0.3273065844698725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1965759941","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89840496,0.08826882,0.00009413297,0.00017378786,0.00036782207,0.00020874392,0.0000060966922,0.00004329928,0.01243233],"genre_scores_gemma":[0.99426615,0.00029641617,0.00006302604,0.0034816812,0.00017887127,0.00006446023,0.000013382813,0.000022832952,0.0016131634],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980668,0.0003821648,0.00054960046,0.00041396642,0.00018864816,0.00039882227],"domain_scores_gemma":[0.9988963,0.0005861156,0.000070595044,0.00034339385,0.000055209755,0.000048359474],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00071829854,0.00019593991,0.00042404816,0.0003833958,0.000045944573,0.0000106953485,0.00017894887,0.00015084166,0.09558632],"category_scores_gemma":[0.00019122381,0.00018633949,0.00010139912,0.0005460557,0.00019567223,0.00023259137,0.000046548383,0.00035248869,0.00016304049],"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":[0.0033302384,0.0014245724,0.03568801,0.0010251247,0.0005798988,0.010273369,0.7985801,0.0002367514,0.05414577,0.010428749,0.0039551747,0.08033223],"study_design_scores_gemma":[0.0066834283,0.0009807936,0.32801977,0.0030084583,0.000084609914,0.0006240474,0.65170026,0.00007566307,0.0049115927,0.0005696637,0.0021624041,0.0011793332],"about_ca_topic_score_codex":0.00020096186,"about_ca_topic_score_gemma":0.0006652567,"teacher_disagreement_score":0.29233176,"about_ca_system_score_codex":0.000095911986,"about_ca_system_score_gemma":0.000018073575,"threshold_uncertainty_score":0.9052404},"labels":[],"label_agreement":null},{"id":"W1981625509","doi":"10.1017/s0272263108080157","title":"<b>INQUIRIES IN LINGUISTIC DEVELOPMENT: IN HONOR OF LYDIA WHITE</b>","year":2008,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Syntax, Semantics, Linguistic Variation","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Pragmatics; Phonology; Honor; Syntax; Generative grammar; Heritage language; White (mutation); Second-language acquisition; Perspective (graphical); Psychology; Sociology; Computer science; Philosophy; Artificial intelligence","score_opus":0.042049202965956926,"score_gpt":0.28356728069425335,"score_spread":0.24151807772829642,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1981625509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98481154,0.00194633,0.000032667947,0.00019139358,0.0009807823,0.00022742561,0.000021468473,0.000031016225,0.011757345],"genre_scores_gemma":[0.99801475,0.000059445272,0.00053178426,0.00015348868,0.0004981546,0.000037928465,0.000047130652,0.000018705667,0.0006386164],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985771,0.00007417749,0.00065902853,0.00025088486,0.0001739215,0.00026488776],"domain_scores_gemma":[0.9992696,0.00020292922,0.00017535745,0.00017001777,0.00016217392,0.000019895007],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003703965,0.00017340608,0.00039196946,0.0004462333,0.00010519459,0.00001675414,0.00011612944,0.000056526034,0.001113387],"category_scores_gemma":[0.00076273544,0.00017617871,0.00003501604,0.00013109678,0.0005710959,0.00011574481,0.0000744479,0.00013491706,0.000026758875],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004304113,0.00013073045,0.021243554,0.00025572424,0.000034351062,0.00020448513,0.93916005,0.000022434004,0.000072034825,0.03833243,0.00009243316,0.00040875652],"study_design_scores_gemma":[0.0064318166,0.00030094935,0.22719279,0.002418222,0.00006477445,0.000040431503,0.6840152,0.00033787027,0.003962826,0.070419535,0.003151274,0.0016642918],"about_ca_topic_score_codex":0.00034637412,"about_ca_topic_score_gemma":0.020586247,"teacher_disagreement_score":0.2551448,"about_ca_system_score_codex":0.00017837707,"about_ca_system_score_gemma":0.00005543428,"threshold_uncertainty_score":0.9997997},"labels":[],"label_agreement":null},{"id":"W1982967467","doi":"10.1017/s0272263104283061","title":"L'ACQUISITION DES CATÉGORIES FONCTIONNELLES: ÉTUDE COMPARATIVE DU DÉVELOPPEMENT DU DP FRANÇAIS CHEZ DES ENFANTS ET DES APPRENANTS ADULTES [THE ACQUISITION OF FUNCTIONAL CATEGORIES: COMPARATIVE STUDY OF THE DEVELOPMENT OF THE FRENCH DP IN CHILDREN AND ADULT LEARNERS]","year":2004,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Linguistic Studies and Language Acquisition","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Psychology; Second-language acquisition; Language acquisition; Linguistics; Humanities; Philosophy; Mathematics education","score_opus":0.024004081109144967,"score_gpt":0.28819556679163644,"score_spread":0.26419148568249146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982967467","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9906026,0.0038746172,0.003877122,0.00010109277,0.00027530539,0.0010582038,0.00004211245,0.000025077115,0.00014385078],"genre_scores_gemma":[0.99761456,0.00016347002,0.0017462039,0.00016186938,0.00009437831,0.00017119244,0.00003064453,0.000012254559,0.0000054270595],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9971268,0.00046269334,0.00096553745,0.00051406,0.0005822705,0.00034864384],"domain_scores_gemma":[0.99778104,0.00034987775,0.0006024489,0.00045585405,0.0007721633,0.000038591126],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008663594,0.00037033492,0.0006209732,0.00018671954,0.0008111578,0.00004445826,0.0005347128,0.00008131209,0.000052747408],"category_scores_gemma":[0.00016992904,0.00022736148,0.00010541515,0.0010048164,0.0013868446,0.0003771597,0.0006840068,0.00021873077,0.0000013881703],"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":[0.00009056431,0.00068423577,0.1319055,0.00014452694,0.00039972496,0.0000033664192,0.8624247,0.0016564431,0.0006971879,0.0009998465,0.000043302272,0.0009506127],"study_design_scores_gemma":[0.0020327237,0.0002308019,0.7049854,0.00040513964,0.000049599344,0.00001526497,0.28144142,0.000107956264,0.008802277,0.0017439928,5.7171957e-7,0.00018484876],"about_ca_topic_score_codex":0.001980543,"about_ca_topic_score_gemma":0.018856937,"teacher_disagreement_score":0.5809833,"about_ca_system_score_codex":0.00030353712,"about_ca_system_score_gemma":0.000105568484,"threshold_uncertainty_score":0.9990464},"labels":[],"label_agreement":null},{"id":"W1987854761","doi":"10.1017/s0272263108080443","title":"<b>GOALS FOR ACADEMIC WRITING: ESL STUDENTS AND THEIR INSTRUCTORS.</b><i>Alister Cumming (Ed.)</i>. Amsterdam: Benjamins, 2006. Pp. xii + 204. $42.95 paper.","year":2008,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Mathematics education; Academic writing; Psychology; Face (sociological concept); Academic year; English for academic purposes; Pedagogy; Sociology","score_opus":0.041010562445622935,"score_gpt":0.31500191206591316,"score_spread":0.2739913496202902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1987854761","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9174381,0.0771965,0.0000107930055,0.00010152207,0.0006825091,0.00047233212,0.00021860523,0.00014518044,0.003734472],"genre_scores_gemma":[0.98952264,0.0017160912,0.000109613655,0.003378543,0.0016819235,0.00012923196,0.00018120118,0.000069546295,0.0032112328],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976929,0.00018266337,0.00067826477,0.0005909532,0.00025566216,0.00059959263],"domain_scores_gemma":[0.9987393,0.00048873917,0.00026674755,0.00030804926,0.00010865906,0.000088528905],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00067301263,0.00043461128,0.00061254314,0.0001669905,0.0009757385,0.0001573879,0.00029943185,0.00015875182,0.002060084],"category_scores_gemma":[0.00015301029,0.00036521401,0.00014176978,0.00006725117,0.00046039067,0.0008268526,0.00023578921,0.0005893453,0.000019959669],"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":[0.00016425081,0.00014335403,0.010291852,0.00069790793,0.00045140588,0.00022735815,0.9424464,0.000007145844,0.0035688307,0.002267306,0.016289782,0.02344437],"study_design_scores_gemma":[0.005355578,0.00046502074,0.0078602545,0.0010862264,0.00013376122,0.00028360996,0.88168174,0.00006532661,0.0016158158,0.0005363363,0.09938591,0.0015304323],"about_ca_topic_score_codex":0.00029337453,"about_ca_topic_score_gemma":0.0008608092,"teacher_disagreement_score":0.08309613,"about_ca_system_score_codex":0.00010593158,"about_ca_system_score_gemma":0.000018412058,"threshold_uncertainty_score":0.99987996},"labels":[],"label_agreement":null},{"id":"W2007946778","doi":"10.1017/s0272263100221062","title":"<b>LANGUAGE AND POLITICS IN THE UNITED STATES AND CANADA:MYTHS AND REALITIES.</b><i>Thomas Ricento and Barbara Burnaby (Eds.)</i>.Mahwah, NJ: Erlbaum, 1998. Pp xv + 357. $39.95 paper.","year":2000,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language policy; Politics; Indigenous; Mythology; Political science; Language planning; Sociology; Linguistics; Law; History; Classics; Philosophy; Pedagogy","score_opus":0.019572272855567053,"score_gpt":0.3595310496544814,"score_spread":0.33995877679891434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007946778","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9359527,0.052002914,1.2893271e-7,0.0020551009,0.00009817876,0.0002963116,0.00012715388,0.000022732702,0.009444739],"genre_scores_gemma":[0.94979274,0.039767116,0.000040715964,0.008265799,0.00031215698,0.000028564113,0.000084158404,0.000014381055,0.0016943421],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983207,0.00040556502,0.00030326724,0.0002972135,0.00023743945,0.00043582128],"domain_scores_gemma":[0.99903226,0.00055114925,0.00007500899,0.00016272826,0.000039720773,0.00013915506],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006673279,0.00019911444,0.0002596488,0.00010574162,0.00048150463,0.00012221733,0.00010770416,0.00008878319,0.00028980913],"category_scores_gemma":[0.00016364163,0.0001651652,0.000015919755,0.0002852049,0.00058214675,0.0002303605,0.000055514847,0.00019917486,0.0000010151514],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003134672,0.000048002352,0.0033202134,0.00017196186,0.000037497357,0.00009114576,0.97446793,0.000002368594,0.00007308315,0.0035825158,0.0068894736,0.011284439],"study_design_scores_gemma":[0.00082329544,0.000052666626,0.017496634,0.00009616629,0.000028081316,0.000025310936,0.78852713,0.000057837296,0.000027287811,0.0007010369,0.19187701,0.00028757149],"about_ca_topic_score_codex":0.67678374,"about_ca_topic_score_gemma":0.7871168,"teacher_disagreement_score":0.18594085,"about_ca_system_score_codex":0.00013383049,"about_ca_system_score_gemma":0.00013463311,"threshold_uncertainty_score":0.67352414},"labels":[],"label_agreement":null},{"id":"W2014734377","doi":"10.1017/s0272263102241066","title":"<b>HANDBOOK OF UNDERGRADUATE SECOND LANGUAGE EDUCATION</b>. <i>Judith W. Rosenthal (Ed.)</i>. Mahwah, NJ: Erlbaum, 2000. Pp. xxii + 380. $99.95 cloth, $39.95 paper.","year":2002,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Bridge (graph theory); Discipline; Variety (cybernetics); Psychology; Sociology; Library science; Medicine; Computer science; Social science; Artificial intelligence","score_opus":0.0192655965136968,"score_gpt":0.2678258131728585,"score_spread":0.24856021665916167,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2014734377","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6127391,0.32085186,0.0000060535567,0.0003275381,0.0015179613,0.00043293135,0.00024057044,0.00022018955,0.06366382],"genre_scores_gemma":[0.9615982,0.0044688107,0.0002694469,0.0035111373,0.0021146117,0.000119629396,0.00027379082,0.0001201509,0.027524214],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99678373,0.0003644532,0.00090705935,0.00074309966,0.0004466912,0.0007549448],"domain_scores_gemma":[0.9980444,0.00043219607,0.00050679874,0.0006928265,0.0001872139,0.00013658826],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00050385925,0.0005842119,0.00083151733,0.00023408767,0.00059678993,0.0001934665,0.000391565,0.00017331922,0.046958797],"category_scores_gemma":[0.00017339991,0.00054466235,0.0002773087,0.00018991597,0.0005594124,0.0007933338,0.00017729848,0.0006857854,0.0004074575],"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":[0.000114522045,0.0009768433,0.00051390217,0.0011720351,0.0007653446,0.0003572613,0.5882685,0.000030205749,0.008114296,0.009870198,0.3453547,0.044462156],"study_design_scores_gemma":[0.004469638,0.0007086056,0.00059598935,0.0019218744,0.00034271355,0.00019386223,0.6974176,0.00023121985,0.0054464424,0.0016284053,0.2848422,0.0022014063],"about_ca_topic_score_codex":0.0014079314,"about_ca_topic_score_gemma":0.0069507784,"teacher_disagreement_score":0.34885916,"about_ca_system_score_codex":0.00024522466,"about_ca_system_score_gemma":0.0000731703,"threshold_uncertainty_score":0.9997005},"labels":[],"label_agreement":null},{"id":"W2015373428","doi":"10.1017/s0272263100251061","title":"<b>ASPECTS OF ARGUMENT STRUCTURE ACQUISITION IN INUKTITUT.</b><i>Shanley E. M. Allen</i>. Amsterdam: Benjamins, 1996. Pp. xvii + 248. $79.00cloth.","year":2000,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Speech and dialogue systems","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Argument (complex analysis); Variety (cybernetics); Linguistics; Language acquisition; Second-language acquisition; Theoretical linguistics; Cognitive science; Computer science; Psychology; Philosophy; Artificial intelligence","score_opus":0.011854686868541155,"score_gpt":0.26498747600785655,"score_spread":0.2531327891393154,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2015373428","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9646122,0.024503138,0.00021497984,0.0001700774,0.00090604904,0.0006762787,0.0001219171,0.00012440125,0.008670979],"genre_scores_gemma":[0.9966909,0.00049452716,0.0011422329,0.0009454742,0.00031979408,0.000059374728,0.00012092059,0.000022570728,0.00020417354],"study_design_codex":"qualitative","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99711215,0.00024365653,0.0008195276,0.0007416243,0.0004921701,0.00059088593],"domain_scores_gemma":[0.9986468,0.00013481418,0.00024628363,0.00078313216,0.000095003954,0.00009396449],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004916293,0.00037477445,0.00065266347,0.00034321396,0.000106902684,0.000071806964,0.0006441904,0.00018941348,0.00096071017],"category_scores_gemma":[0.00003637703,0.00035573408,0.000115854906,0.000655731,0.00015213038,0.0007846389,0.00024157089,0.0002506248,0.00006891802],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015974974,0.0031022492,0.013685984,0.004810541,0.001309759,0.0059542903,0.4449236,0.0034140123,0.17956097,0.039040416,0.032247186,0.2703535],"study_design_scores_gemma":[0.04210745,0.0057948683,0.32876146,0.009010103,0.0002742956,0.0012493192,0.08679283,0.0059260237,0.39330846,0.09725508,0.02036389,0.0091562215],"about_ca_topic_score_codex":0.0004933386,"about_ca_topic_score_gemma":0.0039955424,"teacher_disagreement_score":0.35813078,"about_ca_system_score_codex":0.00031899486,"about_ca_system_score_gemma":0.00006662398,"threshold_uncertainty_score":0.99995255},"labels":[],"label_agreement":null},{"id":"W2020887156","doi":"10.1017/s0272263106060013","title":"LEARNING SECOND LANGUAGE SUPRASEGMENTALS: <i>Effect of L2 Experience on Prosody and Fluency Characteristics of L2 Speech</i>","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":567,"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":"Stress (linguistics); Fluency; Psychology; Duration (music); Prosody; Stress (linguistics); Linguistics; Residence; Speech production; Foreign language; Second language; Mathematics education; Demography; Sociology","score_opus":0.013123440162449037,"score_gpt":0.35608211730476086,"score_spread":0.3429586771423118,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2020887156","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9882199,0.006182629,0.0000019086906,0.000014729563,0.00024642286,0.0003489254,0.00013360534,0.000019541254,0.0048323018],"genre_scores_gemma":[0.99844664,0.000070964794,0.000036818685,0.00008524009,0.00010700247,0.00007203522,0.00008115573,0.00001919516,0.0010809673],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9984563,0.00030583263,0.0004169738,0.00033944778,0.00016711223,0.0003143599],"domain_scores_gemma":[0.99901855,0.00042330567,0.00020471268,0.00026852428,0.000052791107,0.00003214234],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00050782814,0.00019039848,0.00046277457,0.00017962525,0.000071659546,0.000009880721,0.00013231764,0.000117674375,0.0023959356],"category_scores_gemma":[0.00009083307,0.00017007363,0.000049374474,0.00019227288,0.00039027573,0.000064933636,0.000113733455,0.00027962902,0.000018892177],"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":[0.0009874733,0.00047431607,0.07603158,0.0009732859,0.00023648747,0.0006039581,0.30138558,0.0000030633491,0.5997253,0.00025841282,0.0010834021,0.018237151],"study_design_scores_gemma":[0.003527261,0.0034754537,0.41811213,0.00034095536,0.000046683133,0.00008422065,0.09265194,0.000016556518,0.48095027,0.00016720282,0.00017198538,0.0004553311],"about_ca_topic_score_codex":0.00022638665,"about_ca_topic_score_gemma":0.00016155012,"teacher_disagreement_score":0.34208056,"about_ca_system_score_codex":0.00004095399,"about_ca_system_score_gemma":0.000008996048,"threshold_uncertainty_score":0.998516},"labels":[],"label_agreement":null},{"id":"W2021192424","doi":"10.1017/s027226311300017x","title":"THE EMERGENCE OF PATTERNS IN SECOND LANGUAGE WRITING: A SOCIOCOGNITIVE EXPLORATION OF LEXICAL TRAILS. Susy Macqueen. Bern: Peter Lang,2012. Pp. 325.","year":2013,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","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":"University of Toronto","funders":"","keywords":"Linguistics; Psychology; Cognitive science; Sociology; Philosophy","score_opus":0.05768433997749616,"score_gpt":0.4070244455830189,"score_spread":0.34934010560552275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2021192424","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9734305,0.009179751,0.000035197612,0.0005466087,0.00034386056,0.00050067605,0.00015644381,0.000016201684,0.015790729],"genre_scores_gemma":[0.9964798,0.00020128896,0.000089278845,0.00056079205,0.000179198,0.00042103865,0.000118591255,0.00001500831,0.0019349967],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99817514,0.00033187724,0.0006279208,0.00033488282,0.00020539919,0.00032475486],"domain_scores_gemma":[0.9987689,0.00053178315,0.0002559575,0.00024289246,0.00015970937,0.000040750925],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00047399185,0.00018404734,0.00031759677,0.00011692909,0.00006716235,0.00001519854,0.00020211,0.00012268423,0.0222254],"category_scores_gemma":[0.000056387333,0.00013694854,0.00009149613,0.00025276394,0.00023156623,0.00033053834,0.00006851859,0.00024647883,0.00008919717],"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":[0.00042626497,0.0024278075,0.08261753,0.0007074695,0.0007596863,0.00017087124,0.8090703,0.000004416649,0.016078131,0.01235858,0.031575434,0.0438035],"study_design_scores_gemma":[0.0010550146,0.00022085475,0.40757024,0.00014859485,0.000017835751,0.000007690996,0.587083,0.000003833606,0.0010419786,0.0023791306,0.0002542774,0.00021759188],"about_ca_topic_score_codex":0.00021526474,"about_ca_topic_score_gemma":0.0009258526,"teacher_disagreement_score":0.32495272,"about_ca_system_score_codex":0.00003941995,"about_ca_system_score_gemma":0.000014800772,"threshold_uncertainty_score":0.9786684},"labels":[],"label_agreement":null},{"id":"W2022388405","doi":"10.1017/s0272263109090287","title":"EVIDENCE FOR THE FUNDAMENTAL DIFFERENCE HYPOTHESIS OR NOT?","year":2009,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Multilingual Education and Policy","field":"Social Sciences","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":"McGill University","funders":"","keywords":"Universal grammar; Linguistics; Constraint (computer-aided design); Focus (optics); Minimalist program; Grammar; Theoretical linguistics; Computer science; Psychology; Cognitive psychology; Mathematics; Philosophy; Physics","score_opus":0.3085559724986005,"score_gpt":0.5294583755449265,"score_spread":0.22090240304632597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2022388405","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9807698,0.008418587,0.000028871664,0.005987707,0.0005929736,0.00057382835,0.000021220858,0.000043457345,0.0035635252],"genre_scores_gemma":[0.98336035,0.00092631753,0.00023244543,0.0077765714,0.00063140603,0.00006805026,0.000001779626,0.0000038895296,0.0069991956],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992139,0.00010371727,0.00015616376,0.0001556246,0.00014770188,0.00022294691],"domain_scores_gemma":[0.9976756,0.0020303652,0.00006308289,0.00013836111,0.000058017722,0.0000345896],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005502684,0.00008157085,0.000118792035,0.000047925936,0.00045000706,0.000046420595,0.00018419803,0.0000395687,0.0013257273],"category_scores_gemma":[0.0015304645,0.000053216576,0.00004671902,0.00017056179,0.00019807558,0.00012280808,0.000018299532,0.0000632948,0.00001608899],"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":[0.00028827903,0.0000830872,0.0002775334,0.000042136508,0.000032902506,0.0000050795447,0.63306534,0.0000023021664,0.0013796675,0.0035429536,0.0037733188,0.35750738],"study_design_scores_gemma":[0.00097363535,0.0002738872,0.17193517,0.00037894797,0.000055479035,0.0000036230717,0.79607135,0.00007158689,0.002338769,0.0022826847,0.025194298,0.0004205796],"about_ca_topic_score_codex":0.00034827308,"about_ca_topic_score_gemma":0.003880298,"teacher_disagreement_score":0.3570868,"about_ca_system_score_codex":0.00014281271,"about_ca_system_score_gemma":0.00008032238,"threshold_uncertainty_score":0.9995872},"labels":[],"label_agreement":null},{"id":"W2030490892","doi":"10.1017/s0272263109990040","title":"COMPREHENSION-BASED PRACTICE","year":2009,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","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":"Concordia University","funders":"","keywords":"Comprehension; Psychology; Linguistics; Computer science; Philosophy","score_opus":0.03971126333992763,"score_gpt":0.43535048335982157,"score_spread":0.39563922001989393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2030490892","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93248534,0.019595997,0.000050972587,0.0018556172,0.000631036,0.00022273512,0.000016589158,0.00005681069,0.045084927],"genre_scores_gemma":[0.9904087,0.0000451031,0.0003758475,0.008240202,0.00014347433,0.00002527574,0.000026802023,0.000008185686,0.00072638714],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988573,0.00024496563,0.00019961447,0.00026676906,0.00012653775,0.0003048167],"domain_scores_gemma":[0.9989586,0.0005283347,0.000062938496,0.0003139174,0.00009786503,0.00003834033],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00038803343,0.0001147033,0.00019547918,0.00015218034,0.00008134085,0.000011409555,0.00012616154,0.0000935648,0.0037957497],"category_scores_gemma":[0.00012683481,0.0001056397,0.000038955237,0.00022887767,0.000122094,0.000068730566,0.000032611206,0.00024685342,0.00029840023],"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":[0.0039963294,0.0041391347,0.00237353,0.00022323482,0.0009965913,0.00859833,0.48633644,0.00020335741,0.09261902,0.012900088,0.21476315,0.1728508],"study_design_scores_gemma":[0.013705524,0.004085543,0.69025695,0.00035511574,0.00014450467,0.00043260554,0.2201043,0.0005138334,0.010205968,0.013408943,0.045131262,0.0016554379],"about_ca_topic_score_codex":0.00005129685,"about_ca_topic_score_gemma":0.00005755884,"teacher_disagreement_score":0.68788344,"about_ca_system_score_codex":0.000055557724,"about_ca_system_score_gemma":0.000015914777,"threshold_uncertainty_score":0.9971149},"labels":[],"label_agreement":null},{"id":"W2032330506","doi":"10.1017/s0272263104241055","title":"NEW PERSPECTIVES AND ISSUES IN EDUCATIONAL LANGUAGE POLICY: IN HONOUR OF BERNARD DOV SPOLSKY. <i>Robert L. Cooper, Elana Shohamy, and Joel Walters (Eds.)</i>. Amsterdam: Benjamins, 2001. Pp. vi + 307. $98.00 cloth.","year":2004,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Honour; Sociology; Economic Justice; Navajo; Educational equity; Work (physics); History; Linguistics; Political science; Law; Social science; Philosophy","score_opus":0.02262319194648163,"score_gpt":0.41244282892345147,"score_spread":0.38981963697696986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032330506","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88823915,0.09889296,0.0000016792069,0.006220598,0.00019174957,0.00033940433,0.00004468057,0.000018363435,0.006051443],"genre_scores_gemma":[0.97760415,0.017504683,0.00062716234,0.0009820979,0.00078638236,0.000026568174,0.000031578315,0.000017785896,0.002419603],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984188,0.00020438516,0.0003907995,0.00036737727,0.00021827195,0.0004003347],"domain_scores_gemma":[0.99929374,0.00020733447,0.00013509548,0.00015903327,0.00007324648,0.0001315554],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005783147,0.00020348189,0.0003780472,0.0004054688,0.00014884674,0.000047541256,0.00015486064,0.000113065136,0.0006734372],"category_scores_gemma":[0.00048362644,0.00020745763,0.000039682625,0.00055411644,0.0004002914,0.00031494955,0.00008332086,0.00021293454,0.0000076136707],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060143982,0.00022450913,0.0074985023,0.000115728806,0.00004113136,0.000026755806,0.9716541,0.000025296393,0.0008995491,0.005928368,0.0030168216,0.010509092],"study_design_scores_gemma":[0.0023912648,0.00011898819,0.08896157,0.0004470803,0.000015931055,0.000016642294,0.89866555,0.000008166269,0.00055902504,0.0017849323,0.0065993657,0.00043148888],"about_ca_topic_score_codex":0.12149391,"about_ca_topic_score_gemma":0.10844218,"teacher_disagreement_score":0.08936502,"about_ca_system_score_codex":0.00041329802,"about_ca_system_score_gemma":0.00045749624,"threshold_uncertainty_score":0.9078264},"labels":[],"label_agreement":null},{"id":"W2035872552","doi":"10.1017/s0272263100301061","title":"<b>PROCEEDINGS OF THE 1997 GENERATIVE APPROACHES TO SECONDLANGUAGE ACQUISITION CONFERENCE.</b><i>Silvina Montrul and RoumyanaSlabakova (Eds.)</i>. Montreal: Special Issue of the McGill Working Papers in Linguistics,Vol. 13: 1–2, 1998. Pp. 240. $25.00 paper.","year":2000,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Generative grammar; Linguistics; Library science; Sociology; Order (exchange); Media studies; Cognitive science; Computer science; Psychology; Philosophy","score_opus":0.037200277377779,"score_gpt":0.2442123928787743,"score_spread":0.2070121155009953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035872552","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7964288,0.0054729288,1.4916733e-7,0.00018600108,0.0006822085,0.00044930304,0.00018677507,0.000030305066,0.19656351],"genre_scores_gemma":[0.99253374,0.00030873533,0.00008277426,0.00096973666,0.0026113768,0.000043082233,0.000022305927,0.00003268632,0.003395558],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99817294,0.00016045124,0.00058189436,0.00043669034,0.00028641048,0.00036164394],"domain_scores_gemma":[0.99914235,0.00016728071,0.00028310312,0.0002401501,0.000120437166,0.00004667446],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00053194026,0.00031762925,0.0005379463,0.00012008065,0.0004549728,0.000060892726,0.000283453,0.000106439846,0.0025942356],"category_scores_gemma":[0.0002569873,0.0002230412,0.00012414974,0.00018473773,0.00047585886,0.0001404466,0.00016748287,0.00043768948,0.0000065239115],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029169934,0.00028310315,0.0025129274,0.0004871683,0.00027205746,0.000025986668,0.9047223,0.000311694,0.0031778784,0.022165535,0.013988448,0.051761232],"study_design_scores_gemma":[0.003474404,0.0005261074,0.024718873,0.0026271597,0.00024803483,0.000015833699,0.5719459,0.00044273288,0.005697394,0.0030093137,0.3859436,0.0013506169],"about_ca_topic_score_codex":0.0015678186,"about_ca_topic_score_gemma":0.0237231,"teacher_disagreement_score":0.37195516,"about_ca_system_score_codex":0.000105939274,"about_ca_system_score_gemma":0.000017348135,"threshold_uncertainty_score":0.99831754},"labels":[],"label_agreement":null},{"id":"W2035919582","doi":"10.1017/s0272263106060189","title":"NATIVELIKE BIASES IN GENERATION OF <i>Wh</i> -QUESTIONS BY NONNATIVE SPEAKERS OF JAPANESE","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","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":"McGill University","funders":"","keywords":"Sentence processing; Sentence; Linguistics; Locality; First language; Parallels; Scope (computer science); Interpretation (philosophy); Frontier; Word order; Psychology; Computer science; History; Philosophy","score_opus":0.05359402737464445,"score_gpt":0.3436809914589468,"score_spread":0.29008696408430235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035919582","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994008,0.0032226215,0.0000042816173,0.000063619955,0.00017706673,0.00022436121,0.00021293497,0.000017930803,0.002069178],"genre_scores_gemma":[0.9988869,0.00009950591,0.00008661859,0.0004725101,0.00008646038,0.000021513544,0.000064330925,0.000009358264,0.00027284233],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9986675,0.0002534431,0.0004408355,0.00030761596,0.000137298,0.00019330949],"domain_scores_gemma":[0.99905825,0.00049290026,0.00021383539,0.00014888041,0.000071971794,0.000014148593],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002590398,0.00013863617,0.0002905778,0.00023402777,0.00004399542,0.0000046687587,0.00011504715,0.00006398256,0.00014756648],"category_scores_gemma":[0.0005487364,0.00012507115,0.000047630685,0.00041476736,0.0003909054,0.0001624672,0.0000551745,0.00011217038,0.0000029006962],"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":[0.000024938217,0.00016839238,0.00021015093,0.00004159476,0.000005925462,0.00014224046,0.020476777,0.00009746961,0.9777805,0.00007475399,0.00079769496,0.00017956046],"study_design_scores_gemma":[0.0007358336,0.0001385821,0.0007745124,0.00011256663,0.0000088236375,0.000030663294,0.014254759,0.00007745255,0.98353946,0.00014140226,0.00003750722,0.00014840625],"about_ca_topic_score_codex":0.0004165839,"about_ca_topic_score_gemma":0.0014024171,"teacher_disagreement_score":0.006222018,"about_ca_system_score_codex":0.00005440413,"about_ca_system_score_gemma":0.0000166901,"threshold_uncertainty_score":0.5100254},"labels":[],"label_agreement":null},{"id":"W2039553678","doi":"10.1017/s0272263101241060","title":"<b>BACKGROUND SPEAKERS: DIVERSITY AND ITS MANAGEMENT IN THELOTE CLASSROOM.</b><i>Michael Clyne, Sue Fernandez, Imogen Y. Chen, and RenataSummo-O'Connell.</i> Belconnen, ACT, Australia: Language Australia, 1997. Pp. vi +177. A$30.80 paper.","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; Chen; Diversity (politics); Foreign language; Perception; Sociology; First language; Psychology; Second language; Linguistics; Pedagogy; Political science; Law; Anthropology","score_opus":0.06783390923840137,"score_gpt":0.31216032626072937,"score_spread":0.244326417022328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039553678","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9752262,0.017324766,0.0000019995496,0.00025913806,0.0003043879,0.00042767418,0.00012769198,0.00009236432,0.006235775],"genre_scores_gemma":[0.98593843,0.0023370758,0.00004424576,0.0007552588,0.0004565599,0.000028496803,0.0001275801,0.00003592555,0.010276451],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977212,0.00023447833,0.0004688173,0.0006715023,0.00026960252,0.00063438376],"domain_scores_gemma":[0.99917585,0.00016426783,0.00019513766,0.0003050508,0.000054918357,0.00010480451],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000786202,0.0004312308,0.00052415824,0.0002159544,0.0008502361,0.00015680029,0.00023580139,0.00013551062,0.0034162086],"category_scores_gemma":[0.00003686629,0.00040583173,0.00008110725,0.00011903718,0.0003091629,0.0007714995,0.00071784284,0.0005789421,0.000081195576],"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":[0.0004245496,0.00038226327,0.027891092,0.0013029211,0.0010091336,0.003715217,0.9306329,0.00003895444,0.0013913452,0.019514376,0.00788449,0.005812779],"study_design_scores_gemma":[0.0065414347,0.0004167574,0.05176954,0.0011445553,0.0003632386,0.00012402511,0.8858715,0.000057360478,0.00045122358,0.0017756546,0.049734566,0.001750139],"about_ca_topic_score_codex":0.0019265,"about_ca_topic_score_gemma":0.014734538,"teacher_disagreement_score":0.044761375,"about_ca_system_score_codex":0.00017961829,"about_ca_system_score_gemma":0.000006465439,"threshold_uncertainty_score":0.99983937},"labels":[],"label_agreement":null},{"id":"W2046787963","doi":"10.1017/s0272263101001048","title":"ALERTNESS, ORIENTATION, AND DETECTION","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":74,"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 Trois-Rivières","funders":"","keywords":"Operationalization; Alertness; Psychology; Cognitive psychology; Perspective (graphical); Function (biology); Orientation (vector space); Task (project management); Epistemology; Cognitive science; Computer science; Artificial intelligence; Philosophy","score_opus":0.03380206595950909,"score_gpt":0.3394948702633542,"score_spread":0.3056928043038451,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2046787963","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99525076,0.0024104705,0.00003270172,0.0001111893,0.00041817423,0.00015032521,0.000006256643,0.00006735341,0.0015527431],"genre_scores_gemma":[0.9963779,0.000437621,0.00003178643,0.0024462168,0.00016721067,0.000022834496,0.000004987209,0.000009145293,0.00050230033],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99907744,0.000113218244,0.00017945514,0.00035663924,0.000081828715,0.0001914367],"domain_scores_gemma":[0.9995604,0.0001879369,0.000061101935,0.00013860512,0.000026055464,0.000025873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00015778393,0.00011328036,0.00014323974,0.00011851456,0.00013780003,0.00001707316,0.00006597301,0.000052557247,0.00029738716],"category_scores_gemma":[0.0002518626,0.00009940147,0.00002252489,0.00024224487,0.00020284965,0.00020358813,0.000059724436,0.00010566557,0.00002035968],"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":[0.00008061285,0.000050037306,0.0011481241,0.000047796922,0.00000927251,0.0020579938,0.021909906,0.0000028071859,0.9521947,0.00013835632,0.00015009227,0.022210324],"study_design_scores_gemma":[0.0022483005,0.0003358612,0.0092911925,0.00008856685,0.00002873498,0.003430321,0.03795384,0.00007617367,0.9401607,0.0027567807,0.0030641775,0.0005653652],"about_ca_topic_score_codex":0.000017411106,"about_ca_topic_score_gemma":0.00027817118,"teacher_disagreement_score":0.02164496,"about_ca_system_score_codex":0.000030531603,"about_ca_system_score_gemma":0.000005014056,"threshold_uncertainty_score":0.4053474},"labels":[],"label_agreement":null},{"id":"W2050075402","doi":"10.1017/s0272263108080182","title":"<b>DEVELOPING LITERACY IN SECOND-LANGUAGE LEARNERS: REPORT OF THE NATIONAL LITERACY PANEL ON LANGUAGE-MINORITY CHILDREN AND YOUTH</b>","year":2008,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Reading and Literacy Development","field":"Psychology","cited_by":54,"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":"Literacy; Curriculum; Psychology; Pedagogy; Mathematics education; Medical education; Political science; Medicine","score_opus":0.03933635137813211,"score_gpt":0.3539641225199015,"score_spread":0.3146277711417694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2050075402","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9822481,0.0073135323,0.000004603991,0.00013023464,0.00046163474,0.0003675191,0.00012835968,0.000039677016,0.0093062855],"genre_scores_gemma":[0.99296135,0.000061310864,0.00037361545,0.0012815355,0.00024828428,0.000048176502,0.00023363777,0.000022263752,0.004769818],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9976722,0.00028234097,0.0007570208,0.0005681718,0.00035378424,0.00036648382],"domain_scores_gemma":[0.9988639,0.00026689842,0.00032590984,0.00037706827,0.00012334932,0.000042907992],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007629412,0.00028154324,0.00043012915,0.00035935393,0.00014988448,0.000031083793,0.00021766871,0.00013083222,0.0006360536],"category_scores_gemma":[0.00024997396,0.00022570252,0.00008698074,0.00045698398,0.0002096713,0.00027501775,0.00016447197,0.00039920193,0.000017624414],"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":[0.00011390582,0.00019034786,0.07663487,0.000114087474,0.00017392248,0.0007201176,0.91214067,0.0000056961494,0.0005271269,0.0005217771,0.0009213557,0.007936114],"study_design_scores_gemma":[0.0015836773,0.00007043936,0.93910563,0.00046060488,0.000015842477,0.0008334731,0.056093883,0.0000056486724,0.0010739784,0.00014794823,0.00023719466,0.00037165717],"about_ca_topic_score_codex":0.00035609875,"about_ca_topic_score_gemma":0.00012966181,"teacher_disagreement_score":0.8624708,"about_ca_system_score_codex":0.00022579514,"about_ca_system_score_gemma":0.00005831823,"threshold_uncertainty_score":0.92038816},"labels":[],"label_agreement":null},{"id":"W2057164727","doi":"10.1017/s0272263105050175","title":"EFFECTS OF ACOUSTIC VARIABILITY ON SECOND LANGUAGE VOCABULARY LEARNING","year":2005,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":187,"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":"Vocabulary; Lexicon; Psychology; Linguistics; Mental lexicon; Second language; Variation (astronomy); Recall; Presentation (obstetrics); Speech recognition; Computer science; Natural language processing; Cognitive psychology","score_opus":0.014439728021256497,"score_gpt":0.353129515628489,"score_spread":0.3386897876072325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057164727","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97596437,0.010149697,0.00004555805,0.000061960636,0.00044417058,0.00034100475,0.000027107206,0.000045292538,0.012920862],"genre_scores_gemma":[0.99616474,0.00005196288,0.00008442594,0.00049580703,0.00028280835,0.00008288388,0.000028091226,0.000023010827,0.0027862447],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9981005,0.0005745855,0.00033642323,0.00040711506,0.000168567,0.00041280568],"domain_scores_gemma":[0.9980848,0.0013253633,0.00011428875,0.00036355067,0.00006063576,0.000051354433],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008724261,0.00018953707,0.0003881948,0.00021566705,0.00008481659,0.000008191416,0.00018430597,0.000173428,0.0075791674],"category_scores_gemma":[0.0003248257,0.00017851064,0.000075305565,0.00023506019,0.00023677894,0.000062982406,0.00012459891,0.00053836434,0.00019777736],"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":[0.0010268613,0.0016413248,0.004654326,0.0017643791,0.0010062308,0.0011551476,0.53189635,0.00041960293,0.40309218,0.0008228324,0.0068896813,0.04563107],"study_design_scores_gemma":[0.011365848,0.0035997452,0.6695493,0.00070778903,0.00022403,0.0001376187,0.10433482,0.0005660507,0.20373291,0.0019252439,0.002357729,0.0014989463],"about_ca_topic_score_codex":0.00004909087,"about_ca_topic_score_gemma":0.00026405457,"teacher_disagreement_score":0.66489494,"about_ca_system_score_codex":0.00011138428,"about_ca_system_score_gemma":0.00001791273,"threshold_uncertainty_score":0.99332803},"labels":[],"label_agreement":null},{"id":"W2063201340","doi":"10.1017/s0272263115000194","title":"THE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":132,"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; McGill University","keywords":"Corrective feedback; Perception; Psychology; Speech perception; Contrast (vision); Cognitive psychology; Mathematics education; Audiology; Computer science; Artificial intelligence","score_opus":0.032421633600921984,"score_gpt":0.380785343441937,"score_spread":0.348363709841015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2063201340","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9780988,0.0041752965,0.000003172176,0.000075803815,0.0020000415,0.000308157,0.000012538054,0.00001799919,0.01530817],"genre_scores_gemma":[0.9980353,0.0001237787,0.000027981105,0.00023127563,0.0001403567,0.000060578845,0.00001465008,0.000011222084,0.0013548437],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988589,0.00032916342,0.00019215957,0.0002117297,0.00016272873,0.00024530644],"domain_scores_gemma":[0.9988179,0.00063074025,0.00008106551,0.0002857624,0.00014648176,0.000038040846],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044191073,0.0001109982,0.00019716189,0.00011682118,0.00008110513,0.0000084443345,0.00014705492,0.000099171004,0.00039270212],"category_scores_gemma":[0.00031434945,0.00008030072,0.000037199716,0.00024283606,0.00031655224,0.000035448906,0.00007939045,0.0002435902,0.00014475013],"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":[0.0021924148,0.00045927532,0.0043989825,0.0001910578,0.0006277682,0.000334268,0.72049934,0.0000053534786,0.039224964,0.0010261554,0.05716126,0.17387916],"study_design_scores_gemma":[0.0045651738,0.002414959,0.7256682,0.00016688698,0.000032583033,0.000067274006,0.2499953,0.000025399235,0.0127071235,0.0033297918,0.0007330217,0.0002943124],"about_ca_topic_score_codex":0.00014640679,"about_ca_topic_score_gemma":0.00035975527,"teacher_disagreement_score":0.7212692,"about_ca_system_score_codex":0.00012089962,"about_ca_system_score_gemma":0.000018441433,"threshold_uncertainty_score":0.4299813},"labels":[],"label_agreement":null},{"id":"W2063882921","doi":"10.1017/s0272263103220258","title":"<b>INDIVIDUAL DIFFERENCES IN FOREIGN LANGUAGE LEARNING: EFFECTS OF APTITUDE, INTELLIGENCE, AND MOTIVATION.</b><i>Steve Cornwell and Peter Robinson (Eds.)</i>. Tokyo: Aoyama Gakuin University, 2000. Pp. ii + 199. $29.00 paper.","year":2003,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Test (biology); Mathematics education; Construct (python library); Aptitude; Construct validity; Goal theory; Humanities; Developmental psychology; Psychometrics; Computer science","score_opus":0.020847098443285892,"score_gpt":0.23852989411810965,"score_spread":0.21768279567482376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2063882921","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9531301,0.026239166,0.000015460364,0.000016038979,0.000121452475,0.00022626754,0.00001540505,0.000040346335,0.020195715],"genre_scores_gemma":[0.99584633,0.0012297604,0.00008545148,0.00014067732,0.000086191256,0.00000678244,0.000029733987,0.00001706181,0.0025579822],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998609,0.0003552814,0.00027496097,0.0003266361,0.00016464456,0.000269466],"domain_scores_gemma":[0.99908763,0.0005497667,0.00015277255,0.00012179469,0.0000461844,0.00004182142],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004399065,0.00022318368,0.00037743658,0.00022789645,0.00033114955,0.000059193055,0.00010455869,0.000076602424,0.00077424455],"category_scores_gemma":[0.00021391694,0.00020501924,0.00004409274,0.00010441929,0.00035222192,0.00037101406,0.00013143307,0.0003634257,0.00000358478],"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":[0.00009659519,0.0002560564,0.043690637,0.00090109406,0.00022243876,0.00020498711,0.90515465,0.00006604908,0.00096576277,0.04108661,0.00049128686,0.006863865],"study_design_scores_gemma":[0.0031643736,0.0016529212,0.061325457,0.0015016481,0.00015614423,0.000031304146,0.90831345,0.0001236859,0.0018913103,0.0018586667,0.018915018,0.0010660007],"about_ca_topic_score_codex":0.00031600852,"about_ca_topic_score_gemma":0.0015327471,"teacher_disagreement_score":0.042716213,"about_ca_system_score_codex":0.000046542726,"about_ca_system_score_gemma":0.00001603289,"threshold_uncertainty_score":0.84774345},"labels":[],"label_agreement":null},{"id":"W2066248010","doi":"10.1017/s0272263101223055","title":"<b>FRENCH SECOND LANGUAGE EDUCATION IN CANADA: EMPIRICALSTUDIES</b>. <i>Sharon Lapkin (Ed.)</i>. Toronto: University of Toronto Press, 1998.Pp. xxx + 350. $75.00 cloth.","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"French Language Learning Methods","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":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Potpourri; Library science; Empirical research; Media studies; Sociology; Linguistics; Mathematics education; History; Psychology; Computer science; Philosophy; Epistemology","score_opus":0.01665126115175444,"score_gpt":0.32698672862526373,"score_spread":0.3103354674735093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2066248010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65030897,0.2834921,0.000012495443,0.00010859197,0.00072955224,0.00045943694,0.00006911153,0.00005843731,0.0647613],"genre_scores_gemma":[0.9719319,0.014899489,0.0014100478,0.0006647014,0.0005346683,0.000028692863,0.00009963367,0.000037163234,0.010393743],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99665105,0.001000579,0.0005291464,0.0005937548,0.0005416325,0.00068382366],"domain_scores_gemma":[0.99836063,0.0005369173,0.0003468693,0.00047187458,0.0001502039,0.0001334781],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012846249,0.00031239496,0.00066325394,0.000041919222,0.0002948301,0.00002729166,0.0004863058,0.00018680019,0.008798324],"category_scores_gemma":[0.00043456335,0.00034791187,0.00010187978,0.0002610499,0.00033051023,0.0006626484,0.00021689551,0.0003011877,0.000010587521],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017630267,0.00058851513,0.04990959,0.0005327593,0.0003244384,0.00066824787,0.6552818,0.000080151505,0.0026908407,0.0004656446,0.16317509,0.12610663],"study_design_scores_gemma":[0.0012965836,0.00011226805,0.086873665,0.0003388365,0.0000577315,0.00000856473,0.68058586,0.00003776488,0.0003544441,0.000071619485,0.22960588,0.00065678026],"about_ca_topic_score_codex":0.99017495,"about_ca_topic_score_gemma":0.9993794,"teacher_disagreement_score":0.32162288,"about_ca_system_score_codex":0.005370972,"about_ca_system_score_gemma":0.0011358416,"threshold_uncertainty_score":0.9998973},"labels":[],"label_agreement":null},{"id":"W2097627509","doi":"10.1017/s0272263107070258","title":"ACQUIRING /[alveolar approximant]/ IN CONTEXT","year":2007,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Voice; Markedness; Linguistics; Variation (astronomy); Context (archaeology); Place of articulation; Salient; Phonetics; Realization (probability); Articulation (sociology); Computer science; Psychology; Speech recognition; History; Artificial intelligence; Mathematics; Vowel","score_opus":0.046175814492303326,"score_gpt":0.41338369270294445,"score_spread":0.3672078782106411,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097627509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9503104,0.025868742,0.00006629894,0.00008206157,0.0006724191,0.0002545208,0.000011173319,0.000031338466,0.022703009],"genre_scores_gemma":[0.9975765,0.0000775978,0.00008406533,0.0008213189,0.00018457913,0.00004957569,0.000016995758,0.000018242385,0.001171139],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99842256,0.00013339108,0.00036732602,0.0003596914,0.0001289727,0.00058806484],"domain_scores_gemma":[0.99921924,0.00031979688,0.00006285896,0.00030498102,0.00004578735,0.000047318426],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001402226,0.00015024797,0.00028627156,0.00038477348,0.00006393665,0.000011084409,0.00018528453,0.0001505221,0.0031362823],"category_scores_gemma":[0.00006858346,0.00014832895,0.000047007554,0.00036819442,0.00023583256,0.00008039743,0.00013578545,0.00035737865,0.00020797772],"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":[0.0010824718,0.00075829134,0.055236403,0.00024683334,0.00042060274,0.005031471,0.79164684,0.0000067363903,0.036242265,0.0064296117,0.0054830373,0.097415455],"study_design_scores_gemma":[0.0045166225,0.00032166796,0.6629957,0.00017263449,0.000013824772,0.000106825915,0.3174216,0.000023905468,0.008585279,0.0032716936,0.0020424912,0.0005277547],"about_ca_topic_score_codex":0.00025094362,"about_ca_topic_score_gemma":0.0048276577,"teacher_disagreement_score":0.6077593,"about_ca_system_score_codex":0.00012891306,"about_ca_system_score_gemma":0.00001075168,"threshold_uncertainty_score":0.99777496},"labels":[],"label_agreement":null},{"id":"W2101762660","doi":"10.1017/s0272263112000150","title":"DECONSTRUCTING COMPREHENSIBILITY","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":305,"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; Fluency; Pronunciation; Language proficiency; First language","score_opus":0.08280571269649538,"score_gpt":0.4455188807632038,"score_spread":0.3627131680667084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2101762660","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.954122,0.022060573,0.000010817778,0.000038470356,0.0013298993,0.00013882041,0.0000154576,0.000033166478,0.022250766],"genre_scores_gemma":[0.9985561,0.000023269338,0.00022887082,0.00037753722,0.00030573938,0.00003707722,0.000012082929,0.000009918216,0.00044940374],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988408,0.00020045834,0.0002184339,0.00020416648,0.00007991394,0.00045620088],"domain_scores_gemma":[0.999282,0.00028366357,0.000050982853,0.00028728961,0.00004169071,0.000054372515],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005989742,0.00010385374,0.00019961217,0.0001064914,0.00008387564,0.000006580215,0.00009936199,0.00008560392,0.007837513],"category_scores_gemma":[0.000059977177,0.000097546006,0.000038780065,0.00016226075,0.00023880297,0.00009257031,0.00011408623,0.00022256926,0.00028572982],"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":[0.00021020864,0.000502078,0.3951611,0.00017060725,0.00047463021,0.00014817617,0.52957916,0.0000019107908,0.017201554,0.0043525584,0.007559303,0.04463873],"study_design_scores_gemma":[0.0010378798,0.00007577792,0.88940763,0.000029812258,0.000013473493,0.00013187256,0.1045756,0.0000065191575,0.0021697613,0.0015525321,0.000764145,0.00023499149],"about_ca_topic_score_codex":0.000073067364,"about_ca_topic_score_gemma":0.00014315585,"teacher_disagreement_score":0.49424654,"about_ca_system_score_codex":0.00006527192,"about_ca_system_score_gemma":0.0000065262643,"threshold_uncertainty_score":0.99306947},"labels":[],"label_agreement":null},{"id":"W2103981449","doi":"10.1017/s027226310300010x","title":"<b>TRANSFER IN SLA AND CREOLES</b>","year":2003,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Multilingual Education and Policy","field":"Social Sciences","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":"The Scarborough Hospital; University of Toronto","funders":"","keywords":"Linguistics; Vietnamese; Interlanguage; Verb; Psychology; Serialization; Transfer (computing); Computer science; Negative transfer; First language","score_opus":0.058364896363368855,"score_gpt":0.46410895722206125,"score_spread":0.4057440608586924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103981449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9076078,0.006091396,0.0000030119945,0.00032930274,0.00023526841,0.00012523658,0.0000035050302,0.000015792823,0.085588716],"genre_scores_gemma":[0.9958063,0.00048732283,0.00007394034,0.0016261854,0.00010806596,0.0000179701,0.000002475175,0.0000046635687,0.0018730961],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99924386,0.00020246804,0.00014081835,0.00013777982,0.00008611446,0.00018899131],"domain_scores_gemma":[0.99973094,0.0001200373,0.000013962889,0.00006916637,0.000027635695,0.000038266808],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00055947306,0.000065351756,0.00011420535,0.000113332026,0.000107326225,0.000016385073,0.00004301762,0.000051581806,0.0013737909],"category_scores_gemma":[0.00024272324,0.000065507586,0.000015822889,0.00021053101,0.0001768651,0.00013812563,0.000008684721,0.00008396027,0.000012688392],"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":[0.0000101237965,0.000064166976,0.005940603,0.000053285738,0.00001097646,0.00002173332,0.9179541,0.0000022743584,0.00054370664,0.06623374,0.0005194548,0.008645858],"study_design_scores_gemma":[0.0011967188,0.000032485354,0.019830724,0.00010691953,0.000008135403,0.000004077084,0.8865054,0.0000050625317,0.001781278,0.003213815,0.087011084,0.00030428992],"about_ca_topic_score_codex":0.0008868771,"about_ca_topic_score_gemma":0.013624554,"teacher_disagreement_score":0.08819851,"about_ca_system_score_codex":0.00007697209,"about_ca_system_score_gemma":0.000049461887,"threshold_uncertainty_score":0.9995391},"labels":[],"label_agreement":null},{"id":"W2104328684","doi":"10.1017/s0272263103000032","title":"<b>TRUNCATION AND MISSING INFLECTION IN INITIAL CHILD L2 GERMAN</b>","year":2003,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","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":"Université Laval","funders":"","keywords":"Inflection; Linguistics; Infinitive; German; Truncation (statistics); Mathematics; Root (linguistics); Computer science; Psychology; Verb; Philosophy; Statistics","score_opus":0.021272611642383744,"score_gpt":0.3759436410715853,"score_spread":0.35467102942920153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104328684","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9181559,0.011894429,0.00004992502,0.000107012616,0.00053810445,0.00020229601,0.0000030734693,0.00003726067,0.06901198],"genre_scores_gemma":[0.9981268,0.00007016713,0.0001488219,0.0011126888,0.00008479854,0.000054178236,0.000037374408,0.000013765552,0.0003514016],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989752,0.00015870924,0.00026632333,0.00027322184,0.00008669895,0.00023980542],"domain_scores_gemma":[0.9996755,0.0000744195,0.00007068033,0.0001278543,0.00002538245,0.000026166133],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003443265,0.00013736545,0.00017642217,0.00027751594,0.00009655735,0.000021261512,0.000041134615,0.00009493423,0.0017160844],"category_scores_gemma":[0.00009272637,0.00013792941,0.000021399113,0.00029171363,0.00007436746,0.0001893472,0.000024089155,0.00015139655,0.000030445191],"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":[0.0003453281,0.00047833205,0.04271305,0.00032308066,0.00022330534,0.0006926389,0.8453574,0.00001200216,0.004223492,0.015659777,0.0030537187,0.08691786],"study_design_scores_gemma":[0.012537538,0.00030370854,0.5435987,0.0005661749,0.00006989675,0.00040435142,0.41067892,0.000035360943,0.007572329,0.015575468,0.0070754974,0.0015820032],"about_ca_topic_score_codex":0.00007969528,"about_ca_topic_score_gemma":0.00083256955,"teacher_disagreement_score":0.50088567,"about_ca_system_score_codex":0.00008853573,"about_ca_system_score_gemma":0.000012499741,"threshold_uncertainty_score":0.99919647},"labels":[],"label_agreement":null},{"id":"W2109694187","doi":"10.1017/s0272263104240049","title":"THE L2 ACQUISITION OF TENSE-ASPECT MORPHOLOGY","year":2004,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Syntax, Semantics, Linguistic Variation","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":"Concordia University","funders":"","keywords":"Mandarin Chinese; Linguistics; Past tense; Second-language acquisition; Morpheme; Psychology; History; Philosophy; Verb","score_opus":0.025008113417196318,"score_gpt":0.2820550348786455,"score_spread":0.2570469214614492,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2109694187","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97991073,0.0037809664,0.000084892854,0.0037973407,0.0020026395,0.00028086308,0.00005884668,0.00006277923,0.010020954],"genre_scores_gemma":[0.9976189,0.000114245944,0.00016407514,0.00051384704,0.0010634168,0.000033635915,0.000043838165,0.000019122928,0.00042889066],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9987771,0.00008580483,0.00045098094,0.0002312875,0.00019008991,0.0002647583],"domain_scores_gemma":[0.9989267,0.0002831109,0.00023431539,0.00029036237,0.00024450864,0.00002098518],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00046929228,0.00016111501,0.00027396574,0.00013094203,0.00033490002,0.00004525076,0.00015472018,0.00005709425,0.0011331945],"category_scores_gemma":[0.00027707906,0.00012219828,0.00007757333,0.00007139983,0.00051137496,0.00012447352,0.00007503058,0.00012623808,0.000057380825],"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":[0.00009500301,0.00012539221,0.00017199632,0.00012978628,0.00019567077,0.00010693507,0.32543105,0.00008250402,0.0034255788,0.6685766,0.00048253505,0.0011769612],"study_design_scores_gemma":[0.0029855152,0.0004934736,0.009105681,0.00036140322,0.00015114542,0.00005227852,0.46763787,0.000055001943,0.009849158,0.5075976,0.0011357932,0.0005750402],"about_ca_topic_score_codex":0.00067290943,"about_ca_topic_score_gemma":0.005319468,"teacher_disagreement_score":0.16097893,"about_ca_system_score_codex":0.00016093258,"about_ca_system_score_gemma":0.000025004996,"threshold_uncertainty_score":0.9997799},"labels":[],"label_agreement":null},{"id":"W2111297065","doi":"10.1017/s0272263101003035","title":"WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, ANDLANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":626,"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; Friendship; Psychology; Situated; French immersion; Social psychology; Comprehension; Reading (process); Mathematics education; Linguistics","score_opus":0.04452180729787452,"score_gpt":0.36532091734588185,"score_spread":0.3207991100480073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111297065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97973883,0.0011348014,0.00002767269,0.00011875871,0.00027939273,0.00015114548,0.00001624395,0.000057601046,0.01847557],"genre_scores_gemma":[0.99443877,0.000064044114,0.0000672231,0.00044000015,0.0003021995,0.000023506193,0.000102681486,0.00001941069,0.004542144],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988156,0.00021659207,0.0003279379,0.00018809494,0.0002197292,0.00023205993],"domain_scores_gemma":[0.9994313,0.00013733383,0.00014757202,0.0001507964,0.000100479934,0.000032477932],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005479377,0.00013707604,0.00026760253,0.000164234,0.00058675255,0.000053959888,0.00020823875,0.000038888098,0.0037094234],"category_scores_gemma":[0.00006272509,0.00013115308,0.00006334554,0.00011967109,0.00016181049,0.00018220351,0.00016561079,0.00027512215,0.000046021472],"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":[0.0000680079,0.00014242103,0.01319615,0.00008549684,0.00009227254,0.00004856284,0.9762896,0.00007039673,0.0008100445,0.0015127291,0.0014734701,0.006210849],"study_design_scores_gemma":[0.00087059464,0.0002362345,0.0078871045,0.00015845816,0.000038063034,0.0000059449535,0.97255594,0.00001549978,0.00017023832,0.00006415338,0.017750816,0.00024693634],"about_ca_topic_score_codex":0.00030830613,"about_ca_topic_score_gemma":0.001069814,"teacher_disagreement_score":0.016277345,"about_ca_system_score_codex":0.00007038866,"about_ca_system_score_gemma":0.000008775422,"threshold_uncertainty_score":0.9972013},"labels":[],"label_agreement":null},{"id":"W2111353204","doi":"10.1017/s0272263109990519","title":"EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":343,"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; Past tense; Psychology; Control (management); Mathematics education; Linguistics; Computer science; Verb; Artificial intelligence","score_opus":0.00924998366632261,"score_gpt":0.2710516176968373,"score_spread":0.26180163403051465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111353204","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9912608,0.0035443984,0.0000069141943,0.00018738874,0.00023843016,0.00026365896,0.000014239346,0.00003474391,0.004449429],"genre_scores_gemma":[0.99854004,0.000104608676,0.00023917772,0.00030897983,0.0003007286,0.000018659473,0.000021291731,0.000022826163,0.00044369645],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989119,0.00013834183,0.0003070106,0.00025644724,0.00018695067,0.00019930692],"domain_scores_gemma":[0.9987588,0.00061697175,0.00027192372,0.00020130492,0.000111892914,0.000039110833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00065873703,0.00020054607,0.00037573776,0.00018964027,0.00021127526,0.00004132042,0.000069647016,0.00008311339,0.00018269887],"category_scores_gemma":[0.00034824503,0.00015239435,0.000054930686,0.00006114117,0.00043646272,0.0004231897,0.00007641623,0.00034299103,0.000003242754],"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":[0.0008520834,0.0004779408,0.0022651718,0.0030682227,0.00045129514,0.00012332464,0.84440506,0.000012921845,0.07837598,0.03487959,0.00060931523,0.034479097],"study_design_scores_gemma":[0.017226048,0.0056682373,0.15322551,0.0037173897,0.0007708039,0.00021743427,0.75565666,0.00037847934,0.030678215,0.015429025,0.014841784,0.0021903974],"about_ca_topic_score_codex":0.00007294776,"about_ca_topic_score_gemma":0.00026379243,"teacher_disagreement_score":0.15096034,"about_ca_system_score_codex":0.000019285335,"about_ca_system_score_gemma":0.000006130517,"threshold_uncertainty_score":0.62144613},"labels":[],"label_agreement":null},{"id":"W2113832833","doi":"10.1017/s0272263114000369","title":"ENGAGEMENT PORTRAITS AND (SOCIO)LINGUISTIC PERFORMANCE","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Multilingual Education and Policy","field":"Social Sciences","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 Toronto; York University","funders":"","keywords":"Portrait; Sociolinguistics; Linguistics; Psychology; Sociology; Visual arts; Art","score_opus":0.05547061613502079,"score_gpt":0.4410971520564175,"score_spread":0.3856265359213967,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113832833","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91027147,0.0016796832,0.000005607434,0.00027853993,0.00045454444,0.000117481926,0.0000026958003,0.00003357175,0.0871564],"genre_scores_gemma":[0.9953121,0.0003583726,0.00017323036,0.001494184,0.00067700446,0.000017973356,0.0000064519195,0.000005428646,0.001955275],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992152,0.00017148195,0.00014936377,0.0001470644,0.00012239245,0.00019451004],"domain_scores_gemma":[0.9995639,0.00018739305,0.000053823172,0.00008515487,0.00006054165,0.000049237246],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010227853,0.00007364435,0.00011640362,0.00007303106,0.00032776548,0.000023136778,0.00006372235,0.000040087605,0.0007027535],"category_scores_gemma":[0.0006484024,0.00007216357,0.000016353732,0.00010757678,0.00020747168,0.00007523946,0.000032435044,0.00009471686,0.000021025882],"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":[0.000007702415,0.00004631543,0.004154296,0.00012012599,0.000019859612,0.0000037776324,0.92058045,0.0000027083236,0.00009425906,0.014014817,0.0008420112,0.060113657],"study_design_scores_gemma":[0.0016124941,0.00015059698,0.14771844,0.00025497662,0.000039509607,0.0000044850894,0.58047086,0.0002766397,0.00041563847,0.0025491486,0.26588455,0.0006226324],"about_ca_topic_score_codex":0.00025095895,"about_ca_topic_score_gemma":0.0008962632,"teacher_disagreement_score":0.3401096,"about_ca_system_score_codex":0.00007256639,"about_ca_system_score_gemma":0.00003951197,"threshold_uncertainty_score":0.7694658},"labels":[],"label_agreement":null},{"id":"W2114324581","doi":"10.1017/s0272263106230055","title":"PROCESSING INSTRUCTION: THEORY, RESEARCH, AND COMMENTARY","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","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":"Concordia University","funders":"","keywords":"Possessive; Linguistics; Meaning (existential); Psychology; Second language; Second-language acquisition; Philosophy","score_opus":0.04565388335660349,"score_gpt":0.4071685112967031,"score_spread":0.36151462794009964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114324581","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8787416,0.08656757,0.000034112054,0.00037883865,0.0003941342,0.00021274084,0.000011802125,0.00008960167,0.033569545],"genre_scores_gemma":[0.9908928,0.000028512162,0.00019311161,0.0056323367,0.00079508114,0.000083517916,0.00007519324,0.000025675927,0.0022737435],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981798,0.00047569445,0.0003195839,0.00041530796,0.00019290106,0.00041671476],"domain_scores_gemma":[0.99914145,0.0003854375,0.00008660354,0.0002468332,0.00009798647,0.00004167846],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011590411,0.0001663637,0.00023019125,0.00037229748,0.00034473557,0.000054194068,0.000111080764,0.000102836435,0.020239878],"category_scores_gemma":[0.000045126057,0.00015825297,0.00003197559,0.0004025428,0.0004838526,0.0002285412,0.000108169035,0.00038644913,0.000062299194],"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":[0.001311983,0.0011143525,0.010339775,0.0009797603,0.0004655506,0.0037724408,0.43877462,0.000019661644,0.007308757,0.09435461,0.13619691,0.30536157],"study_design_scores_gemma":[0.004805467,0.00043749023,0.07898902,0.00039397605,0.00003471863,0.00062223367,0.8744974,0.000020621024,0.0011281987,0.02584738,0.012568025,0.00065547705],"about_ca_topic_score_codex":0.00021061377,"about_ca_topic_score_gemma":0.00024310991,"teacher_disagreement_score":0.43572277,"about_ca_system_score_codex":0.000109963854,"about_ca_system_score_gemma":0.000009718656,"threshold_uncertainty_score":0.9806557},"labels":[],"label_agreement":null},{"id":"W2114448935","doi":"10.1017/s0272263106060268","title":"ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":543,"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; Université de Montréal","funders":"","keywords":"Corrective feedback; Grammar; Psychology; Possessive; Intervention (counseling); Mathematics education; Language proficiency; Grammaticality; Linguistics","score_opus":0.035646953775110554,"score_gpt":0.2867695289804893,"score_spread":0.25112257520537873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114448935","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93762606,0.013671512,0.0000036044926,0.00022738984,0.00021742498,0.00013278125,0.000009328948,0.00012818247,0.04798371],"genre_scores_gemma":[0.98319566,0.000120700155,0.00016754385,0.00043867723,0.00089379266,0.00002341307,0.00004250798,0.000022067832,0.015095636],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989598,0.00015472848,0.00023781473,0.00025845855,0.00012881037,0.000260383],"domain_scores_gemma":[0.99946797,0.00025622477,0.00010073399,0.00010604993,0.000045943194,0.000023091789],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00042792995,0.00014872647,0.000236374,0.000086515414,0.000364968,0.00010184959,0.000059390582,0.00004533438,0.0021514453],"category_scores_gemma":[0.00012718677,0.00014327127,0.000035968296,0.0000355002,0.00017705529,0.00020485179,0.00006989706,0.00034052352,0.000032681797],"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":[0.00010764907,0.0003027128,0.0039622835,0.0008469941,0.00032057197,0.00021734515,0.89550066,0.00016526863,0.0048480886,0.048251793,0.0126296505,0.03284699],"study_design_scores_gemma":[0.004008058,0.0009291075,0.038715284,0.0015986107,0.0001968376,0.000046971978,0.588849,0.00030540949,0.00089071173,0.0106393155,0.35198078,0.001839924],"about_ca_topic_score_codex":0.0004058973,"about_ca_topic_score_gemma":0.002013534,"teacher_disagreement_score":0.33935112,"about_ca_system_score_codex":0.000051815005,"about_ca_system_score_gemma":0.0000058195765,"threshold_uncertainty_score":0.9987607},"labels":[],"label_agreement":null},{"id":"W2120409145","doi":"10.1017/s0272263102002024","title":"FREQUENCY EFFECTS IN LANGUAGE PROCESSING","year":2002,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Reading and Literacy Development","field":"Psychology","cited_by":2185,"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 College of the North","funders":"","keywords":"Linguistics; Phonology; Computer science; Language acquisition; Grammaticality; Sentence processing; Syntax; Connectionism; Second-language acquisition; Comprehension approach; Psychology; Natural language processing; Artificial intelligence; Grammar; Natural language; Sentence","score_opus":0.0206994523975456,"score_gpt":0.3393352178174015,"score_spread":0.3186357654198559,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120409145","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8841116,0.07110841,0.00001606788,0.00006686807,0.0005116303,0.00021958609,0.000004596116,0.000063000705,0.043898273],"genre_scores_gemma":[0.9944412,0.00003920824,0.00050177326,0.0008284997,0.00015527445,0.00014770546,0.00001588637,0.00001886261,0.003851597],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99874634,0.00014126493,0.00031083124,0.00033247998,0.00011565711,0.00035343462],"domain_scores_gemma":[0.9995164,0.0001426961,0.000076644494,0.00020929491,0.00002367306,0.000031253727],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00028386782,0.00016600221,0.00026118048,0.0002642044,0.000056631598,0.00002125744,0.00011006901,0.00008298066,0.0033550449],"category_scores_gemma":[0.00006409371,0.00015225222,0.000033996774,0.000350204,0.00006203513,0.00015349702,0.000039127455,0.00019726214,0.00025475066],"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":[0.000020596573,0.00025722833,0.016340101,0.00043937465,0.000070882306,0.0024296741,0.80719763,0.000002521332,0.0026453275,0.00047428708,0.0040056724,0.16611671],"study_design_scores_gemma":[0.009644501,0.00045065692,0.56674683,0.0034607712,0.00006452701,0.00033014338,0.40892923,0.0003268634,0.0035560236,0.0021869156,0.0022669907,0.002036506],"about_ca_topic_score_codex":0.0000911552,"about_ca_topic_score_gemma":0.00018677561,"teacher_disagreement_score":0.55040675,"about_ca_system_score_codex":0.00015464486,"about_ca_system_score_gemma":0.0000046961927,"threshold_uncertainty_score":0.99755603},"labels":[],"label_agreement":null},{"id":"W2121846753","doi":"10.1017/s0272263100222067","title":"<b>THE POWER OF BABEL: TEACHING AND LEARNING IN MULTILINGUALCLASSROOMS.</b><i>Viv Edwards</i>. Stoke-on-Trent, UK: Trentham Books, 1998.Pp. 88. £11.95 paper.","year":2000,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Multiculturalism; Mainstream; Immigration; Census; Sociology; Biculturalism; Pedagogy; Power (physics); Mathematics education; Neuroscience of multilingualism; Psychology; Political science; Population; Demography; Law","score_opus":0.014499565266890118,"score_gpt":0.2771150719133613,"score_spread":0.2626155066464712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121846753","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9342221,0.03280248,7.2365833e-7,0.00011821629,0.00036118008,0.00023004031,0.00002564445,0.000096182644,0.032143444],"genre_scores_gemma":[0.98903793,0.00065221166,0.000053069412,0.00085049757,0.00034375268,0.00003855002,0.000043440206,0.00004432195,0.008936227],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99746966,0.00066340616,0.0006249025,0.00045142902,0.0002814064,0.000509173],"domain_scores_gemma":[0.99826986,0.0011212609,0.00021422168,0.00030614383,0.000033604018,0.000054894826],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014955684,0.00033904053,0.0004902796,0.00017016381,0.00096544693,0.00013231196,0.0001930435,0.00008729459,0.0038971112],"category_scores_gemma":[0.00033031288,0.00026347453,0.00011410877,0.00007079417,0.00038901044,0.00030198338,0.00008434418,0.0011357549,0.000022566092],"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":[0.00017583596,0.0001848592,0.0030227033,0.00014454681,0.00015990609,0.00013021757,0.80339813,0.00023540918,0.0004333213,0.0030896356,0.0019913563,0.1870341],"study_design_scores_gemma":[0.003096833,0.0005198133,0.004929849,0.0009428316,0.00006200736,0.000025369774,0.7607606,0.0004697968,0.00024802148,0.00017554175,0.22799967,0.0007696464],"about_ca_topic_score_codex":0.001738286,"about_ca_topic_score_gemma":0.013473876,"teacher_disagreement_score":0.22600831,"about_ca_system_score_codex":0.00010126529,"about_ca_system_score_gemma":0.000018158926,"threshold_uncertainty_score":0.99998176},"labels":[],"label_agreement":null},{"id":"W2122444784","doi":"10.1017/s027226310707026x","title":"A DYNAMIC LOOK AT L2 PHONOLOGICAL LEARNING: Seeking Processing Explanations for Implicational Phenomena","year":2007,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Linguistics; Context (archaeology); Similarity (geometry); Psychology; Phonology; Multidimensional scaling; Natural language processing; Computer science; Artificial intelligence; History","score_opus":0.04577798065468379,"score_gpt":0.4167382972701747,"score_spread":0.3709603166154909,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122444784","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97633433,0.010775142,0.0039692963,0.00027602384,0.00026432442,0.00043430735,0.000042364376,0.000053356205,0.007850823],"genre_scores_gemma":[0.9952101,0.00004845913,0.00065735856,0.00031659653,0.00018120454,0.0002751499,0.00020697044,0.000018363482,0.003085783],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9986349,0.000074460535,0.00030531708,0.00038972666,0.00011639719,0.0004792378],"domain_scores_gemma":[0.9990708,0.0004813887,0.00011313995,0.0001722093,0.00011599858,0.000046413155],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00076136686,0.00013829971,0.0002076554,0.00023477628,0.0003269724,0.000015767635,0.0001487214,0.00013490113,0.0023080572],"category_scores_gemma":[0.0001021337,0.0001318138,0.000051940508,0.0002405548,0.00020540034,0.000062984574,0.00011780962,0.00025336046,0.00008845771],"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":[0.0021340763,0.0011532679,0.018547442,0.0004880134,0.0009267864,0.00037097323,0.5017933,0.00012412616,0.13388771,0.006667632,0.0069553955,0.32695124],"study_design_scores_gemma":[0.009264647,0.0014945985,0.6746748,0.00021867744,0.00010790593,0.0003789486,0.2673353,0.0027073517,0.002320103,0.012894159,0.02707606,0.0015274422],"about_ca_topic_score_codex":0.000015723936,"about_ca_topic_score_gemma":0.00050331134,"teacher_disagreement_score":0.6561274,"about_ca_system_score_codex":0.00028767777,"about_ca_system_score_gemma":0.00002073589,"threshold_uncertainty_score":0.99860394},"labels":[],"label_agreement":null},{"id":"W2124546674","doi":"10.1017/s0272263112000113","title":"PROMPT-TYPE FREQUENCY, AUDITORY PATTERN DISCRIMINATION, AND EFL LEARNERS’ PRODUCTION OF<i>WH</i>-QUESTIONS","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":26,"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; Priming (agriculture); Variety (cybernetics); Linguistics; Test (biology); Cognitive psychology; Computer science; Artificial intelligence","score_opus":0.031696714000905034,"score_gpt":0.3551045419659683,"score_spread":0.3234078279650633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2124546674","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93784964,0.053322464,0.00006768739,0.00017076683,0.003269045,0.0003391721,0.000013884657,0.00008439501,0.0048829685],"genre_scores_gemma":[0.99579924,0.00011356329,0.00021955342,0.0009933255,0.0011318552,0.00008605409,0.00009687814,0.000030164194,0.0015293771],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9983099,0.00034302776,0.0004200784,0.00036486052,0.00017647172,0.0003856757],"domain_scores_gemma":[0.9990456,0.00017620022,0.00022509998,0.0003364971,0.00014176694,0.00007484064],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00069606927,0.00021242633,0.0003087534,0.00029703,0.00014701337,0.000014645973,0.000097173404,0.00012931941,0.011683335],"category_scores_gemma":[0.0002931175,0.00020257264,0.000052551353,0.0003211443,0.00026114966,0.00043130282,0.00006813882,0.00026911576,0.00009188785],"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":[0.00015651304,0.00089308433,0.06495605,0.0011231651,0.0005955768,0.0001374137,0.80629456,0.000016471835,0.043319017,0.004292961,0.016313838,0.061901372],"study_design_scores_gemma":[0.00144572,0.00036146646,0.5925538,0.00048782714,0.0001524374,0.00026686868,0.3997829,0.000007843064,0.0021269834,0.00045465314,0.001672813,0.0006867065],"about_ca_topic_score_codex":0.00011979524,"about_ca_topic_score_gemma":0.000111648595,"teacher_disagreement_score":0.5275978,"about_ca_system_score_codex":0.000096090116,"about_ca_system_score_gemma":0.000018388926,"threshold_uncertainty_score":0.98922014},"labels":[],"label_agreement":null},{"id":"W2127376210","doi":"10.1017/s0272263100001017","title":"TRANSFERABILITY AND PRODUCTIVITY OF L1 RULES IN CATALAN-ENGLISHINTERLANGUAGE","year":2000,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","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":"University of Toronto","funders":"","keywords":"Obstruent; Interlanguage; Voice; Catalan; Linguistics; Contrast (vision); Productivity; Computer science; Psychology; Mathematics; Speech recognition; Artificial intelligence","score_opus":0.027025728323859056,"score_gpt":0.36740209588723755,"score_spread":0.34037636756337847,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2127376210","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97864014,0.013952066,9.2717926e-7,0.000103491206,0.00013584486,0.00025682512,0.00011505673,0.000013807608,0.0067818183],"genre_scores_gemma":[0.9989791,0.00015752767,0.000027042977,0.00006259237,0.00005993941,0.000050060473,0.000028748165,0.000008657188,0.00062636303],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988122,0.00025507587,0.0002649004,0.0003374422,0.00008344294,0.0002469531],"domain_scores_gemma":[0.9994553,0.00017413936,0.000027353435,0.00028531463,0.000031830376,0.000026075544],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006435839,0.00011324625,0.0003012981,0.00013475647,0.000028764729,0.00000625073,0.00010538704,0.000088435445,0.0050459136],"category_scores_gemma":[0.00005807448,0.00010470969,0.000029788524,0.00016888948,0.00035602727,0.00008845141,0.000035741712,0.00023567848,0.000016639437],"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":[0.0008233496,0.0007039744,0.037522018,0.00039597848,0.00016302576,0.00029616433,0.862063,0.000003962234,0.014048639,0.00028627194,0.00043669896,0.08325694],"study_design_scores_gemma":[0.0015858981,0.00026210182,0.94988656,0.00007754725,0.000010477261,0.000034482066,0.04115855,0.0000068105874,0.004787363,0.0018509257,0.00014273186,0.0001965651],"about_ca_topic_score_codex":0.0008089106,"about_ca_topic_score_gemma":0.0035062844,"teacher_disagreement_score":0.91236454,"about_ca_system_score_codex":0.00003865318,"about_ca_system_score_gemma":0.000008908501,"threshold_uncertainty_score":0.9958636},"labels":[],"label_agreement":null},{"id":"W2130372131","doi":"10.1017/s0272263109990520","title":"ORAL FEEDBACK IN CLASSROOM SLA","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":788,"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; Foreign language; Mathematics education; Second language; Second-language acquisition; Developmental psychology; Linguistics","score_opus":0.031121856353179662,"score_gpt":0.3122535723202192,"score_spread":0.28113171596703956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130372131","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9231419,0.0015810335,0.0000016074,0.00016983315,0.000995598,0.00009311108,0.000010587184,0.00006510133,0.07394124],"genre_scores_gemma":[0.991617,0.000016216543,0.0001237595,0.00068754976,0.00069696485,0.00002043609,0.000026012442,0.000017086883,0.006794937],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.999091,0.0000966855,0.00023289576,0.00021456012,0.00010608366,0.00025872237],"domain_scores_gemma":[0.99958974,0.00011860334,0.00006315006,0.00016828733,0.000035947087,0.000024257159],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005086224,0.00013563888,0.00021642701,0.00016905257,0.00017456735,0.00006657502,0.00010772228,0.000057687615,0.0073164506],"category_scores_gemma":[0.00009643838,0.0001203224,0.000044707464,0.00005288599,0.00019531611,0.00021869378,0.000060683076,0.0005882008,0.00013027182],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054537428,0.0001651221,0.006895061,0.00016558655,0.000068381916,0.000210876,0.9152235,0.00001753079,0.003668365,0.039568238,0.008684857,0.025277965],"study_design_scores_gemma":[0.003065252,0.00024147182,0.025578592,0.0003798351,0.00003324396,0.000025643003,0.7310381,0.00020210953,0.0006041304,0.0060112514,0.23187923,0.00094116013],"about_ca_topic_score_codex":0.00033519283,"about_ca_topic_score_gemma":0.03449731,"teacher_disagreement_score":0.22319438,"about_ca_system_score_codex":0.000044251356,"about_ca_system_score_gemma":0.000009690624,"threshold_uncertainty_score":0.993591},"labels":[],"label_agreement":null},{"id":"W2133128016","doi":"10.1017/s0272263106060128","title":"INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":508,"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; Pedagogy; Mathematics education; Immersion (mathematics)","score_opus":0.01784910289532613,"score_gpt":0.2811062125811725,"score_spread":0.26325710968584637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133128016","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94634974,0.0041395873,0.0000070809774,0.00014345514,0.00064145186,0.000047857007,0.000025871132,0.0000475678,0.048597362],"genre_scores_gemma":[0.9918183,0.00002225142,0.00011539292,0.00042957847,0.0011705352,0.000011965428,0.00005244922,0.000008636477,0.0063708923],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994096,0.00004261136,0.00016413566,0.00016066512,0.00009593646,0.00012702114],"domain_scores_gemma":[0.9997245,0.00009871825,0.000060130424,0.00006104551,0.00004392391,0.0000116607425],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00014386822,0.00009529709,0.00012340481,0.00008240007,0.0002203763,0.00006506873,0.000037413974,0.000022437922,0.002851748],"category_scores_gemma":[0.000021178992,0.00008707008,0.000024270954,0.000022208511,0.00020163575,0.00024955042,0.00003248986,0.00016755752,0.000028529024],"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":[0.0002243202,0.00028576082,0.01566683,0.000536593,0.0002879096,0.00017300328,0.44199336,0.00019515208,0.0023768842,0.45012015,0.05589086,0.03224916],"study_design_scores_gemma":[0.0029373413,0.00022812007,0.075477794,0.0006814189,0.000046517573,0.00024896042,0.38591173,0.00046617424,0.00029240284,0.015467771,0.5172792,0.0009625344],"about_ca_topic_score_codex":0.00019928071,"about_ca_topic_score_gemma":0.0016723219,"teacher_disagreement_score":0.46138838,"about_ca_system_score_codex":0.000060355098,"about_ca_system_score_gemma":0.000005372945,"threshold_uncertainty_score":0.9980598},"labels":[],"label_agreement":null},{"id":"W2133384666","doi":"10.1017/s0272263112000356","title":"PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":244,"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":"Fluency; Corrective feedback; Psychology; Context (archaeology); Control (management); Peer feedback; Second language; Intervention (counseling); Peer group; Mathematics education; Developmental psychology; Pedagogy; Linguistics; Computer science; Artificial intelligence","score_opus":0.05367314576425078,"score_gpt":0.3443162921514894,"score_spread":0.29064314638723865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133384666","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.982548,0.007998738,0.000031734893,0.00012213338,0.0006976502,0.00017233979,0.000008404676,0.00003261984,0.008388385],"genre_scores_gemma":[0.9948371,0.000033878,0.0002771602,0.00030696648,0.0004957189,0.000053160602,0.000027119995,0.000010542443,0.0039583426],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9994307,0.000047047706,0.00014396071,0.00013266681,0.00007186025,0.00017373843],"domain_scores_gemma":[0.99948925,0.00028268967,0.00006695519,0.00005029535,0.00008374308,0.000027087886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044051962,0.000101206046,0.00013334567,0.000079428064,0.0003108445,0.000054479962,0.000023964622,0.000024993544,0.00047192324],"category_scores_gemma":[0.00021596315,0.00008721611,0.000015695154,0.000015604326,0.00008416189,0.0004210387,0.000042289677,0.00012103623,0.000008903187],"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":[0.000035732242,0.000032868644,0.0013368655,0.00011449817,0.000057626297,0.0000012147419,0.9491295,7.04142e-7,0.00012921143,0.0023601826,0.0020320234,0.044769548],"study_design_scores_gemma":[0.0007302844,0.000092482514,0.014584358,0.00018722443,0.000027984353,0.000013941485,0.8298673,0.000027723556,0.00046519592,0.00024023141,0.15349722,0.00026602639],"about_ca_topic_score_codex":0.00003771697,"about_ca_topic_score_gemma":0.00038059233,"teacher_disagreement_score":0.15146519,"about_ca_system_score_codex":0.000059431975,"about_ca_system_score_gemma":0.000005196286,"threshold_uncertainty_score":0.51672286},"labels":[],"label_agreement":null},{"id":"W2134029840","doi":"10.1017/s027226310423306x","title":"QUESTIONNAIRES IN SECOND LANGUAGE RESEARCH: CONSTRUCTION, ADMINISTRATION, AND PROCESSING","year":2004,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Linguistic Education and Pedagogy","field":"Arts and Humanities","cited_by":472,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Psychology; Reliability (semiconductor); Applied psychology","score_opus":0.09907802680421016,"score_gpt":0.4132749103371971,"score_spread":0.3141968835329869,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134029840","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9600648,0.01099111,0.000006236335,0.0007498784,0.00063910324,0.0002196349,0.000033124797,0.0000474874,0.027248617],"genre_scores_gemma":[0.99639297,0.000080116944,0.00023209048,0.0004949057,0.0009098112,0.000057452224,0.00004834448,0.000013130312,0.0017711935],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99885595,0.00011619556,0.00033913448,0.00027463387,0.00016449516,0.00024959308],"domain_scores_gemma":[0.9993674,0.00013598516,0.00008003506,0.00013381465,0.00023852379,0.00004425344],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005953481,0.00013053323,0.00018759808,0.00032079176,0.0003111082,0.00013107902,0.00007298044,0.000053846135,0.0024291077],"category_scores_gemma":[0.0003349626,0.00012433325,0.00001925881,0.00012302883,0.0006991615,0.00025973737,0.000040020277,0.00023187321,0.000021482658],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035842237,0.00011846851,0.0010617945,0.00042095964,0.00002204791,0.00010989993,0.88253725,0.0000033087606,0.00019614986,0.10816099,0.00086307945,0.006470221],"study_design_scores_gemma":[0.0012617132,0.00013180943,0.006220237,0.0005668875,0.000010692853,0.00006360831,0.95581007,0.0000075597072,0.00085169455,0.023215152,0.011564103,0.00029647787],"about_ca_topic_score_codex":0.00040137532,"about_ca_topic_score_gemma":0.041513517,"teacher_disagreement_score":0.084945835,"about_ca_system_score_codex":0.00014856197,"about_ca_system_score_gemma":0.00014664084,"threshold_uncertainty_score":0.9984828},"labels":[],"label_agreement":null},{"id":"W2134570930","doi":"10.1017/s027226310808011x","title":"<b>RAISING BILINGUAL-BILITERATE CHILDREN IN MONOLINGUAL CULTURES</b>","year":2008,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"French Language Learning Methods","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Patience; Wife; Raising (metalworking); First language; Psychology; Linguistics; French; Neuroscience of multilingualism; Sociology; History; Political science; Social psychology; Law; Engineering","score_opus":0.04701094145391633,"score_gpt":0.4008898997301668,"score_spread":0.3538789582762505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134570930","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96364033,0.02323033,0.00004498991,0.0001546444,0.00045945166,0.00035861478,0.000009383678,0.00013168476,0.011970595],"genre_scores_gemma":[0.99317926,0.00041770624,0.003020312,0.0007008646,0.0007157162,0.000027020951,0.000028669137,0.000023129329,0.0018873087],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99722475,0.0009253185,0.00044555357,0.00047943834,0.0003428067,0.0005821285],"domain_scores_gemma":[0.99901,0.0004062749,0.00013477425,0.0002726618,0.000104473285,0.00007179621],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018176549,0.00021522502,0.00038442053,0.0003372578,0.00042777153,0.00004035875,0.0002477689,0.00016897052,0.0005932356],"category_scores_gemma":[0.0016346338,0.00020891777,0.000081271675,0.00081732176,0.00055894436,0.0003362458,0.00010251759,0.00042698768,0.000027431826],"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":[0.000034157634,0.00010997091,0.029007051,0.000038968872,0.00004568563,0.00074978836,0.94424963,0.00016784784,0.002415103,0.0005430876,0.00045334332,0.022185389],"study_design_scores_gemma":[0.0061568813,0.00037992778,0.3716405,0.0012094483,0.00006689783,0.00027850142,0.5880937,0.00012890073,0.0131570315,0.007137773,0.009085771,0.0026646594],"about_ca_topic_score_codex":0.0026911304,"about_ca_topic_score_gemma":0.012476089,"teacher_disagreement_score":0.3561559,"about_ca_system_score_codex":0.000367499,"about_ca_system_score_gemma":0.00012878195,"threshold_uncertainty_score":0.85194194},"labels":[],"label_agreement":null},{"id":"W2137853422","doi":"10.1017/s027226311200071x","title":"COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH","year":2013,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":229,"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; McGill University","funders":"","keywords":"Corrective feedback; Counterpoint; Variety (cybernetics); Representation (politics); Linguistics; Computer science; Psychology; Cognitive psychology; Cognitive science; Mathematics education; Artificial intelligence; Political science; Pedagogy; Philosophy","score_opus":0.08911202397848735,"score_gpt":0.38352183591673294,"score_spread":0.2944098119382456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137853422","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96837556,0.0032784902,0.000018134067,0.00056298426,0.0005420817,0.00067305163,0.00002707062,0.000034386954,0.026488233],"genre_scores_gemma":[0.99480724,0.000023174573,0.00004186593,0.00068793545,0.0005340489,0.000389102,0.000016016289,0.000016585294,0.0034840468],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99874663,0.00033619523,0.00022966505,0.00023008081,0.00012589458,0.0003315185],"domain_scores_gemma":[0.9984416,0.0010737608,0.000057082703,0.00018556681,0.00022133245,0.000020669819],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017364644,0.00011726821,0.00018153714,0.00014153967,0.0006236614,0.000151275,0.00011458465,0.000040874344,0.0041487976],"category_scores_gemma":[0.0002929776,0.00008117648,0.0000473865,0.000081018,0.00036949222,0.00023348222,0.000088435045,0.0004873451,0.00008041513],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039085124,0.00006424475,0.0001437276,0.00010627194,0.000048133636,0.00015480809,0.95577806,0.00001828019,0.00006346482,0.010185662,0.027874062,0.0055242144],"study_design_scores_gemma":[0.00058696023,0.00014841024,0.0007807951,0.00013543584,0.000007053466,0.00005003026,0.9853255,0.0005506758,0.00003521579,0.0032296728,0.009010664,0.0001395578],"about_ca_topic_score_codex":0.003295888,"about_ca_topic_score_gemma":0.018900268,"teacher_disagreement_score":0.029547483,"about_ca_system_score_codex":0.00017676609,"about_ca_system_score_gemma":0.00001572216,"threshold_uncertainty_score":0.9990022},"labels":[],"label_agreement":null},{"id":"W2139417735","doi":"10.1017/s0272263114000321","title":"MOOD SELECTION IN RELATIVE CLAUSES","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Syntax, Semantics, Linguistic Variation","field":"Arts and Humanities","cited_by":58,"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; Université Laval","funders":"","keywords":"Linguistics; Syntax; Focus (optics); Semantics (computer science); Pragmatics; Fossilization; Contrast (vision); Psychology; Interface (matter); Phrase; Computer science; Mood; Second-language acquisition; Selection (genetic algorithm); Interpretation (philosophy); Artificial intelligence; Philosophy","score_opus":0.02539843102587156,"score_gpt":0.2858509044261967,"score_spread":0.2604524734003251,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139417735","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.947767,0.0006429845,0.00021704618,0.0010888261,0.001132231,0.00024574655,0.000015675061,0.000089728564,0.048800718],"genre_scores_gemma":[0.9971795,0.00001803979,0.00022813318,0.00035971144,0.0011375634,0.000037052152,0.00002649284,0.000016784252,0.0009966902],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9989644,0.00014180526,0.00031861695,0.00023832073,0.00012972826,0.00020712327],"domain_scores_gemma":[0.99937147,0.00027291162,0.00012034185,0.00010186386,0.00011641225,0.00001701842],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00043019163,0.00013833393,0.00023066727,0.0002315754,0.00013632167,0.000043427037,0.00006650273,0.00005448684,0.001654471],"category_scores_gemma":[0.0005465423,0.00013379192,0.000035601664,0.00008629216,0.00012011207,0.0002548763,0.00003856396,0.00015577182,0.00007107103],"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":[0.000041603715,0.0001031315,0.002805873,0.00012387628,0.00008095856,0.0000117698155,0.5486499,0.000044024357,0.0003993177,0.44571558,0.0003260841,0.0016978862],"study_design_scores_gemma":[0.003845001,0.0005537221,0.050441623,0.0007520761,0.00011764841,0.000014761096,0.43659276,0.002806271,0.002041859,0.49747252,0.00429993,0.0010618058],"about_ca_topic_score_codex":0.00058371143,"about_ca_topic_score_gemma":0.03335111,"teacher_disagreement_score":0.112057135,"about_ca_system_score_codex":0.00016605853,"about_ca_system_score_gemma":0.000009550895,"threshold_uncertainty_score":0.99925816},"labels":[],"label_agreement":null},{"id":"W2143149791","doi":"10.1017/s0272263106060049","title":"THE MUTUAL INTELLIGIBILITY OF L2 SPEECH","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":489,"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; Simon Fraser University","funders":"","keywords":"Active listening; Intelligibility (philosophy); Psychology; Mandarin Chinese; Linguistics; Pronunciation; Foreign language; Communication; Pedagogy","score_opus":0.03350608786377575,"score_gpt":0.40485939833102447,"score_spread":0.37135331046724873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2143149791","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9530872,0.017967965,0.000009051236,0.000114605755,0.0004886164,0.00015674724,0.000026555423,0.000013390434,0.028135872],"genre_scores_gemma":[0.9966584,0.00008624027,0.00003742398,0.00008783576,0.00015267188,0.000029400991,0.000013955775,0.0000071836002,0.0029269205],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99896085,0.00018130339,0.00028877545,0.00020095026,0.000109501656,0.00025861358],"domain_scores_gemma":[0.9989601,0.00052730023,0.000069653724,0.0003534384,0.00007552579,0.00001398757],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00071102736,0.00008709702,0.00017383577,0.00006897517,0.00008588421,0.00000753567,0.0001766385,0.000074226125,0.0017268604],"category_scores_gemma":[0.000068950474,0.00006240389,0.000046919344,0.00018592928,0.00049911096,0.00002569002,0.00010329962,0.0001819745,0.000090906186],"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":[0.0024503574,0.0020987678,0.063359156,0.00048430142,0.001359832,0.0010962776,0.45002678,0.000026386053,0.06863119,0.049402177,0.18378878,0.177276],"study_design_scores_gemma":[0.0023297942,0.00065404514,0.7372879,0.00007643326,0.000035832945,0.000090796646,0.14406571,0.00003511361,0.05193252,0.056680042,0.006358116,0.00045373477],"about_ca_topic_score_codex":0.00047552644,"about_ca_topic_score_gemma":0.0024141525,"teacher_disagreement_score":0.67392874,"about_ca_system_score_codex":0.00004294387,"about_ca_system_score_gemma":0.000010353,"threshold_uncertainty_score":0.9991857},"labels":[],"label_agreement":null},{"id":"W2144425798","doi":"10.1017/s0272263114000606","title":"HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM?","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":169,"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; Reading (process); Affect (linguistics); Psychology; Vocabulary learning; Vocabulary development; Set (abstract data type); Term (time); Extensive reading; Test (biology); Word (group theory); Foreign language; Linguistics; Mathematics education; Computer science; Communication","score_opus":0.04165403979136326,"score_gpt":0.3972143078418069,"score_spread":0.3555602680504436,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2144425798","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91219944,0.08138894,0.00001572378,0.00017367562,0.0010924512,0.0009237403,0.0000071360955,0.00036215739,0.003836733],"genre_scores_gemma":[0.9941481,0.00002780764,0.0006441958,0.00096543296,0.0007344846,0.00061563705,0.00015724034,0.00007578828,0.0026313125],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99641573,0.0011956975,0.0004697481,0.0008624526,0.0002513276,0.0008050551],"domain_scores_gemma":[0.99845225,0.00035009455,0.00025272055,0.00050286547,0.00025165098,0.00019044231],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013244264,0.00041946227,0.00063496345,0.0006496942,0.00017281323,0.0001696465,0.00027221892,0.0002546016,0.0027035733],"category_scores_gemma":[0.00038921065,0.0003528214,0.00010618732,0.0007320427,0.0002949326,0.0006598302,0.00016788972,0.00076564547,0.00010419793],"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":[0.0006144753,0.00094489456,0.0375839,0.00034069957,0.00024967265,0.0047362936,0.5905583,0.000021634005,0.0006835791,0.0005335242,0.0014291641,0.36230388],"study_design_scores_gemma":[0.00473297,0.0011538903,0.09858634,0.0006201806,0.00005464158,0.0001904829,0.8896319,0.0001818066,0.00048701873,0.00016091242,0.0033061185,0.0008937039],"about_ca_topic_score_codex":0.000035757603,"about_ca_topic_score_gemma":0.0006361799,"teacher_disagreement_score":0.36141017,"about_ca_system_score_codex":0.0003092833,"about_ca_system_score_gemma":0.00005192284,"threshold_uncertainty_score":0.99989235},"labels":[],"label_agreement":null},{"id":"W2149043980","doi":"10.1017/s0272263103240195","title":"PROCESSES OF LANGUAGE CONTACT: STUDIES FROM AUSTRALIA AND THE SOUTH PACIFIC. <i>Jeff Siegel (Ed.)</i>. Saint-Laurent, Canada: Fides, 2000. Pp. xvi + 320. $34.95 paper.","year":2003,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Linguistic Variation and Morphology","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language contact; Linguistics; History; Pidgin; SAINT; Language shift; Grammaticalization; Grammar; Language change; Catalan; Creole language; Philosophy; Art history","score_opus":0.02480324983646536,"score_gpt":0.31333003183054153,"score_spread":0.28852678199407616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149043980","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8407869,0.15068509,0.000007993587,0.0007766373,0.0011509862,0.0005866434,0.00038550203,0.00004068264,0.005579577],"genre_scores_gemma":[0.99434406,0.0029846302,0.0001286353,0.0010702185,0.00029314958,0.000054215576,0.000043950684,0.000012238993,0.0010689223],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99806195,0.0004887465,0.00044778825,0.000331298,0.0003077185,0.00036247843],"domain_scores_gemma":[0.9980813,0.0010668407,0.0002804088,0.00021995192,0.0002871864,0.00006425801],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009337485,0.00020748792,0.0005087724,0.000031511474,0.00034669825,0.000030421714,0.00016493081,0.00010135014,0.0020045124],"category_scores_gemma":[0.0036984277,0.00015324296,0.000047479694,0.00025169522,0.00066462555,0.00012288259,0.000063926855,0.0001701818,0.000007715463],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018860548,0.000096474854,0.008868732,0.00036588224,0.00071125204,0.00021680722,0.9101085,0.0000060165194,0.00072274444,0.033323597,0.045002345,0.0003890099],"study_design_scores_gemma":[0.0023999289,0.00005013638,0.003632415,0.00015353267,0.0001344321,0.000004553497,0.956557,0.0000016795805,0.00076839235,0.001389325,0.034603663,0.0003049734],"about_ca_topic_score_codex":0.30194318,"about_ca_topic_score_gemma":0.7576308,"teacher_disagreement_score":0.45568764,"about_ca_system_score_codex":0.00032440593,"about_ca_system_score_gemma":0.0003344718,"threshold_uncertainty_score":0.9989078},"labels":[],"label_agreement":null},{"id":"W2157982303","doi":"10.1017/s0272263109990015","title":"THE RELATIONSHIP BETWEEN L1 FLUENCY AND L2 FLUENCY DEVELOPMENT","year":2009,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":286,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University; Simon Fraser University; University of Alberta","funders":"","keywords":"Fluency; Mandarin Chinese; Linguistics; Psychology; Slavic languages; Vowel; Neuroscience of multilingualism; Second language","score_opus":0.07634284774516137,"score_gpt":0.42129989187639866,"score_spread":0.3449570441312373,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157982303","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9641058,0.02819229,0.000010459244,0.0005736671,0.00020887736,0.00018591087,0.000008171807,0.000023791155,0.006691045],"genre_scores_gemma":[0.99762523,0.000095701194,0.00011552931,0.00036351732,0.00012792957,0.000041400825,0.000019488825,0.000007024144,0.001604151],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99890006,0.0001671699,0.00026802614,0.00023985592,0.00010974161,0.0003151325],"domain_scores_gemma":[0.99883765,0.0007846923,0.000055292006,0.0002382345,0.000044388606,0.00003972266],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00061830925,0.00011313244,0.00015652091,0.00010201905,0.0003649296,0.00002218217,0.00013884481,0.00009533267,0.0003143278],"category_scores_gemma":[0.00016052854,0.00008587893,0.00002025141,0.00019412996,0.00017761339,0.00005526856,0.00006244943,0.00025946685,0.00009750637],"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":[0.00016564247,0.00014636805,0.46679917,0.00006545644,0.00031296696,0.0001817028,0.3802493,8.875459e-7,0.0012022471,0.0119389575,0.008545062,0.13039224],"study_design_scores_gemma":[0.0004130126,0.00009041982,0.97973716,0.000023725435,0.000006841106,0.000008713997,0.008692566,4.333873e-7,0.0001448989,0.009978111,0.00080160314,0.00010252934],"about_ca_topic_score_codex":0.000018369563,"about_ca_topic_score_gemma":0.0001372208,"teacher_disagreement_score":0.51293796,"about_ca_system_score_codex":0.000057868267,"about_ca_system_score_gemma":0.000019185605,"threshold_uncertainty_score":0.35020408},"labels":[],"label_agreement":null},{"id":"W2158773143","doi":"10.1017/s0272263115000297","title":"LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":92,"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":"Lexis; Linguistics; Lexical choice; Fluency; Lexical density; Psychology; Lexical item; Vocabulary; Variation (astronomy); Lexicology; Computer science; Natural language processing","score_opus":0.05742282413847523,"score_gpt":0.3836705367306295,"score_spread":0.3262477125921543,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158773143","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87188405,0.054442942,0.000024585235,0.00007281052,0.0009439609,0.00035221485,0.00008635686,0.00012738194,0.07206571],"genre_scores_gemma":[0.98845905,0.000013169013,0.0006642258,0.0033333744,0.00052278483,0.00007011708,0.00017150633,0.000047381065,0.0067184046],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99748355,0.00042681428,0.0006771615,0.00054403226,0.00033333641,0.00053512456],"domain_scores_gemma":[0.99842584,0.0003647158,0.00027287062,0.00059634185,0.00019121713,0.00014898519],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00080225605,0.00031874212,0.00064659445,0.0004067208,0.000076648765,0.000025469504,0.00027591357,0.00021336593,0.084648564],"category_scores_gemma":[0.0002059082,0.0003009039,0.00014060694,0.00048686276,0.0003140188,0.00022674359,0.00016364497,0.00040292164,0.00045121036],"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":[0.0012238608,0.0011561022,0.004961345,0.0010665043,0.0010935881,0.0054683653,0.8057312,0.000052623363,0.0544611,0.007652088,0.09289208,0.024241162],"study_design_scores_gemma":[0.0063653006,0.00072661537,0.018867973,0.0003384135,0.00008093662,0.0005342111,0.93705904,0.000045455447,0.027896082,0.0006045607,0.006579114,0.00090232195],"about_ca_topic_score_codex":0.00015931668,"about_ca_topic_score_gemma":0.00031822125,"teacher_disagreement_score":0.13132784,"about_ca_system_score_codex":0.00012984629,"about_ca_system_score_gemma":0.000054665208,"threshold_uncertainty_score":0.9999443},"labels":[],"label_agreement":null},{"id":"W2159387785","doi":"10.1017/s0272263106060281","title":"THE ACQUISITION OF SINGLE AND GEMINATE STOPS BY ENGLISH-SPEAKING CHILDREN IN A JAPANESE IMMERSION PROGRAM","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":24,"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; Stress (linguistics); Contrast (vision); Linguistics; First language; French immersion; Developmental psychology; Mathematics education; Computer science","score_opus":0.013081436334501102,"score_gpt":0.3283445592397209,"score_spread":0.3152631229052198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159387785","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9568924,0.03759139,0.0000011264978,0.000089771274,0.00021209249,0.0004357159,0.000037194,0.000022021737,0.0047182934],"genre_scores_gemma":[0.9990379,0.00017688812,0.000027755032,0.0000720558,0.00010563075,0.00010105035,0.000091319314,0.000013791102,0.0003736003],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9987431,0.00017506756,0.00031503942,0.00028644563,0.00012625677,0.00035409347],"domain_scores_gemma":[0.99932355,0.00024442788,0.00011362375,0.00022209735,0.00007528116,0.000021005933],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005562007,0.00013533977,0.00022295256,0.00014374763,0.00011127946,0.000021669422,0.000130831,0.0001146635,0.0002081661],"category_scores_gemma":[0.000029313718,0.00010839012,0.00003342862,0.0002710675,0.00035067037,0.00007817261,0.00012084826,0.00020012191,0.000005301814],"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":[0.0011812586,0.0023708618,0.05755353,0.0002593225,0.00041475755,0.00022224526,0.64205074,0.000014067407,0.17220613,0.0010498499,0.010332961,0.112344265],"study_design_scores_gemma":[0.003941684,0.0009947598,0.86835253,0.00022276737,0.000034374276,0.000053558164,0.113795914,0.00003809251,0.010297058,0.0012215396,0.0006120994,0.00043560372],"about_ca_topic_score_codex":0.0009843862,"about_ca_topic_score_gemma":0.0009032717,"teacher_disagreement_score":0.810799,"about_ca_system_score_codex":0.00006759547,"about_ca_system_score_gemma":0.0000046990513,"threshold_uncertainty_score":0.4420021},"labels":[],"label_agreement":null},{"id":"W2160299577","doi":"10.1017/s027226310426209x","title":"THE LANGUAGE CONTACT PROFILE","year":2004,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":303,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"The arts; Demographics; Library science; Research council; Sociology; Second-language acquisition; Psychology; Pedagogy; Engineering ethics; Political science; Engineering; Linguistics; Computer science","score_opus":0.04316394488710109,"score_gpt":0.46087528952597356,"score_spread":0.4177113446388725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160299577","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8857328,0.009229988,0.000003063929,0.0018613813,0.0007318304,0.0002839576,0.000013017602,0.000060689414,0.10208325],"genre_scores_gemma":[0.9912422,0.00030380624,0.00008071542,0.00155732,0.0006388716,0.000053456795,0.000011287893,0.0000073228057,0.0061050323],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99911195,0.0001338361,0.00017094842,0.00013955246,0.00016474741,0.00027893833],"domain_scores_gemma":[0.99944746,0.00021794856,0.00006558701,0.00015936777,0.00006204934,0.000047585883],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006320982,0.000082392056,0.00010936521,0.000053063446,0.0005711593,0.00004979362,0.00015546472,0.00004962569,0.0010636904],"category_scores_gemma":[0.0004334365,0.00006131135,0.000040462535,0.00021375652,0.00022829577,0.00012201174,0.00003278874,0.00011535231,0.00012411522],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001748323,0.000047955058,0.00017298621,0.000022022008,0.000027549313,0.000023721594,0.9436833,0.0000029995315,0.0007689089,0.034282483,0.0020519923,0.018898545],"study_design_scores_gemma":[0.00066184136,0.000034346598,0.0038033817,0.000057834488,0.000007125319,0.0000023131383,0.9461784,0.0000016244892,0.0017835778,0.0014199867,0.045889407,0.00016020819],"about_ca_topic_score_codex":0.0025312535,"about_ca_topic_score_gemma":0.019216102,"teacher_disagreement_score":0.10550937,"about_ca_system_score_codex":0.0002384571,"about_ca_system_score_gemma":0.0001296192,"threshold_uncertainty_score":0.9998495},"labels":[],"label_agreement":null},{"id":"W2161048399","doi":"10.1017/s0272263109090329","title":"TESTING THE FUNDAMENTAL DIFFERENCE HYPOTHESIS","year":2009,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Syntax, Semantics, Linguistic Variation","field":"Arts and Humanities","cited_by":58,"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":"Linguistics; Psychology; Word order; First language; Object (grammar); Scrambling; Verb; Context (archaeology)","score_opus":0.06511682702189289,"score_gpt":0.28514034401460675,"score_spread":0.22002351699271386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161048399","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9729414,0.0012794947,0.000011862109,0.0028491777,0.00075432373,0.00018854573,0.000024975083,0.0000725018,0.021877702],"genre_scores_gemma":[0.9960511,0.000009347899,0.00024943092,0.0017062916,0.001213259,0.000015990041,0.0000092455,0.000009107829,0.0007362437],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991551,0.000063532214,0.00024134717,0.00018647884,0.00014831439,0.00020520677],"domain_scores_gemma":[0.9990938,0.0005092654,0.00010737603,0.00018477684,0.000088623005,0.000016191652],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00024449275,0.00013300501,0.00016824261,0.00006921295,0.00033300213,0.00009617915,0.00013068758,0.000024829922,0.0011810665],"category_scores_gemma":[0.0005654531,0.00009473834,0.00003749284,0.00005485368,0.00016780577,0.00008637516,0.00003913674,0.00010302291,0.000046499663],"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":[0.000036691526,0.00017128537,0.0012788092,0.0000873567,0.00011722685,0.00007937352,0.8120186,0.0000075498633,0.00477882,0.12480092,0.00065415906,0.055969246],"study_design_scores_gemma":[0.0010340774,0.00034691053,0.20331404,0.0003770771,0.00010858401,0.000023711182,0.54867786,0.00037859034,0.0011259177,0.24325065,0.00074399053,0.00061859004],"about_ca_topic_score_codex":0.00016985525,"about_ca_topic_score_gemma":0.0010269027,"teacher_disagreement_score":0.2633407,"about_ca_system_score_codex":0.00008892218,"about_ca_system_score_gemma":0.000008506243,"threshold_uncertainty_score":0.999732},"labels":[],"label_agreement":null},{"id":"W2161321278","doi":"10.1017/s0272263112000691","title":"THE ROLE OF SEMANTIC TRANSFER IN CLITIC DROP AMONG SIMULTANEOUS AND SEQUENTIAL CHINESE-SPANISH BILINGUALS","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Language Development and Disorders","field":"Psychology","cited_by":86,"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":"Clitic; Linguistics; Negation; Psychology; Context (archaeology); Argument (complex analysis); Meaning (existential); Object (grammar); Null (SQL); Computer science; History; Philosophy","score_opus":0.01114551219196078,"score_gpt":0.32006725240026973,"score_spread":0.3089217402083089,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161321278","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9548726,0.040718596,0.00000907095,0.00001974806,0.00044215962,0.00028856753,0.000012224561,0.000021950204,0.0036150506],"genre_scores_gemma":[0.999148,0.00014590581,0.000015799138,0.00012950377,0.00011986703,0.000043215387,0.000018479586,0.000017450042,0.00036177874],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987214,0.00016892972,0.00037775256,0.00020545935,0.00012366351,0.0004027516],"domain_scores_gemma":[0.9991506,0.0005389434,0.000053465446,0.00018531221,0.000034024924,0.000037708818],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005385499,0.00016476655,0.00027337702,0.00012290881,0.000083627005,0.000014407388,0.00010192764,0.000089931156,0.0006976625],"category_scores_gemma":[0.00014442264,0.00011702837,0.00004480448,0.00022431905,0.0002609963,0.0001277573,0.000052656662,0.00014099001,0.00001165983],"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":[0.00021516063,0.00027105436,0.3782361,0.00014354123,0.00026606885,0.00018240407,0.59669226,0.000013424147,0.00621975,0.0015416959,0.00006699867,0.016151544],"study_design_scores_gemma":[0.0033135144,0.00017179316,0.34897193,0.00016577753,0.00007127086,0.000048857568,0.64213526,0.00012887777,0.0024277484,0.0016855549,0.00030438232,0.0005750363],"about_ca_topic_score_codex":0.00023444176,"about_ca_topic_score_gemma":0.002481915,"teacher_disagreement_score":0.045442972,"about_ca_system_score_codex":0.00003761954,"about_ca_system_score_gemma":0.0000099817835,"threshold_uncertainty_score":0.76389146},"labels":[],"label_agreement":null},{"id":"W2161670833","doi":"10.1017/s0272263106230304","title":"NON-WESTERN EDUCATIONAL TRADITIONS: INDIGENOUS APPROACHES TO EDUCATIONAL THOUGHT AND PRACTICE (3rd ed.)","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":26,"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":"Indigenous; Embodied cognition; Curriculum; Globalization; Sociology; Pedagogy; Cultural diversity; Perception; Social science; Political science; Psychology; Anthropology; Law; Epistemology","score_opus":0.11989245236508303,"score_gpt":0.45303847573959394,"score_spread":0.33314602337451094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161670833","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9074636,0.0062665674,0.000015922511,0.02272783,0.00069053733,0.0005556437,0.000051034654,0.000026873075,0.06220197],"genre_scores_gemma":[0.9799717,0.0002159146,0.0022570577,0.0038068774,0.0030332212,0.0002563332,0.00014950757,0.000013776573,0.01029559],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987422,0.00019575092,0.00026735186,0.00028389573,0.0002326784,0.0002781206],"domain_scores_gemma":[0.99868274,0.0008622567,0.00011043835,0.00013818116,0.0001144563,0.00009191365],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067749334,0.00013124553,0.0001576774,0.0002045969,0.00050727895,0.00008705961,0.0001214191,0.000072972456,0.00083810097],"category_scores_gemma":[0.00042082294,0.00013855755,0.00003137952,0.00034203188,0.0002359058,0.0004048147,0.000025866502,0.00011566573,0.000080782826],"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":[0.000040242736,0.0006962269,0.0052733147,0.00009283034,0.00005409724,0.0000048078546,0.92436,0.000027932818,0.00012165554,0.0432155,0.020956863,0.0051565613],"study_design_scores_gemma":[0.00089398044,0.00010169653,0.30367872,0.00018037087,0.000066921515,0.000061641724,0.55664325,0.000008057152,0.0002046627,0.013702001,0.12369152,0.0007671933],"about_ca_topic_score_codex":0.0023259,"about_ca_topic_score_gemma":0.0067647384,"teacher_disagreement_score":0.36771673,"about_ca_system_score_codex":0.0002610395,"about_ca_system_score_gemma":0.00034742072,"threshold_uncertainty_score":0.9176618},"labels":[],"label_agreement":null},{"id":"W2165623313","doi":"10.1017/s0272263110000276","title":"DISCOVERING THE RELATIONSHIP BETWEEN CONTEXT AND ALLOPHONES IN A SECOND LANGUAGE","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology 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":"University of Calgary","funders":"","keywords":"Alternation (linguistics); Syllable; Vowel; Stress (linguistics); Linguistics; Psychology; Context (archaeology); Consonant; Word (group theory); First language; History","score_opus":0.04965752595811683,"score_gpt":0.39276243336947264,"score_spread":0.3431049074113558,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165623313","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9849141,0.009779492,0.0000030605167,0.00037793172,0.0004883583,0.00028550113,0.00006846344,0.000018821796,0.0040642554],"genre_scores_gemma":[0.99766445,0.000024206473,0.000025744916,0.0003596608,0.00022762213,0.00009610529,0.000030169509,0.000015783035,0.0015562514],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988013,0.00020173946,0.00027104528,0.00030131763,0.000096808406,0.00032778946],"domain_scores_gemma":[0.9981305,0.001406746,0.00006697492,0.0003350817,0.000022668632,0.00003801291],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00072494714,0.00014386109,0.0002444428,0.00017583948,0.00013021256,0.00002966583,0.00017414514,0.00014618042,0.0019354426],"category_scores_gemma":[0.00022205962,0.000111662455,0.00003294137,0.00023560895,0.0003560548,0.00010204678,0.00016360129,0.00070478616,0.00006269707],"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":[0.000084606356,0.000057482473,0.54273564,0.00007824849,0.00010960773,0.00020103627,0.4388476,6.0589497e-7,0.010289163,0.002091454,0.0011519989,0.0043525603],"study_design_scores_gemma":[0.00085015997,0.000048109658,0.91131246,0.000030581192,0.0000075927455,0.00002305418,0.0853206,0.0000026892549,0.00043789652,0.00156576,0.0002732996,0.00012778492],"about_ca_topic_score_codex":0.00047444075,"about_ca_topic_score_gemma":0.02490322,"teacher_disagreement_score":0.36857682,"about_ca_system_score_codex":0.000030271805,"about_ca_system_score_gemma":0.000013235949,"threshold_uncertainty_score":0.99897695},"labels":[],"label_agreement":null},{"id":"W2167794130","doi":"10.1017/s0272263103000056","title":"<b>THE LEARNING OF SOCIOLINGUISTIC VARIATION BY ADVANCED FSL LEARNERS</b>","year":2003,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"French Language Learning Methods","field":"Social Sciences","cited_by":124,"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; York University","funders":"","keywords":"Referent; Variation (astronomy); French immersion; Linguistics; Psychology; Romance languages; Alternation (linguistics); Second-language acquisition; Language acquisition; AP French Language; French; Mathematics education; Philosophy","score_opus":0.020558098941510946,"score_gpt":0.371097305890519,"score_spread":0.35053920694900803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167794130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85149324,0.06737942,0.0020262431,0.0002445245,0.001317131,0.00043319774,0.0000066009025,0.0001327987,0.07696687],"genre_scores_gemma":[0.99176073,0.0006059774,0.001721499,0.00011984561,0.00014003346,0.00003084461,0.000009013527,0.000015647094,0.005596405],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99710566,0.001694593,0.00031797108,0.0002279627,0.00029823097,0.00035559674],"domain_scores_gemma":[0.9978631,0.0015392113,0.0002500347,0.00016566529,0.00014369952,0.000038256967],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.003328526,0.00012053013,0.00022507604,0.00007178284,0.00063909445,0.00002866294,0.0001578299,0.00009819074,0.0005129017],"category_scores_gemma":[0.009546777,0.00010537485,0.000059309397,0.00035961485,0.00047603503,0.00011627986,0.000030838888,0.00030780636,0.000011643139],"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":[0.000057448386,0.000096513424,0.0027300932,0.0001785143,0.00016419165,0.00004263821,0.867444,0.00091343693,0.025368666,0.04861646,0.0016059262,0.05278211],"study_design_scores_gemma":[0.0014882743,0.00022305825,0.0025573778,0.00018499995,0.000058274305,0.0000038068179,0.8635113,0.00012984405,0.0048217135,0.0072887517,0.11919911,0.00053344935],"about_ca_topic_score_codex":0.00027925038,"about_ca_topic_score_gemma":0.00052530156,"teacher_disagreement_score":0.14026752,"about_ca_system_score_codex":0.00021663935,"about_ca_system_score_gemma":0.00006259846,"threshold_uncertainty_score":0.9987962},"labels":[],"label_agreement":null},{"id":"W2168943479","doi":"10.1017/s0272263101004016","title":"MODELING PERCEPTIONS OF THE ACCENTEDNESS ANDCOMPREHENSIBILITY OF L2 SPEECH The Role of Speaking Rate","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":358,"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; Simon Fraser University","funders":"","keywords":"Psychology; Stress (linguistics); Pronunciation; Sentence; Perception; Linguistics; Variety (cybernetics); Cognitive psychology; Speech recognition; Computer science; Mathematics; Statistics","score_opus":0.04452519935697673,"score_gpt":0.38669531919962635,"score_spread":0.3421701198426496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168943479","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.990733,0.005497396,0.000034646295,0.000059170463,0.00023002361,0.00022853876,0.000047503305,0.0000050738063,0.003164629],"genre_scores_gemma":[0.9996244,0.00012902626,0.000028737897,0.000059702536,0.0000461165,0.000012253492,0.00000617766,0.000006817286,0.00008681597],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99887353,0.0003315098,0.00033968102,0.00016614432,0.000113251815,0.00017589025],"domain_scores_gemma":[0.99905854,0.00018689656,0.00011528299,0.00046567898,0.00016206216,0.000011538121],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00059407647,0.000083710525,0.000233146,0.000071965515,0.00007438157,0.0000028194695,0.00025252876,0.0000615598,0.0013816705],"category_scores_gemma":[0.00005726644,0.000052616044,0.00007782005,0.00028916553,0.00037335683,0.00003581572,0.0001882994,0.00018161796,0.0000035490311],"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":[0.0006439462,0.00073477195,0.105752684,0.00024707147,0.0005948009,0.000023274586,0.5503647,0.0017922056,0.31770214,0.0009606222,0.00019148945,0.020992322],"study_design_scores_gemma":[0.0012293076,0.00013811034,0.56390536,0.00017364885,0.000057079887,0.000033883545,0.408962,0.0036543303,0.015770862,0.0058611394,0.00005473558,0.00015953496],"about_ca_topic_score_codex":0.00072440016,"about_ca_topic_score_gemma":0.0012192237,"teacher_disagreement_score":0.45815265,"about_ca_system_score_codex":0.000025360498,"about_ca_system_score_gemma":0.000013959495,"threshold_uncertainty_score":0.9995312},"labels":[],"label_agreement":null},{"id":"W2170040735","doi":"10.1017/s0272263110000550","title":"PHONOLOGY AND SECOND LANGUAGE ACQUISITION. Jette G. Hansen Edwards and Mary L. Zampini (Eds.). Amsterdam: Benjamins, 2008. Pp. vi + 380.","year":2011,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Language, Linguistics, Cultural Analysis","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Linguistics; Phonology; Philosophy","score_opus":0.026415511640621295,"score_gpt":0.2624518834802123,"score_spread":0.23603637183959103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2170040735","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89594585,0.07201697,0.000011238656,0.00018003842,0.000921323,0.0003700373,0.00056818867,0.00015939196,0.029826948],"genre_scores_gemma":[0.9849778,0.0013390395,0.00044947208,0.0030700362,0.0016757374,0.00007284744,0.00034279126,0.00005586068,0.008016449],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975943,0.0001900981,0.00064888515,0.00072999205,0.00023933865,0.00059741875],"domain_scores_gemma":[0.99876666,0.00017621492,0.00027147416,0.00043716806,0.00022232688,0.00012616832],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00039547504,0.0004948276,0.000757712,0.00029077748,0.00045783518,0.00014718674,0.00023001933,0.0001777435,0.017130466],"category_scores_gemma":[0.00011986801,0.0004130678,0.00012984611,0.00012802298,0.00091702625,0.00045059845,0.0003620589,0.00030139237,0.00008671529],"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":[0.0002756981,0.0002509622,0.001289416,0.00093166664,0.0013135136,0.0015828736,0.93891954,9.942518e-7,0.003498123,0.008757133,0.03063688,0.012543166],"study_design_scores_gemma":[0.0059680766,0.0010673397,0.021857755,0.0007340757,0.0011049138,0.0004286819,0.90809697,0.00015803178,0.0056295735,0.010061116,0.04175648,0.0031370001],"about_ca_topic_score_codex":0.0009773384,"about_ca_topic_score_gemma":0.016076699,"teacher_disagreement_score":0.0890319,"about_ca_system_score_codex":0.00010665344,"about_ca_system_score_gemma":0.000020274321,"threshold_uncertainty_score":0.9998321},"labels":[],"label_agreement":null},{"id":"W2171280975","doi":"10.1017/s0272263113000041","title":"THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE","year":2013,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":128,"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 Windsor","funders":"","keywords":"Grammaticality; Psychology; Cognitive psychology; Construct validity; Stimulus (psychology); Construct (python library); Linguistics; Grammar; Psychometrics; Developmental psychology; Computer science","score_opus":0.07662801396268411,"score_gpt":0.33400884107110945,"score_spread":0.25738082710842536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171280975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.979087,0.0059541375,0.0000073199462,0.00012148007,0.00014728136,0.00020388498,0.000012380059,0.00001963265,0.01444689],"genre_scores_gemma":[0.9990773,0.0000874427,0.000034970522,0.000090006804,0.000111390065,0.00003475184,0.0000039492243,0.000007299068,0.0005528695],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99904025,0.00021183828,0.00033489504,0.00013643657,0.00011967759,0.00015693248],"domain_scores_gemma":[0.99885607,0.00064884697,0.00014717848,0.00017635993,0.00014727889,0.00002429512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00069458043,0.000109095046,0.00025604077,0.00004963218,0.000244245,0.000039930463,0.00008788943,0.000028368231,0.00074220035],"category_scores_gemma":[0.00025211115,0.00007234024,0.000045361354,0.000029853207,0.000490393,0.00010296804,0.00008321725,0.0001325894,0.000010440263],"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":[0.000035555702,0.0001716215,0.006098275,0.0008587139,0.00028639092,0.0000046870837,0.73760873,0.0000030596825,0.006696092,0.1913994,0.0031313843,0.053706076],"study_design_scores_gemma":[0.0014503242,0.0005940186,0.041191615,0.00069878635,0.00011673007,0.000018390536,0.890979,0.00010757704,0.007853656,0.046433575,0.010043943,0.00051236956],"about_ca_topic_score_codex":0.00054501166,"about_ca_topic_score_gemma":0.0008808084,"teacher_disagreement_score":0.15337026,"about_ca_system_score_codex":0.000026325937,"about_ca_system_score_gemma":0.0000108534,"threshold_uncertainty_score":0.81265736},"labels":[],"label_agreement":null},{"id":"W2395746401","doi":"10.1017/s0272263115000509","title":"LANGUAGE APTITUDE AND GRAMMATICAL DIFFICULTY","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"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":"Aptitude; Grammaticality; Psychology; Linguistics; Foreign language; Cognitive psychology; Grammar; Mathematics education; Developmental psychology","score_opus":0.02983781606060974,"score_gpt":0.30341229367008704,"score_spread":0.2735744776094773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2395746401","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9802295,0.004869374,0.000031176223,0.00033970343,0.00023386018,0.00009061457,0.000021485217,0.00009661177,0.014087664],"genre_scores_gemma":[0.9920702,0.000058926766,0.00008676608,0.0003920468,0.0005199856,0.000018190412,0.0000099632525,0.000013513974,0.0068304273],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992017,0.00009439975,0.00018280908,0.00020173997,0.00010552098,0.00021379173],"domain_scores_gemma":[0.99953526,0.000219244,0.000050548897,0.00013295894,0.000027329457,0.000034635657],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002749901,0.00012773662,0.0001924309,0.00007834003,0.00019183206,0.000051341947,0.00006514334,0.000034451532,0.0028114484],"category_scores_gemma":[0.00012690366,0.000078817175,0.000035251647,0.00002116111,0.00028605675,0.00017462819,0.00006958161,0.00012333905,0.00007110545],"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":[0.00003716411,0.00008491342,0.0009167929,0.00020850032,0.00011983548,0.00016464297,0.88399297,8.13546e-7,0.00686593,0.058317155,0.0031702719,0.046121035],"study_design_scores_gemma":[0.0038068003,0.0003943132,0.014519463,0.0012369022,0.00009225912,0.00005811391,0.92614985,0.000051153776,0.0012466002,0.003803546,0.047553886,0.0010871198],"about_ca_topic_score_codex":0.000063288215,"about_ca_topic_score_gemma":0.0012423677,"teacher_disagreement_score":0.054513607,"about_ca_system_score_codex":0.000044834538,"about_ca_system_score_gemma":0.000003847539,"threshold_uncertainty_score":0.9981001},"labels":[],"label_agreement":null},{"id":"W2513844773","doi":"10.1017/s0272263115000418","title":"METHODOLOGICAL CHOICES IN RATING SPEECH SAMPLES","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","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":"University of Calgary","funders":"","keywords":"Fluency; German; Psychology; Pronunciation; Rating scale; Intelligibility (philosophy); Active listening; Linguistics; Audiology; Cognitive psychology; Developmental psychology; Mathematics education; Communication","score_opus":0.4005620098617411,"score_gpt":0.5195403514319998,"score_spread":0.11897834157025872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2513844773","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96472645,0.017778203,0.000034556902,0.00016406493,0.0005704239,0.00018101578,0.000015141781,0.000028504695,0.016501654],"genre_scores_gemma":[0.9961145,0.000059643935,0.0021330342,0.00056266546,0.00022958973,0.00007781651,0.00002311685,0.000010455616,0.0007891739],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9980874,0.00079611613,0.0002882969,0.00032349912,0.00013248228,0.0003722142],"domain_scores_gemma":[0.9986595,0.00093861483,0.00006383329,0.00022732413,0.00005917653,0.000051588024],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0022042838,0.0001238435,0.0003203998,0.000205914,0.000041015006,0.000013803722,0.00016976248,0.00013540663,0.0021908253],"category_scores_gemma":[0.00068949343,0.000105773164,0.000033164837,0.00030040252,0.00018682505,0.00006602334,0.00015321799,0.00031656193,0.0001162014],"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":[0.0010772346,0.0007883559,0.12632172,0.00020490187,0.00044727098,0.0037903865,0.73398167,0.000059564143,0.037073962,0.0043011634,0.019309483,0.07264426],"study_design_scores_gemma":[0.0056412686,0.0008251107,0.6124567,0.00014901574,0.0000210805,0.00019306515,0.34335902,0.000056541732,0.0083585195,0.025479496,0.0027889723,0.0006712493],"about_ca_topic_score_codex":0.0005289278,"about_ca_topic_score_gemma":0.0023129415,"teacher_disagreement_score":0.48613495,"about_ca_system_score_codex":0.00008843705,"about_ca_system_score_gemma":0.000017983095,"threshold_uncertainty_score":0.9987213},"labels":[],"label_agreement":null},{"id":"W2558121504","doi":"10.1017/s0272263116000395","title":"EYE GAZE AND PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS’ MORPHOSYNTACTIC LEARNING","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Gaze; Psychology; Comprehension; Transitive relation; Linguistics; Production (economics); Eye tracking; Language production; Cognitive psychology; Communication; Artificial intelligence; Computer science; Cognition; Mathematics","score_opus":0.020544329709949,"score_gpt":0.33850529187871864,"score_spread":0.3179609621687696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2558121504","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9576793,0.030363524,0.00006435223,0.0003927684,0.0019332896,0.00037314737,0.000016303517,0.00027557558,0.008901791],"genre_scores_gemma":[0.98969996,0.0003747665,0.000099003744,0.0013971518,0.0012775619,0.000110599445,0.00003528214,0.00004853609,0.006957153],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997606,0.0004643565,0.00045545137,0.00073680154,0.00021427544,0.00052311417],"domain_scores_gemma":[0.99837035,0.0007204881,0.00024772555,0.00040516918,0.00016106237,0.00009518365],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007894405,0.0003025853,0.00037986608,0.0003261024,0.00021782244,0.000047733505,0.00013689377,0.00015884289,0.038976926],"category_scores_gemma":[0.0021400612,0.00023798824,0.000077272955,0.00030273668,0.00024236419,0.0006128613,0.0001178582,0.00037939372,0.00022682338],"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":[0.0009580525,0.00042774226,0.031230278,0.0005344904,0.0010535669,0.0017626712,0.68202204,0.000028334058,0.061040573,0.001526442,0.01683212,0.20258372],"study_design_scores_gemma":[0.0072939787,0.0008171981,0.23691544,0.001481126,0.00019482763,0.00043871504,0.71879965,0.000019155937,0.006852871,0.0004931994,0.025152903,0.0015409419],"about_ca_topic_score_codex":0.000042416345,"about_ca_topic_score_gemma":0.00006148031,"teacher_disagreement_score":0.20568517,"about_ca_system_score_codex":0.00016695622,"about_ca_system_score_gemma":0.000018722383,"threshold_uncertainty_score":0.97048783},"labels":[],"label_agreement":null},{"id":"W2595780488","doi":"10.1017/s0272263114000035","title":"BRIDGING THE GAP","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":140,"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":"Bridging (networking); Cognition; Sociocultural evolution; Psychology; Cognitive linguistics; Applied linguistics; Ethnography; Qualitative research; Educational research; Sociology; Epistemology; Cognitive science; Linguistics; Pedagogy; Social science; Computer science","score_opus":0.042095214661895405,"score_gpt":0.30496916186043316,"score_spread":0.26287394719853774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2595780488","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82356966,0.004632363,0.00006591295,0.00060980127,0.0006738478,0.00008513975,0.0000041543803,0.000094201365,0.17026491],"genre_scores_gemma":[0.98967385,0.000015704032,0.000021917669,0.0021323152,0.0015871538,0.000015151894,0.000009412271,0.000011910143,0.006532578],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99926126,0.0001709634,0.00014739987,0.00014209001,0.00009660027,0.00018168734],"domain_scores_gemma":[0.99954003,0.00019293015,0.000058149224,0.0001655559,0.000029844237,0.000013493001],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006882308,0.00009527324,0.0001317523,0.000057811212,0.00045117817,0.000075329684,0.00010223773,0.00001804991,0.0024159001],"category_scores_gemma":[0.000114517454,0.00006384681,0.000042072956,0.000027320899,0.00018470932,0.000115440176,0.000052054194,0.0002110714,0.00009358878],"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":[0.0000114067925,0.000027032538,0.00034615016,0.00009210003,0.00006387056,0.000015797168,0.85533845,0.00004813808,0.00021811054,0.087606765,0.014012659,0.04221954],"study_design_scores_gemma":[0.0010157672,0.00017294555,0.002576644,0.00038235556,0.00005026254,0.000019133013,0.58896697,0.0013638458,0.0002839694,0.005349185,0.3992657,0.0005532085],"about_ca_topic_score_codex":0.00011133497,"about_ca_topic_score_gemma":0.001090125,"teacher_disagreement_score":0.38525304,"about_ca_system_score_codex":0.00003075794,"about_ca_system_score_gemma":0.000003239469,"threshold_uncertainty_score":0.99849606},"labels":[],"label_agreement":null},{"id":"W2612477337","doi":"10.1017/s027226311700016x","title":"LINGUISTIC DIMENSIONS OF L2 ACCENTEDNESS AND COMPREHENSIBILITY VARY ACROSS SPEAKING TASKS","year":2017,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":75,"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":"Linguistics; Lexis; Psychology; Phonology; Fluency; Grammar; Task (project management); Mathematics education","score_opus":0.08509668058563165,"score_gpt":0.4647345851159868,"score_spread":0.3796379045303552,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2612477337","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98583513,0.008956472,0.000008383815,0.000050251747,0.0009126968,0.00018836692,0.00011169693,0.000014659674,0.0039223596],"genre_scores_gemma":[0.9993452,0.00013006177,0.00006978022,0.00011790775,0.000115419025,0.000017188117,0.000016280084,0.000010901494,0.00017726801],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99886096,0.00013217796,0.0002679936,0.00032866528,0.00009659679,0.0003136006],"domain_scores_gemma":[0.99871594,0.00028657826,0.00015939127,0.00066946785,0.00012699817,0.000041621908],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048295548,0.000118569194,0.0003170491,0.00006305716,0.0003382288,0.000024518396,0.00021749447,0.000097071825,0.0004896628],"category_scores_gemma":[0.0003240993,0.00010222364,0.000037480655,0.000057438512,0.00078783836,0.000058180463,0.00050116994,0.00022693865,0.000014334786],"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":[0.00062749034,0.0006061549,0.12679973,0.00058246515,0.000681286,0.00092323276,0.8154075,0.000004737393,0.023863735,0.0010046351,0.00075504935,0.028743956],"study_design_scores_gemma":[0.0012262004,0.000111265836,0.96901155,0.00011569859,0.000018213539,0.000027418124,0.026523761,0.000033197746,0.0010904574,0.0015135389,0.00017818558,0.00015051755],"about_ca_topic_score_codex":0.00067089405,"about_ca_topic_score_gemma":0.0012279504,"teacher_disagreement_score":0.8422118,"about_ca_system_score_codex":0.000030050856,"about_ca_system_score_gemma":0.0000102201375,"threshold_uncertainty_score":0.53614646},"labels":[],"label_agreement":null},{"id":"W2790358757","doi":"10.1017/s0272263117000407","title":"INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING","year":2018,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":418,"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; Meaning (existential); Recall; Reading (process); Psychology; Affect (linguistics); Vocabulary development; Incidental learning; Relevance (law); Linguistics; Vocabulary learning; Cognitive psychology; Communication","score_opus":0.05865963095785165,"score_gpt":0.3269661330565205,"score_spread":0.26830650209866885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790358757","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97927356,0.012558706,0.000018636603,0.000039495593,0.00093059265,0.00019519584,0.000016714741,0.000086249274,0.006880831],"genre_scores_gemma":[0.99703866,0.00036474608,0.000044673347,0.0005801593,0.0012139253,0.000015624073,0.000074577634,0.000026013748,0.00064161513],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988536,0.000119804725,0.0002224877,0.00031733525,0.00020198165,0.0002847458],"domain_scores_gemma":[0.99945724,0.00019940095,0.00011440297,0.00012945122,0.000062808875,0.00003671549],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00027377225,0.00021737734,0.00030134903,0.00011838418,0.00048869406,0.00010735536,0.00007970336,0.00006246514,0.004509166],"category_scores_gemma":[0.00006457054,0.00017688352,0.0000658473,0.00006333384,0.00043393293,0.00059847377,0.00014959212,0.00018261744,0.00007360083],"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":[0.00007416674,0.00007561745,0.012902443,0.00031505324,0.00015552511,0.00011439272,0.96660256,0.0000016679105,0.004049567,0.0019147745,0.002056887,0.011737345],"study_design_scores_gemma":[0.0017385605,0.0011889328,0.046142563,0.0013172561,0.00011447851,0.0000429698,0.9058389,0.00012508458,0.013993919,0.0015118168,0.027032133,0.00095338665],"about_ca_topic_score_codex":0.00014927678,"about_ca_topic_score_gemma":0.0006758923,"teacher_disagreement_score":0.06076366,"about_ca_system_score_codex":0.00008653247,"about_ca_system_score_gemma":0.0000068326763,"threshold_uncertainty_score":0.99640083},"labels":[],"label_agreement":null},{"id":"W2900724141","doi":"10.1017/s0272263118000244","title":"SOCIAL ATTITUDES AND SPEECH RATINGS","year":2018,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Linguistic Variation and Morphology","field":"Social Sciences","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 Calgary; Concordia University","funders":"","keywords":"Psychology; Intonation (linguistics); Context (archaeology); Audiology; Baseline (sea); Point (geometry); Linguistics; Medicine","score_opus":0.036450751231388856,"score_gpt":0.40258873541496065,"score_spread":0.3661379841835718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900724141","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92554915,0.0008283682,0.000019730185,0.00086205866,0.00052352063,0.00011438872,0.0000046980763,0.000044711564,0.0720534],"genre_scores_gemma":[0.9950631,0.000040644227,0.000456708,0.0015156666,0.001580411,0.000008183354,0.0000042710876,0.0000041317066,0.0013268827],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9993654,0.00010792862,0.00011926352,0.00014489888,0.00009971687,0.00016282484],"domain_scores_gemma":[0.99968475,0.00009247915,0.000049353464,0.000046931225,0.000104261235,0.000022204773],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00052713725,0.00005649976,0.00011330841,0.000052335232,0.00041802606,0.00002304498,0.000053864922,0.00005908579,0.0014402381],"category_scores_gemma":[0.00042272458,0.000055270833,0.000014835565,0.00011227004,0.00054277224,0.000067737245,0.000049776754,0.00005512741,0.000028732198],"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":[0.000029245572,0.000050983763,0.0077933036,0.000054080694,0.00005865834,0.00007936306,0.8725086,4.165494e-8,0.0017521344,0.09664661,0.010981682,0.010045325],"study_design_scores_gemma":[0.0034995878,0.00039769008,0.17641896,0.00015068501,0.00006962198,0.000031304808,0.6880964,0.000021771824,0.0028570609,0.031908296,0.095597185,0.0009514506],"about_ca_topic_score_codex":0.0003504591,"about_ca_topic_score_gemma":0.006029223,"teacher_disagreement_score":0.18441218,"about_ca_system_score_codex":0.000058237525,"about_ca_system_score_gemma":0.00002255666,"threshold_uncertainty_score":0.99947256},"labels":[],"label_agreement":null},{"id":"W2914806154","doi":"10.1017/s0272263118000189","title":"THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":144,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval; University of Alberta","funders":"","keywords":"Psychology; Feeling; Competence (human resources); Reciprocal; Autonomy; Social psychology; Self-determination theory; Mathematics education; Latent growth modeling; Structural equation modeling; Developmental psychology; Linguistics","score_opus":0.0169522386697086,"score_gpt":0.3578421511498378,"score_spread":0.34088991248012923,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914806154","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98305553,0.0045185997,0.000019140505,0.00011140957,0.0009955354,0.00041437487,0.000011704033,0.00004326288,0.010830425],"genre_scores_gemma":[0.99492097,0.00002005702,0.00020880942,0.00044020606,0.00009507426,0.0000841781,0.000024896517,0.000012715945,0.004193092],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99879074,0.0001334347,0.0004153345,0.00021040249,0.00019656924,0.00025354532],"domain_scores_gemma":[0.9989375,0.00034129067,0.00022368041,0.00039309653,0.00008716484,0.000017289498],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000988307,0.0001264864,0.00018101813,0.000032970762,0.00020401258,0.000018030429,0.00020954509,0.00006789458,0.0022218223],"category_scores_gemma":[0.000031393516,0.00007700505,0.00004750708,0.0001796224,0.00013107317,0.00008033822,0.00008205925,0.0001401043,0.0001338879],"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":[0.000047489706,0.00012552136,0.015372046,0.00006673247,0.00015422056,0.000019868818,0.9342442,0.0000025204683,0.0004788047,0.0011176814,0.0015648393,0.04680604],"study_design_scores_gemma":[0.00088471855,0.00005307744,0.2047698,0.000054886674,0.000013955192,0.000010737219,0.7865836,0.000009509781,0.0011607499,0.000068008885,0.006228832,0.00016214859],"about_ca_topic_score_codex":0.000011915387,"about_ca_topic_score_gemma":0.00037426426,"teacher_disagreement_score":0.18939775,"about_ca_system_score_codex":0.00007251648,"about_ca_system_score_gemma":0.000023035253,"threshold_uncertainty_score":0.9986903},"labels":[],"label_agreement":null},{"id":"W2921741742","doi":"10.1017/s0272263119000044","title":"TOWARD A DYNAMIC VIEW OF SECOND LANGUAGE COMPREHENSIBILITY","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":46,"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; CLIPS; Active listening; Downgrade; Task (project management); Recall; Cognitive psychology; Language proficiency; Variation (astronomy); Second language; Linguistics; Computer science; Communication; Artificial intelligence; Mathematics education","score_opus":0.03794803517700415,"score_gpt":0.39099537112460814,"score_spread":0.35304733594760396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2921741742","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94896185,0.034684967,0.0000057164634,0.0000640108,0.00071813207,0.00045945382,0.00014925643,0.00003083859,0.014925747],"genre_scores_gemma":[0.9961883,0.00009312432,0.00007966886,0.00043057709,0.000047095524,0.000045149358,0.000062446896,0.000019425612,0.0030342056],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9983247,0.000282776,0.00041337693,0.000435579,0.00015574062,0.00038783895],"domain_scores_gemma":[0.9988146,0.0003077567,0.0001225792,0.0006213621,0.00009049529,0.000043238706],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00053322024,0.00018043809,0.0005137265,0.00018328622,0.000033225402,0.000007738993,0.00024063168,0.00014606147,0.0307251],"category_scores_gemma":[0.000033356577,0.00016695877,0.00009563595,0.00027001603,0.00025380045,0.00006682643,0.00019581514,0.0003112262,0.0004614903],"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":[0.0008294767,0.00089034694,0.01924984,0.0028416333,0.0011567117,0.0006316844,0.71536875,0.0000097419,0.22555627,0.001198436,0.004339253,0.027927862],"study_design_scores_gemma":[0.0053083207,0.0008697212,0.762861,0.0003120747,0.00005246859,0.00012200836,0.21830015,0.00011700583,0.007014899,0.0026696408,0.0016469161,0.0007257649],"about_ca_topic_score_codex":0.00014880359,"about_ca_topic_score_gemma":0.0010452317,"teacher_disagreement_score":0.74361116,"about_ca_system_score_codex":0.000086743836,"about_ca_system_score_gemma":0.000021727341,"threshold_uncertainty_score":0.97016096},"labels":[],"label_agreement":null},{"id":"W2936899595","doi":"10.1017/s0272263116000036","title":"VARIABILITY IN SECOND LANGUAGE LEARNING","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","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":"Dalhousie University","funders":"","keywords":"Grammaticality; Psychology; Task (project management); Variety (cybernetics); Cognitive psychology; Sentence; Explicit knowledge; Implicit learning; Procedural memory; Linguistic sequence complexity; Cognition; Variance (accounting); Language acquisition; Linguistics; Task analysis; Natural language processing; Artificial intelligence; Computer science; Grammar; Mathematics education","score_opus":0.023876450848076974,"score_gpt":0.2958126464444575,"score_spread":0.2719361955963805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2936899595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92848337,0.0026968762,0.00002507142,0.00016658384,0.00042329816,0.00014160057,0.00002493326,0.00012317699,0.06791509],"genre_scores_gemma":[0.9802924,0.000029811834,0.00005014799,0.00039936483,0.0005925263,0.000035805046,0.000019568526,0.000024911003,0.018555487],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981599,0.0005724206,0.00036707628,0.0003752517,0.00014791744,0.00037744603],"domain_scores_gemma":[0.99885774,0.0007040113,0.000117140175,0.00023638741,0.00004807811,0.00003667241],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017512818,0.00019976786,0.00032532282,0.00020687455,0.00023428694,0.000056664332,0.00013594294,0.000068995585,0.0212912],"category_scores_gemma":[0.0005457665,0.00014664869,0.000069375405,0.000070890586,0.00024009227,0.0003449766,0.00010351611,0.00040608307,0.00013968174],"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":[0.00006506148,0.00012818503,0.009934852,0.0002750061,0.000086170745,0.00020992957,0.93619967,0.00001540504,0.0051025255,0.010885285,0.001486936,0.035610996],"study_design_scores_gemma":[0.004136516,0.00038325612,0.020681914,0.001355513,0.000044444838,0.000024843319,0.86846405,0.000100805875,0.0017750477,0.0041448595,0.09760083,0.0012879105],"about_ca_topic_score_codex":0.00019455468,"about_ca_topic_score_gemma":0.0060392176,"teacher_disagreement_score":0.0961139,"about_ca_system_score_codex":0.00019056589,"about_ca_system_score_gemma":0.000015564467,"threshold_uncertainty_score":0.97960347},"labels":[],"label_agreement":null},{"id":"W2937156297","doi":"10.1017/s0272263117000304","title":"ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE","year":2017,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":421,"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":"Willingness to communicate; Psychology; Anxiety; Multilevel model; Social psychology; Mathematics education; Developmental psychology; Computer science","score_opus":0.03287737951262137,"score_gpt":0.29233873934909255,"score_spread":0.2594613598364712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2937156297","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9843418,0.0029390003,0.0000014931768,0.00046626345,0.00009173628,0.00010470258,0.000012368671,0.000006945056,0.012035681],"genre_scores_gemma":[0.9986687,0.000096364616,0.000042567437,0.00017697141,0.00006905071,0.000013168555,0.000002613671,0.000006137076,0.0009244837],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99950284,0.0000918631,0.00014197943,0.00010048824,0.00006158742,0.00010121734],"domain_scores_gemma":[0.99948674,0.00006103387,0.00008859205,0.0003417028,0.000010069112,0.000011865752],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00029104121,0.00006642473,0.00012914385,0.000037962764,0.0004902901,0.000041411946,0.00017624025,0.000018495106,0.00028214554],"category_scores_gemma":[0.000051777966,0.00004947052,0.000022497688,0.00000937996,0.00026041755,0.00009533183,0.00024305099,0.00015144392,0.000005498976],"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":[0.000016835938,0.00008743774,0.020805594,0.00007766376,0.000043114578,0.000004527877,0.9485767,0.0001221737,0.0020553402,0.011707903,0.00015318098,0.016349548],"study_design_scores_gemma":[0.00086842437,0.000105584026,0.41976225,0.0006478524,0.000026248726,0.0000028147524,0.54766643,0.00015245356,0.00049476686,0.004742983,0.025254644,0.0002755706],"about_ca_topic_score_codex":0.0003976734,"about_ca_topic_score_gemma":0.005586862,"teacher_disagreement_score":0.4009103,"about_ca_system_score_codex":0.000030922496,"about_ca_system_score_gemma":0.0000026687578,"threshold_uncertainty_score":0.37709647},"labels":[],"label_agreement":null},{"id":"W2941147522","doi":"10.1017/s0272263114000011","title":"L2 ENGLISH INTONATION","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":65,"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":"Intonation (linguistics); Psychology; Sentence; Linguistics; Meaning (existential); Perception; Context (archaeology); Focus (optics); Mandarin Chinese; Prosody; Cognitive psychology","score_opus":0.030082329946746214,"score_gpt":0.3907335085253114,"score_spread":0.3606511785785652,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2941147522","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92016554,0.00418506,0.00005457911,0.00010541195,0.0013135306,0.00012610697,0.000010300906,0.000046914876,0.073992565],"genre_scores_gemma":[0.9965937,0.000041351297,0.000070877744,0.0007116234,0.00048060555,0.00006914973,0.00003668782,0.000011665546,0.0019843008],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99899954,0.00021068158,0.00018285721,0.00024479764,0.00010273817,0.00025939604],"domain_scores_gemma":[0.99932885,0.00023960878,0.000046669335,0.00025161452,0.00010332255,0.000029916613],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005881876,0.000096060685,0.00016674674,0.00016258548,0.00006403932,0.000011302577,0.00012528863,0.00009799847,0.005224052],"category_scores_gemma":[0.00019305243,0.00009165846,0.000031265216,0.00018254221,0.00014114728,0.00006018266,0.00007882955,0.00019349935,0.00023829566],"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":[0.00024097653,0.00035452162,0.0061226483,0.00014707279,0.00036020987,0.00013813279,0.8211592,0.000011711268,0.009993994,0.022136498,0.046926808,0.092408225],"study_design_scores_gemma":[0.007812674,0.001306337,0.6825913,0.00018653578,0.00005793036,0.0000610473,0.20881194,0.00027907212,0.00920523,0.034281544,0.05419279,0.0012135978],"about_ca_topic_score_codex":0.000057074147,"about_ca_topic_score_gemma":0.0003196457,"teacher_disagreement_score":0.6764687,"about_ca_system_score_codex":0.000054669134,"about_ca_system_score_gemma":0.0000060321254,"threshold_uncertainty_score":0.9956853},"labels":[],"label_agreement":null},{"id":"W2943921083","doi":"10.1017/s0272263102003054","title":"ON THE RELIABILITY OF ROBUSTNESS","year":2002,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"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":"Robustness (evolution); Interpretation (philosophy); Period (music); Reliability (semiconductor); Psychology; Econometrics; Computer science; Epistemology; Positive economics; Economics; Philosophy","score_opus":0.04985440741360719,"score_gpt":0.28481360314533816,"score_spread":0.23495919573173096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943921083","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92201877,0.002238858,0.000004214121,0.0003755867,0.00025360344,0.00008653054,0.000009271047,0.000030181438,0.074983],"genre_scores_gemma":[0.9947384,0.000024865301,0.000015064203,0.00051407487,0.00020511031,0.000014524169,0.0000033467854,0.000007578107,0.004477041],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99930537,0.00015607815,0.00017794393,0.0001307827,0.00010759262,0.00012225569],"domain_scores_gemma":[0.99922293,0.0004422299,0.00007372031,0.00020417583,0.000047559857,0.000009371382],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004678426,0.00008416989,0.00014605964,0.000051578416,0.00020464543,0.00001852369,0.00009214546,0.00002149218,0.014143905],"category_scores_gemma":[0.00022176758,0.000053181455,0.00004618746,0.00003484112,0.00025458436,0.000076605014,0.000032171505,0.00019146678,0.0000332969],"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":[0.000029800203,0.00020230366,0.00023871781,0.00020594509,0.0000625874,0.000020909147,0.87856185,0.0010726835,0.000111085654,0.09341096,0.021737516,0.004345613],"study_design_scores_gemma":[0.0014857431,0.00064138987,0.0020547686,0.0008782805,0.00006427861,0.0000074806353,0.9492005,0.003553867,0.0009158791,0.007626346,0.032880638,0.00069084176],"about_ca_topic_score_codex":0.00004786118,"about_ca_topic_score_gemma":0.00024802404,"teacher_disagreement_score":0.085784614,"about_ca_system_score_codex":0.000032562908,"about_ca_system_score_gemma":0.0000016034921,"threshold_uncertainty_score":0.9867573},"labels":[],"label_agreement":null},{"id":"W2945854349","doi":"10.1017/s0272263119000020","title":"INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":157,"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":"Active listening; Vocabulary; Meaning (existential); Psychology; Collocation (remote sensing); Vocabulary learning; Appreciative listening; Linguistics; Cognitive psychology; Communication; Computer science","score_opus":0.01989880753150786,"score_gpt":0.36105738231771684,"score_spread":0.341158574786209,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2945854349","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9171835,0.024546942,0.00009694781,0.00012611884,0.0014493497,0.00044555718,0.000009027592,0.00020090364,0.055941623],"genre_scores_gemma":[0.97154087,0.000018678069,0.00048606875,0.011842476,0.0004697785,0.00009663557,0.00009421807,0.0000583412,0.015392919],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976114,0.0003381891,0.00048188097,0.0006807848,0.0002656276,0.0006221231],"domain_scores_gemma":[0.9988962,0.0003459417,0.00016187366,0.00043163047,0.000076428274,0.00008795752],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0005929383,0.00030426084,0.00046654046,0.00030503323,0.00017102419,0.00005426967,0.00024316575,0.00016247277,0.1327951],"category_scores_gemma":[0.00015791232,0.00031073045,0.0001299007,0.0005114576,0.00007682892,0.00036878552,0.00022637662,0.0005596922,0.0040489286],"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":[0.00042535688,0.00018962691,0.0101008825,0.0002573216,0.0004356157,0.0021297287,0.9419879,0.00050985,0.01917929,0.0018089062,0.011920517,0.011055048],"study_design_scores_gemma":[0.0024863074,0.00052590924,0.027843405,0.00036887423,0.00003513915,0.0002964588,0.95582575,0.000036636615,0.0012301885,0.00014567161,0.010447798,0.00075787836],"about_ca_topic_score_codex":0.00022602205,"about_ca_topic_score_gemma":0.00011064243,"teacher_disagreement_score":0.12874617,"about_ca_system_score_codex":0.00020388108,"about_ca_system_score_gemma":0.000018475244,"threshold_uncertainty_score":0.9999345},"labels":[],"label_agreement":null},{"id":"W2946654948","doi":"10.1017/s0272263119000238","title":"THE OCCURRENCE AND PERCEPTION OF LISTENER VISUAL CUES DURING NONUNDERSTANDING EPISODES","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","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":"Concordia University","funders":"","keywords":"Psychology; Comprehension; Perception; Cognitive psychology; Face (sociological concept); Sensory cue; Face perception; Linguistics","score_opus":0.0374349994097962,"score_gpt":0.33319175383701183,"score_spread":0.2957567544272156,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2946654948","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97480744,0.0096360985,0.000002601163,0.00008896089,0.00023000821,0.00016374666,0.000030004241,0.000027419015,0.015013722],"genre_scores_gemma":[0.9980309,0.0006804558,0.000022205268,0.00005891067,0.000108257125,0.000017711232,0.00002002043,0.0000074132063,0.0010541026],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99921787,0.00009326243,0.00024409321,0.00015664828,0.00012827927,0.00015986578],"domain_scores_gemma":[0.9993366,0.00022460386,0.00012616701,0.00022010757,0.0000784174,0.000014080997],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00026889337,0.00011410513,0.00017875984,0.00007950689,0.00031461063,0.000100496065,0.00012712568,0.000026001837,0.0009832032],"category_scores_gemma":[0.000028332875,0.0000793183,0.000036885154,0.000042234387,0.00052974484,0.0003543343,0.000121357654,0.00010401843,0.0000130115595],"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":[0.000109286455,0.000077135395,0.005858112,0.0006373684,0.00016350384,0.00000945263,0.9112015,0.000012656585,0.011737202,0.06596651,0.00035719137,0.003870126],"study_design_scores_gemma":[0.00040117264,0.00006017103,0.0076196077,0.00017659891,0.000015342846,0.0000043521422,0.98978734,0.0000325199,0.00048398858,0.00095972494,0.00031662072,0.00014255886],"about_ca_topic_score_codex":0.000074315685,"about_ca_topic_score_gemma":0.001802957,"teacher_disagreement_score":0.078585885,"about_ca_system_score_codex":0.000058721467,"about_ca_system_score_gemma":0.000009030698,"threshold_uncertainty_score":0.99993},"labels":[],"label_agreement":null},{"id":"W2950695906","doi":"10.1017/s0272263119000159","title":"PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY?","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","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":false,"ca_institutions":"Concordia University","funders":"","keywords":"Fluency; Psychology; Quality (philosophy); Speech production; Production (economics); Test (biology); Foreign language; Computer science; Mathematics education; Cognitive psychology; Linguistics; Speech recognition","score_opus":0.04756829235190346,"score_gpt":0.3525404519973356,"score_spread":0.3049721596454321,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2950695906","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88859046,0.021392487,0.0000022295176,0.0012481465,0.0008572309,0.00019790616,0.000058968137,0.00009510396,0.08755748],"genre_scores_gemma":[0.9417233,0.00025656275,0.00006169094,0.0045500533,0.0006807375,0.000019267763,0.00003119418,0.000022327078,0.052654907],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986338,0.00023674758,0.00031367355,0.00030680504,0.00022469625,0.0002842483],"domain_scores_gemma":[0.9989605,0.00036249537,0.00024927797,0.00025646097,0.00013929326,0.000032001182],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010091694,0.00017575493,0.00029632257,0.00010936103,0.00023947335,0.00014841568,0.00011863624,0.00005332272,0.007936436],"category_scores_gemma":[0.0003229059,0.00015252625,0.00007699338,0.000042775766,0.00009411079,0.00062442344,0.00007576825,0.00034213526,0.00033110546],"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":[0.00007369349,0.00010518081,0.0012400782,0.0003862471,0.00024428283,0.00011514224,0.9403668,0.0000037984012,0.0021957995,0.043997128,0.008591318,0.0026805247],"study_design_scores_gemma":[0.0007330853,0.00014486167,0.0009797112,0.00019712585,0.000036490434,0.000014166914,0.7339121,0.00003314873,0.00058574346,0.0002634653,0.26272625,0.00037383585],"about_ca_topic_score_codex":0.00020322987,"about_ca_topic_score_gemma":0.00049111486,"teacher_disagreement_score":0.25413492,"about_ca_system_score_codex":0.00007666605,"about_ca_system_score_gemma":0.000015744788,"threshold_uncertainty_score":0.99297047},"labels":[],"label_agreement":null},{"id":"W2965795630","doi":"10.1017/s027226311900010x","title":"WHAT CAN L2 WRITERS’ PAUSING BEHAVIOR TELL US ABOUT THEIR L2 WRITING PROCESSES?","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":91,"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":"Keystroke logging; Task (project management); Second language writing; Psychology; Writing process; Professional writing; Linguistics; Cognition; Computer science; Second language; Cognitive psychology; Mathematics education","score_opus":0.03159882529744945,"score_gpt":0.3628656920095223,"score_spread":0.33126686671207284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2965795630","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97729236,0.011922536,0.000002587323,0.00031661507,0.0012146101,0.00045307152,0.000021317197,0.00012133233,0.008655581],"genre_scores_gemma":[0.9955145,0.0008936305,0.000114363116,0.0009250406,0.00092528726,0.000086207896,0.00005482966,0.000024227938,0.0014619031],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982967,0.00019582843,0.00034554538,0.00038973987,0.00027600382,0.0004962112],"domain_scores_gemma":[0.9989523,0.00034931803,0.00017731085,0.00020696313,0.00024915443,0.000064945976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001057002,0.00018285861,0.000277281,0.00015876716,0.0005395774,0.00032485172,0.00018259195,0.000120458026,0.0007102754],"category_scores_gemma":[0.00024259902,0.0001829099,0.000056179728,0.00043975262,0.00020709613,0.00076982856,0.00006762648,0.00021869694,0.000039934035],"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":[0.000020771797,0.0002029486,0.06964552,0.0007684645,0.000055125056,0.00005878051,0.90015006,0.00000972326,0.00520537,0.00039796444,0.0005200499,0.022965213],"study_design_scores_gemma":[0.00045702915,0.000052058633,0.029367264,0.0014242153,0.00002862357,0.000009684812,0.96486723,0.0000054592188,0.0019200151,0.00014748007,0.0013710132,0.000349907],"about_ca_topic_score_codex":0.0006174651,"about_ca_topic_score_gemma":0.006957465,"teacher_disagreement_score":0.06471717,"about_ca_system_score_codex":0.00029651128,"about_ca_system_score_gemma":0.00013264228,"threshold_uncertainty_score":0.77770174},"labels":[],"label_agreement":null},{"id":"W2980590671","doi":"10.1017/s0272263119000494","title":"LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":137,"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":"Active listening; Vocabulary; Reading (process); Psychology; Vocabulary learning; Checklist; Vocabulary development; Control (management); Linguistics; Mathematics education; Computer science; Cognitive psychology; Communication; Artificial intelligence","score_opus":0.029035450829925404,"score_gpt":0.30041491561440414,"score_spread":0.2713794647844787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2980590671","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91326225,0.01629769,0.0000017304405,0.00004915823,0.00062101346,0.00012084777,0.0000045475063,0.00004943208,0.069593325],"genre_scores_gemma":[0.9858414,0.0003595874,0.00005856712,0.0007537915,0.00050311617,0.000012749586,0.00001973386,0.000016823416,0.012434214],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992809,0.000047583417,0.00017209358,0.0002100425,0.00009726455,0.00019210672],"domain_scores_gemma":[0.9996705,0.000109119195,0.00006803819,0.00009937708,0.00003434696,0.000018588067],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00018447089,0.00012107234,0.00022241796,0.00006030861,0.00014386735,0.00005688588,0.000051433337,0.000032119457,0.0053658243],"category_scores_gemma":[0.000042411662,0.000103603095,0.00003665398,0.00003319682,0.00012452266,0.00027847232,0.00008026151,0.00015715192,0.0001276881],"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":[0.000021039752,0.000024814206,0.0032710345,0.00035446373,0.000093045244,0.00007576493,0.9750788,0.000005823942,0.0011881089,0.0106475605,0.0019758863,0.0072636358],"study_design_scores_gemma":[0.001175706,0.00041627238,0.0021534376,0.0008427857,0.000045388697,0.000025006511,0.7682884,0.00010592991,0.00075732864,0.0013155465,0.22434819,0.00052601926],"about_ca_topic_score_codex":0.00007145226,"about_ca_topic_score_gemma":0.00017257401,"teacher_disagreement_score":0.22237231,"about_ca_system_score_codex":0.000033906454,"about_ca_system_score_gemma":0.0000046244672,"threshold_uncertainty_score":0.9955434},"labels":[],"label_agreement":null},{"id":"W2987676826","doi":"10.1017/s0272263119000561","title":"CONTEXTUAL WORD LEARNING IN THE FIRST AND SECOND LANGUAGE","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Reading and Literacy Development","field":"Psychology","cited_by":25,"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; Task (project management); Reading (process); Cognitive psychology; Context (archaeology); Meaning (existential); Vocabulary; Computer science; Linguistics","score_opus":0.014912232630114142,"score_gpt":0.3191769675138456,"score_spread":0.30426473488373146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2987676826","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95148253,0.013881248,0.0000015307085,0.00020539784,0.00041825327,0.00028683673,0.000008491964,0.000031292362,0.0336844],"genre_scores_gemma":[0.98802936,0.000032728152,0.00003165716,0.0021535382,0.00010951949,0.0000724025,0.000028771958,0.000013926462,0.009528085],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988207,0.00018777886,0.00027448652,0.00031479137,0.00011243012,0.00028976589],"domain_scores_gemma":[0.99922854,0.0004306535,0.000079368736,0.00022251,0.000019181012,0.000019728985],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007032903,0.00015597032,0.00025189412,0.00015268319,0.00008180625,0.000036872865,0.00013071779,0.00007476494,0.0049311747],"category_scores_gemma":[0.000044567467,0.00011701561,0.00003142583,0.00018937347,0.0000777638,0.000112644426,0.00007097341,0.0003207196,0.00020052186],"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":[0.00009710984,0.00006914676,0.04823965,0.00013712591,0.000095592935,0.00036131614,0.9261815,0.0000044782696,0.00032518347,0.0006875593,0.0045604827,0.01924088],"study_design_scores_gemma":[0.0019548119,0.00013443858,0.36405635,0.00020122186,0.0000093909675,0.0000824726,0.6069685,0.000012604939,0.00008462284,0.000086280044,0.02613274,0.00027651613],"about_ca_topic_score_codex":0.00008878891,"about_ca_topic_score_gemma":0.0010966592,"teacher_disagreement_score":0.31921294,"about_ca_system_score_codex":0.000060215552,"about_ca_system_score_gemma":0.0000069726316,"threshold_uncertainty_score":0.9959785},"labels":[],"label_agreement":null},{"id":"W2999945694","doi":"10.1017/s0272263119000688","title":"HOW DO DIFFERENT FORMS OF GLOSSING CONTRIBUTE TO L2 VOCABULARY LEARNING FROM READING?","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":79,"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":"Reading comprehension; Vocabulary learning; Gloss (optics); Vocabulary; Reading (process); Psychology; Language proficiency; Computer science; Linguistics; Moderation; Mathematics education; Chemistry","score_opus":0.029163596286050766,"score_gpt":0.3251109453439344,"score_spread":0.29594734905788367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999945694","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96328217,0.030503077,0.0011190802,0.0010042331,0.00044312878,0.00035290478,0.000081124526,0.00012878199,0.003085478],"genre_scores_gemma":[0.98922056,0.00002897468,0.00018925831,0.009203143,0.00054759026,0.000055403496,0.00020451169,0.00004304117,0.0005075084],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978551,0.00030980582,0.00049388676,0.0006004294,0.00025919426,0.00048153778],"domain_scores_gemma":[0.99867195,0.00046276176,0.00027449414,0.0003206531,0.000103242506,0.00016692553],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002892249,0.0003105968,0.0006774646,0.00020732064,0.0001475865,0.000081717895,0.00023175841,0.00015581082,0.016148355],"category_scores_gemma":[0.00049680326,0.0002778325,0.00014712283,0.00039342287,0.000109588094,0.00021922728,0.00018242546,0.00044724022,0.00009238842],"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":[0.0013740242,0.00027341358,0.013112964,0.0004619359,0.0013241136,0.0018795326,0.82129264,0.0001755898,0.1039437,0.0026070697,0.007168663,0.046386354],"study_design_scores_gemma":[0.006417467,0.0013072769,0.06789745,0.0008982605,0.00018107763,0.00004837191,0.895155,0.00019300946,0.020361621,0.00055834814,0.005756548,0.0012255365],"about_ca_topic_score_codex":0.000054409746,"about_ca_topic_score_gemma":0.000041404215,"teacher_disagreement_score":0.08358207,"about_ca_system_score_codex":0.00011096704,"about_ca_system_score_gemma":0.000012968222,"threshold_uncertainty_score":0.9999674},"labels":[],"label_agreement":null},{"id":"W3012345024","doi":"10.1017/s0272263119000767","title":"ORAL LANGUAGE PROFILES OF ENGLISH SECOND LANGUAGE LEARNERS IN ADOLESCENCE","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Reading and Literacy Development","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":true,"ca_institutions":"University of British Columbia; University of Alberta","funders":"","keywords":"Psychology; Timeline; Variation (astronomy); First language; Cognition; Linguistics; Developmental psychology; Convergence (economics); Mathematics education; Geography","score_opus":0.022417245175222682,"score_gpt":0.32902379915007984,"score_spread":0.30660655397485714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3012345024","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97161347,0.011542414,0.0000072128378,0.00008586548,0.00060290925,0.00034053173,0.00008442477,0.000080489306,0.015642665],"genre_scores_gemma":[0.99610746,0.00002811895,0.000364772,0.0013801547,0.00031262604,0.00007247812,0.00009194884,0.000029059973,0.0016134004],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99810505,0.000248657,0.0005562487,0.00048961566,0.00019164743,0.0004087854],"domain_scores_gemma":[0.99923074,0.0001493692,0.00017572867,0.00028583518,0.000086457025,0.000071837996],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00044718623,0.00024293833,0.00049733603,0.00022257496,0.000036794263,0.000017959675,0.00023245178,0.000121772166,0.0049559535],"category_scores_gemma":[0.00032512122,0.00023110978,0.000074424046,0.0004872717,0.00014991863,0.0001755898,0.00012302183,0.0003515769,0.00007919161],"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":[0.00019480484,0.00013132971,0.018949104,0.00047773702,0.000107936205,0.0006015735,0.95869166,0.000008539857,0.0069106123,0.00020585168,0.0050112098,0.008709622],"study_design_scores_gemma":[0.002705364,0.0002434612,0.071823195,0.0004908287,0.00002218609,0.000010852842,0.9097413,0.00002564404,0.012397648,0.00002661741,0.0019822086,0.0005307304],"about_ca_topic_score_codex":0.00012842058,"about_ca_topic_score_gemma":0.00037294894,"teacher_disagreement_score":0.05287409,"about_ca_system_score_codex":0.00009662535,"about_ca_system_score_gemma":0.000026442804,"threshold_uncertainty_score":0.9959537},"labels":[],"label_agreement":null},{"id":"W3017172981","doi":"10.1017/s0272263120000091","title":"YOUNG LEARNERS’ PROCESSING OF MULTIMODAL INPUT AND ITS IMPACT ON READING COMPREHENSION","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Visual and Cognitive Learning Processes","field":"Psychology","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":"Carleton University","funders":"Universitat de Barcelona","keywords":"Reading (process); Reading comprehension; Comprehension; Active listening; Variety (cybernetics); Eye movement; Computer science; Psychology; Test (biology); Cognitive psychology; Listening comprehension; Linguistics; Multimedia; Communication; Artificial intelligence","score_opus":0.04942730584518776,"score_gpt":0.4079959791253038,"score_spread":0.358568673280116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3017172981","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.983606,0.012711904,0.000022577418,0.000125784,0.000089447894,0.0001380963,0.000014078259,0.000043043005,0.0032491137],"genre_scores_gemma":[0.9986926,0.00006554779,0.000039311682,0.0009076471,0.000136253,0.000013853147,0.00001589971,0.00001587277,0.000113068454],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99910516,0.00011004883,0.00020230876,0.0002897598,0.00010834388,0.0001843755],"domain_scores_gemma":[0.999566,0.000121547564,0.00012250477,0.00005892836,0.00008862643,0.000042354193],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001242991,0.00014795821,0.00027163644,0.00008791293,0.00007673532,0.000011732488,0.000056688878,0.0000637663,0.0005278593],"category_scores_gemma":[0.00010616323,0.00012063336,0.00003578987,0.00020938716,0.000079067344,0.000114696675,0.000064330816,0.00019888364,0.000027356617],"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":[0.0019733235,0.00031142845,0.019479489,0.0014716791,0.0003680344,0.00033416974,0.7730214,0.00017836675,0.07192491,0.00034504422,0.000654715,0.12993743],"study_design_scores_gemma":[0.0070705153,0.0046109245,0.38010406,0.0023991372,0.0001243279,0.000111852314,0.574439,0.0032941685,0.026207654,0.0002691856,0.00022114484,0.0011480357],"about_ca_topic_score_codex":0.000027078922,"about_ca_topic_score_gemma":0.00000779212,"teacher_disagreement_score":0.36062458,"about_ca_system_score_codex":0.000024514164,"about_ca_system_score_gemma":0.000008594009,"threshold_uncertainty_score":0.5779689},"labels":[],"label_agreement":null},{"id":"W3080373414","doi":"10.1017/s0272263120000285","title":"PARSING AMBIGUOUS RELATIVE CLAUSES IN L2 ENGLISH","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","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":"McGill University","funders":"","keywords":"Psychology; Interpretation (philosophy); Relative clause; Preference; Linguistics; Parsing; Task (project management); Phrase structure rules; Grammar; Natural language processing; Computer science; Mathematics","score_opus":0.07075013003867171,"score_gpt":0.34351458021016956,"score_spread":0.27276445017149786,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3080373414","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99130595,0.003572698,0.0000058171186,0.0004565124,0.00043555134,0.00024210935,0.00002820201,0.000113584145,0.0038395678],"genre_scores_gemma":[0.9873425,0.00013508566,0.000082399565,0.011950969,0.0003403845,0.000019934885,0.000009158716,0.00001738409,0.000102218735],"study_design_codex":"qualitative","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99832827,0.0003077875,0.0003426171,0.00054953893,0.00012839725,0.00034341676],"domain_scores_gemma":[0.9992763,0.00036837746,0.00010207945,0.00016731306,0.000035851263,0.000050096114],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00019918829,0.0001876587,0.00032267708,0.00012983075,0.00008889695,0.000020416015,0.00017957951,0.00009445333,0.00033120997],"category_scores_gemma":[0.0016776609,0.0001727087,0.000056433808,0.00045240228,0.00025073576,0.00032089572,0.00014768129,0.00036336164,0.000036775084],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021944332,0.00014519213,0.0011823075,0.00017267943,0.000025790232,0.011409437,0.49702826,0.000041896965,0.4836208,0.00039217938,0.0010368385,0.0047251796],"study_design_scores_gemma":[0.005585181,0.0010681048,0.005551962,0.0005823307,0.000054755288,0.00030940463,0.22374526,0.00016948795,0.75584304,0.0028434193,0.0027714623,0.0014756046],"about_ca_topic_score_codex":0.000027926248,"about_ca_topic_score_gemma":0.00015055189,"teacher_disagreement_score":0.273283,"about_ca_system_score_codex":0.00006790879,"about_ca_system_score_gemma":0.000016396416,"threshold_uncertainty_score":0.70428556},"labels":[],"label_agreement":null},{"id":"W3081900102","doi":"10.1017/s0272263120000297","title":"HOW DOES MODE OF INPUT AFFECT THE INCIDENTAL LEARNING OF COLLOCATIONS?","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","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":"Active listening; Reading (process); Psychology; Vocabulary; Affect (linguistics); Word learning; Linguistics; Incidental learning; Vocabulary learning; Mode (computer interface); Cognitive psychology; Matching (statistics); Communication; Computer science","score_opus":0.02520463230377441,"score_gpt":0.34938064429520005,"score_spread":0.32417601199142565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3081900102","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97997016,0.014698167,0.00023222118,0.00079633,0.00029567606,0.00030765773,0.000033510252,0.000047705373,0.0036185684],"genre_scores_gemma":[0.99616903,0.00003459989,0.00009148141,0.0026832432,0.00022700355,0.000053953605,0.000046616027,0.00002067554,0.0006734134],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99849886,0.00044426645,0.0003673158,0.00027936517,0.00019301144,0.00021719816],"domain_scores_gemma":[0.99872893,0.00055898767,0.00031764433,0.00025214654,0.000101631704,0.000040632767],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00032947265,0.00016395647,0.00036998666,0.00013173545,0.00010713862,0.00001868521,0.0002142006,0.000084667234,0.008031523],"category_scores_gemma":[0.00043435814,0.00011333287,0.00011193482,0.000439069,0.00025999142,0.00015119211,0.00011175917,0.00029951555,0.000018909448],"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":[0.00044842905,0.00020565423,0.008808079,0.00071762194,0.000731819,0.0002140827,0.89464337,0.00049186713,0.07538527,0.0057323324,0.0033718715,0.009249589],"study_design_scores_gemma":[0.002087778,0.0004852221,0.021197667,0.00019234834,0.000084455205,0.00003701265,0.94957066,0.00032650097,0.024672696,0.00016843044,0.0008517677,0.00032548918],"about_ca_topic_score_codex":0.000088240864,"about_ca_topic_score_gemma":0.0001126171,"teacher_disagreement_score":0.054927256,"about_ca_system_score_codex":0.000042544692,"about_ca_system_score_gemma":0.000019254252,"threshold_uncertainty_score":0.9928753},"labels":[],"label_agreement":null},{"id":"W3096724785","doi":"10.1017/s0272263120000327","title":"A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Meta-analysis; Replication (statistics); Psychology; Interpretation (philosophy); Outcome (game theory); Reading (process); Domain (mathematical analysis); Variable (mathematics); Cognitive psychology; Inclusion (mineral); Empirical research; Computer science; Epistemology; Management science; Econometrics; Social psychology; Statistics; Linguistics; Mathematics; Mathematical economics; Medicine; Economics","score_opus":0.37777103598779327,"score_gpt":0.45071406036648437,"score_spread":0.0729430243786911,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096724785","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65888643,0.32247484,0.0018047016,0.0023558664,0.000878792,0.001972691,0.0002635766,0.00008566448,0.011277422],"genre_scores_gemma":[0.99453163,0.00019901163,0.00032926764,0.003730808,0.00011092008,0.00044751604,0.000028423126,0.000009444183,0.0006129598],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99871737,0.00016457101,0.0005323048,0.00032132593,0.00007792341,0.00018650979],"domain_scores_gemma":[0.99935234,0.00017613138,0.00020638059,0.0001600413,0.000069790774,0.000035296747],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003685333,0.00015988734,0.00077246886,0.000047552858,0.000041854993,0.0000046664454,0.000112747046,0.00006876603,0.002854236],"category_scores_gemma":[0.00015172805,0.00011024885,0.00030214907,0.00021265353,0.000116969735,0.000050619365,0.00004661472,0.00010192289,0.000057344183],"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":[0.002286098,0.00095727,0.001998387,0.0020441303,0.011587876,0.00022524121,0.6073987,0.000034029035,0.00867088,0.0055144657,0.21734633,0.14193663],"study_design_scores_gemma":[0.03203562,0.021526445,0.12364342,0.0012732137,0.048176836,0.00015907416,0.49433833,0.00093161117,0.007681281,0.025889507,0.23725186,0.0070927995],"about_ca_topic_score_codex":0.000031767588,"about_ca_topic_score_gemma":0.000116239935,"teacher_disagreement_score":0.3356452,"about_ca_system_score_codex":0.000028153758,"about_ca_system_score_gemma":0.0000024332135,"threshold_uncertainty_score":0.9980573},"labels":[],"label_agreement":null},{"id":"W3096782588","doi":"10.1017/s0272263120000480","title":"A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Grit, Self-Efficacy, and Motivation","field":"Psychology","cited_by":263,"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":"Mindset; Grit; Psychology; Foreign language; Mathematics education; Language acquisition; First language; Social psychology; Linguistics; Computer science; Artificial intelligence","score_opus":0.021869304374381938,"score_gpt":0.3173249355279411,"score_spread":0.29545563115355916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096782588","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9743445,0.013545127,0.000014397512,0.00027327874,0.0002894191,0.00055435277,0.00018236875,0.000071127855,0.010725445],"genre_scores_gemma":[0.99590385,0.00007746991,0.00010446925,0.0019411612,0.00039276094,0.00006684333,0.0002568832,0.000030875548,0.001225659],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99838245,0.00016146373,0.00043511088,0.00046825552,0.0002237979,0.00032890594],"domain_scores_gemma":[0.99918807,0.00018178922,0.00019205139,0.00029270744,0.00005107407,0.00009432108],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00027425273,0.00024270827,0.0003989578,0.0001387421,0.000079724996,0.000011763674,0.00014340688,0.00014142093,0.0026065286],"category_scores_gemma":[0.0001270996,0.00022458575,0.00007955641,0.00022724361,0.00016482796,0.00011912022,0.00018751885,0.00018474902,0.00007914373],"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":[0.0008293387,0.00055235106,0.033451367,0.00065398385,0.0008011501,0.0006324722,0.89313513,0.000006173719,0.041100577,0.0015829034,0.019856041,0.007398492],"study_design_scores_gemma":[0.008420529,0.0015962044,0.25335544,0.00025640262,0.00023342278,0.000060289618,0.70770305,0.000020869564,0.024838852,0.00022032067,0.0025454378,0.00074916286],"about_ca_topic_score_codex":0.00012657321,"about_ca_topic_score_gemma":0.0002703739,"teacher_disagreement_score":0.21990408,"about_ca_system_score_codex":0.000084828935,"about_ca_system_score_gemma":0.000011804544,"threshold_uncertainty_score":0.9983052},"labels":[],"label_agreement":null},{"id":"W3138837368","doi":"10.1017/s0272263121000073","title":"BEYOND LINGUISTIC FEATURES","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":20,"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 Calgary; Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Construct (python library); Cognitive psychology; Anxiety; Task (project management); Perception; Linguistics; Computer science","score_opus":0.03702388823880057,"score_gpt":0.3353022956950204,"score_spread":0.2982784074562198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3138837368","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35149297,0.07790804,0.0000041424796,0.0004734738,0.0011998673,0.00013936815,0.00009752259,0.00012424213,0.56856036],"genre_scores_gemma":[0.9797484,0.00025714186,0.00021260075,0.0016521186,0.00096246187,0.00004260922,0.00018035978,0.000021280706,0.016922995],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989084,0.00013660447,0.00027758244,0.0002598394,0.00017004719,0.00024750803],"domain_scores_gemma":[0.9989242,0.00021553789,0.00009186903,0.00048314442,0.00025381692,0.00003141101],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00019654605,0.00017367574,0.00026484363,0.00010657445,0.00026862705,0.00016109519,0.00018840832,0.000044146145,0.008931362],"category_scores_gemma":[0.0002001718,0.00015515197,0.000074470445,0.00008901315,0.0003605467,0.00020631334,0.00016433408,0.00021107719,0.0000875961],"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":[0.000018024042,0.00011716064,0.00008348813,0.00017001451,0.00016264142,0.0004995281,0.57412493,0.0000054345205,0.0007717421,0.40860948,0.013337771,0.0020997638],"study_design_scores_gemma":[0.000861223,0.000055636057,0.001371112,0.00021097258,0.00006433207,0.000052041032,0.9210531,0.0000059965246,0.0028850443,0.0321175,0.04084127,0.00048178542],"about_ca_topic_score_codex":0.000068921516,"about_ca_topic_score_gemma":0.0083673475,"teacher_disagreement_score":0.6282555,"about_ca_system_score_codex":0.00007357599,"about_ca_system_score_gemma":0.000044988537,"threshold_uncertainty_score":0.9919746},"labels":[],"label_agreement":null},{"id":"W3139488153","doi":"10.1017/s0272263121000036","title":"INCIDENTAL ACQUISITION OF MULTIWORD EXPRESSIONS THROUGH AUDIOVISUAL MATERIALS","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":79,"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":"Repetition (rhetorical device); Comprehension; Cued speech; Recall; Test (biology); Computer science; Multimedia; Cued recall; Psychology; Cognitive psychology; Free recall; Linguistics","score_opus":0.051682150265036586,"score_gpt":0.34232319983496173,"score_spread":0.29064104956992515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3139488153","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9820044,0.0076207817,0.000009570036,0.00007172155,0.0014746648,0.00014493405,0.00026193456,0.000041811094,0.008370159],"genre_scores_gemma":[0.9961616,0.00023555508,0.00019777988,0.000599044,0.0009243372,0.00004210051,0.00022101066,0.000020738422,0.001597865],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9987304,0.00012610266,0.00043164022,0.00026632188,0.00020907249,0.00023642665],"domain_scores_gemma":[0.99928445,0.00015064915,0.00016199048,0.00021350103,0.00016102253,0.000028379172],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00017408867,0.00017057626,0.0003844877,0.000080034326,0.00015482257,0.000045163466,0.000095752635,0.000059014004,0.025556332],"category_scores_gemma":[0.00008467955,0.00015104725,0.00008662591,0.000077191435,0.0002739648,0.00035104866,0.00016302022,0.0000910689,0.00006776366],"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":[0.00012065804,0.00041473252,0.0002220498,0.0005503363,0.00024901648,0.00044630555,0.46316585,0.000004766738,0.50528705,0.020270849,0.0072946115,0.0019737803],"study_design_scores_gemma":[0.0016277211,0.0001651658,0.002505846,0.0008213401,0.00006864124,0.00003112337,0.46966293,0.0000040360687,0.51592404,0.002279099,0.0064769713,0.00043310912],"about_ca_topic_score_codex":0.00012361105,"about_ca_topic_score_gemma":0.0009624323,"teacher_disagreement_score":0.025488568,"about_ca_system_score_codex":0.00006673292,"about_ca_system_score_gemma":0.00002428915,"threshold_uncertainty_score":0.97533447},"labels":[],"label_agreement":null},{"id":"W3173365077","doi":"10.1017/s0272263121000218","title":"THE EFFECTS OF TALKER VARIABILITY AND FREQUENCY OF EXPOSURE ON THE ACQUISITION OF SPOKEN WORD KNOWLEDGE","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":28,"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":"Stress (linguistics); Psychology; Vocabulary; Recall; Vowel; Linguistics; Word (group theory); Variation (astronomy); Age of Acquisition; Audiology; Cognitive psychology; Cognition","score_opus":0.014070163368013306,"score_gpt":0.3180627200863526,"score_spread":0.3039925567183393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173365077","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.916095,0.07376516,0.000014508547,0.00011977115,0.00057758985,0.00031546637,0.000031351596,0.000015483574,0.009065669],"genre_scores_gemma":[0.99840647,0.00016021931,0.000058277936,0.00070086605,0.00012064875,0.000064037165,0.000023071958,0.000016878905,0.00044951236],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99757886,0.0011025711,0.00057327544,0.00032926284,0.00017731065,0.00023870295],"domain_scores_gemma":[0.99423873,0.00452603,0.00033605171,0.0006264538,0.00024268623,0.00003006375],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012539877,0.00018736439,0.00041856672,0.00010125634,0.00013279814,0.000010736494,0.00017308329,0.00012678078,0.0065527195],"category_scores_gemma":[0.00094894273,0.00012389262,0.00011753944,0.00039116363,0.00048223147,0.000074236676,0.00011452098,0.00024781234,0.000008821919],"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":[0.000983261,0.0019779634,0.018178027,0.004599436,0.0021749912,0.00056886335,0.5512948,0.000017205572,0.23072794,0.121497005,0.0046408144,0.063339666],"study_design_scores_gemma":[0.0042441213,0.0010635565,0.58064055,0.0016276339,0.00023306395,0.00009427141,0.30967698,0.000012346599,0.095216304,0.006264164,0.00037824793,0.0005487366],"about_ca_topic_score_codex":0.00003955803,"about_ca_topic_score_gemma":0.00010009832,"teacher_disagreement_score":0.56246257,"about_ca_system_score_codex":0.00004411416,"about_ca_system_score_gemma":0.000033662873,"threshold_uncertainty_score":0.99435544},"labels":[],"label_agreement":null},{"id":"W3177509237","doi":"10.1017/s0272263121000437","title":"WHAT THE RESEARCH SHOWS ABOUT WRITTEN RECEPTIVE VOCABULARY TESTING","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Content (measure theory); Vocabulary; Psychology; Computer science; Linguistics; Mathematics","score_opus":0.1284684008275283,"score_gpt":0.44168230692577626,"score_spread":0.31321390609824795,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3177509237","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7081795,0.24312763,0.00001588233,0.0009477822,0.0019523214,0.00033741217,0.000017576594,0.000102016995,0.04531989],"genre_scores_gemma":[0.9622643,0.00041653254,0.0003324942,0.018108193,0.0013980513,0.00028013324,0.00012160618,0.00005846227,0.017020235],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9957979,0.0018060799,0.00048957526,0.00071989204,0.00042723716,0.0007593559],"domain_scores_gemma":[0.99557036,0.0028906963,0.00013167404,0.00078678207,0.00054497365,0.00007549706],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0025609217,0.00025216214,0.00036718923,0.0002684148,0.00057312316,0.00021552111,0.00033348222,0.00017967122,0.08583632],"category_scores_gemma":[0.0012512291,0.00020393754,0.00010829846,0.0012330606,0.00044758347,0.0004648754,0.00032707682,0.0010228237,0.0006802809],"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":[0.00021407903,0.0003745737,0.0014491857,0.00023585356,0.0006941579,0.009056025,0.77475923,0.000035055673,0.019188693,0.0038504866,0.053894315,0.13624837],"study_design_scores_gemma":[0.0010097956,0.00013104462,0.019110678,0.00049432355,0.000027388023,0.00038867263,0.9687337,0.000020771777,0.0017525573,0.0006722123,0.0073309494,0.00032790017],"about_ca_topic_score_codex":0.00008975899,"about_ca_topic_score_gemma":0.00049082004,"teacher_disagreement_score":0.2540848,"about_ca_system_score_codex":0.00019383742,"about_ca_system_score_gemma":0.00007212392,"threshold_uncertainty_score":0.91499937},"labels":[],"label_agreement":null},{"id":"W3178144966","doi":"10.1017/s0272263121000279","title":"QUANTIFYING THE DIFFERENCE IN READING FLUENCY BETWEEN L1 AND L2 READERS OF ENGLISH","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Reading and Literacy Development","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":true,"ca_institutions":"McMaster University","funders":"","keywords":"German; Fluency; Spelling; Linguistics; Reading (process); Vocabulary; Psychology; Component (thermodynamics); Disadvantaged; Set (abstract data type); Language proficiency; Computer science; Mathematics education","score_opus":0.052484983322692656,"score_gpt":0.36529603622815765,"score_spread":0.312811052905465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3178144966","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9830982,0.01156548,0.00001470628,0.00007259228,0.000516838,0.000102819555,0.000013384119,0.000015414791,0.004600558],"genre_scores_gemma":[0.9986813,0.00014921039,0.00021283196,0.00020077353,0.0001253382,0.000027914006,0.000023276378,0.000008676278,0.00057066034],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99888974,0.0002036112,0.00033937444,0.0002640832,0.000094833995,0.00020834239],"domain_scores_gemma":[0.9991182,0.00046900808,0.00008957066,0.00021506933,0.00008969412,0.000018444309],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046303202,0.00011081349,0.00026620924,0.00011753826,0.00005786088,0.000015545324,0.00008345261,0.00006004745,0.00023885789],"category_scores_gemma":[0.00030499097,0.00008706402,0.000025574634,0.00028221888,0.000111613444,0.00006765632,0.000079055186,0.00017552353,0.0000031860377],"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":[0.00002090746,0.00003690916,0.27393568,0.00015879297,0.00011134779,0.00011802475,0.7035321,5.9848514e-7,0.0014774541,0.0006508571,0.00030452706,0.019652791],"study_design_scores_gemma":[0.00047993124,0.0000247362,0.7394551,0.00036427303,0.000014162093,0.0000061263368,0.25693223,0.0000016384821,0.0021241105,0.00023969432,0.00023665707,0.00012130127],"about_ca_topic_score_codex":0.00012499938,"about_ca_topic_score_gemma":0.0002518072,"teacher_disagreement_score":0.46551946,"about_ca_system_score_codex":0.0000472773,"about_ca_system_score_gemma":0.000012264729,"threshold_uncertainty_score":0.3550368},"labels":[],"label_agreement":null},{"id":"W3181314628","doi":"10.1017/s0272263121000449","title":"A DIFFERENT PERSPECTIVE ON THE LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":26,"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":"Perspective (graphical); Vocabulary; Linguistics; Psychology; Natural language processing; Mathematics education; Artificial intelligence; Computer science; Philosophy","score_opus":0.08114140722840063,"score_gpt":0.38038403451252173,"score_spread":0.2992426272841211,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3181314628","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91586846,0.051145136,0.000009980488,0.00047952647,0.0002242659,0.00020728106,0.00006790755,0.000018258954,0.03197919],"genre_scores_gemma":[0.99631184,0.0001629431,0.00008506932,0.0018168871,0.000104173705,0.000058249174,0.000015445878,0.00001673665,0.0014286292],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985075,0.0005268469,0.00033447272,0.0003212681,0.000120321456,0.00018958517],"domain_scores_gemma":[0.99525744,0.003932862,0.0001741894,0.00031594266,0.0002891245,0.000030458737],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00030158248,0.00016724333,0.0003532768,0.00012451274,0.00009096757,0.000009102176,0.000096267046,0.00008252764,0.012380544],"category_scores_gemma":[0.001198245,0.00012625329,0.000085388216,0.00030986415,0.00028464993,0.000059295347,0.000093026145,0.0002332754,0.000019723455],"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":[0.00020454143,0.00072106835,0.0008625395,0.0001411134,0.0007840942,0.00023181998,0.910854,0.000005232873,0.03371237,0.040321127,0.001858597,0.01030353],"study_design_scores_gemma":[0.0010142822,0.00025685778,0.23610471,0.00023502497,0.000049051127,0.00003451839,0.7546895,0.0000038696494,0.006278066,0.0010502078,0.00012881533,0.00015506538],"about_ca_topic_score_codex":0.000023424378,"about_ca_topic_score_gemma":0.00029692613,"teacher_disagreement_score":0.23524217,"about_ca_system_score_codex":0.00008628646,"about_ca_system_score_gemma":0.00002721112,"threshold_uncertainty_score":0.9885223},"labels":[],"label_agreement":null},{"id":"W3188908452","doi":"10.1017/s0272263121000474","title":"INCIDENTAL LEARNING OF SINGLE WORDS AND COLLOCATIONS THROUGH VIEWING AN ACADEMIC LECTURE","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":72,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Psychology; Vocabulary development; Recall; Meaning (existential); Vocabulary learning; English for academic purposes; Mathematics education; Linguistics; Computer science; Teaching method; Cognitive psychology","score_opus":0.0427562204047628,"score_gpt":0.3843261624448966,"score_spread":0.3415699420401338,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3188908452","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86908895,0.12501283,0.00034656053,0.00007129533,0.0003552697,0.00012379365,0.000012740934,0.000058907324,0.0049296203],"genre_scores_gemma":[0.99486274,0.0001905992,0.0004990972,0.003204457,0.0002431246,0.00003511844,0.00014383372,0.000027625838,0.00079341873],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998243,0.00046272264,0.00043151306,0.0004215152,0.00015224637,0.00028905302],"domain_scores_gemma":[0.9990787,0.00032673945,0.00018461936,0.0002576479,0.000103110055,0.00004917283],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00037884378,0.0001832413,0.00035514415,0.00014946733,0.00017112827,0.000022008075,0.00010174634,0.000174407,0.01767783],"category_scores_gemma":[0.00029070964,0.00019292287,0.000058432848,0.00047292703,0.00016431574,0.00032742482,0.00010903509,0.00047986323,0.00001978656],"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":[0.00008349282,0.00022101037,0.004274855,0.00023078948,0.00025087205,0.00059028773,0.86304367,0.00013381366,0.11301885,0.0017104744,0.00037291227,0.016068963],"study_design_scores_gemma":[0.0017810961,0.00030196394,0.021762704,0.00039402707,0.00007762098,0.00047857748,0.9589476,0.000045108343,0.01372861,0.00059440394,0.0014572345,0.00043105462],"about_ca_topic_score_codex":0.000055353856,"about_ca_topic_score_gemma":0.00020157121,"teacher_disagreement_score":0.12577374,"about_ca_system_score_codex":0.00008922352,"about_ca_system_score_gemma":0.00003006317,"threshold_uncertainty_score":0.98322016},"labels":[],"label_agreement":null},{"id":"W3190275308","doi":"10.1017/s0272263121000401","title":"GROWTH, FIXED, AND MIXED MINDSETS","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":128,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; University of Victoria; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mindset; Psychology; Persistence (discontinuity); Foreign language; Function (biology); Aptitude; Anxiety; Mathematics education; Developmental psychology; Computer science; Artificial intelligence","score_opus":0.030525891087876192,"score_gpt":0.37218163842106794,"score_spread":0.34165574733319176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3190275308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9571363,0.028036052,0.000010162297,0.0004073523,0.0016104763,0.000110789355,0.000034408215,0.00002734283,0.012627135],"genre_scores_gemma":[0.99350905,0.00021388332,0.00016855448,0.001492068,0.00030315918,0.00006876034,0.00012319823,0.000013543996,0.0041077677],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989703,0.00016550822,0.00021744614,0.0003327617,0.00008650063,0.00022742839],"domain_scores_gemma":[0.9993905,0.0001711192,0.00006498365,0.00023364353,0.00010137222,0.000038427508],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00023757102,0.00012853756,0.00019758167,0.00009478921,0.000096566,0.000018269988,0.00006420562,0.00007489742,0.0044209277],"category_scores_gemma":[0.0000821933,0.0001293394,0.000032185115,0.00021185933,0.00011744627,0.00009688786,0.00006554842,0.000106344225,0.000053815944],"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":[0.00015003061,0.001089462,0.27025783,0.000726948,0.00091954594,0.0013302603,0.5787054,6.556414e-7,0.008453749,0.01575524,0.09295201,0.029658904],"study_design_scores_gemma":[0.0019391326,0.00009532751,0.5526489,0.00011077031,0.00005567701,0.00008919918,0.4329745,9.210688e-7,0.0064825225,0.0027443897,0.002485209,0.00037344598],"about_ca_topic_score_codex":0.00006230632,"about_ca_topic_score_gemma":0.0009544096,"teacher_disagreement_score":0.28239107,"about_ca_system_score_codex":0.000042634027,"about_ca_system_score_gemma":0.000016941636,"threshold_uncertainty_score":0.99648917},"labels":[],"label_agreement":null},{"id":"W3197898313","doi":"10.1017/s0272263121000425","title":"VISUAL CUES AND RATER PERCEPTIONS OF SECOND LANGUAGE COMPREHENSIBILITY, ACCENTEDNESS, AND FLUENCY","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":25,"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":"Fluency; Psychology; Gesture; Perception; Torso; Cognitive psychology; Linguistics; Mathematics education","score_opus":0.03128262265135939,"score_gpt":0.39412768888823163,"score_spread":0.36284506623687224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3197898313","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9764637,0.020091012,0.0000075146504,0.0001261839,0.00016390004,0.00015197428,0.000033193843,0.000029316347,0.002933244],"genre_scores_gemma":[0.9980991,0.0002338286,0.00015535664,0.00038164406,0.000055165587,0.000026218791,0.000081208025,0.000011140408,0.00095634727],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989501,0.00025572843,0.0002795629,0.00026474643,0.00007737822,0.00017248455],"domain_scores_gemma":[0.999359,0.00013928038,0.00006666755,0.00032033693,0.000081007216,0.000033697368],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002325872,0.00012209319,0.00025222378,0.00008979225,0.000088423396,0.000020705587,0.00006724026,0.00007512112,0.004355765],"category_scores_gemma":[0.00003290566,0.000119531716,0.000031825144,0.00013981896,0.0002164351,0.0001437,0.00022189047,0.00013737965,0.000013452449],"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":[0.00016853593,0.00090609665,0.32084662,0.00089942466,0.0004197333,0.00020659034,0.48933896,9.755935e-7,0.15548941,0.0012679525,0.002174643,0.028281074],"study_design_scores_gemma":[0.0009502868,0.000093814364,0.7866916,0.00009315899,0.0000275891,0.000044941582,0.20980972,0.000013831354,0.001720182,0.00022702175,0.00017898712,0.00014883584],"about_ca_topic_score_codex":0.000067209075,"about_ca_topic_score_gemma":0.001007445,"teacher_disagreement_score":0.46584502,"about_ca_system_score_codex":0.000032129872,"about_ca_system_score_gemma":0.000011881653,"threshold_uncertainty_score":0.9965544},"labels":[],"label_agreement":null},{"id":"W3210172835","doi":"10.1017/s0272263121000577","title":"INVOLVEMENT LOAD HYPOTHESIS PLUS","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":33,"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":"Operationalization; Vocabulary; Set (abstract data type); Variance (accounting); Psychology; Test (biology); Computer science; Vocabulary learning; Machine learning; Artificial intelligence; Natural language processing; Statistics; Linguistics; Mathematics","score_opus":0.05007211444324945,"score_gpt":0.3541897645712823,"score_spread":0.3041176501280329,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3210172835","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8138459,0.1137078,0.0000573033,0.00029073388,0.0012401844,0.00018861609,0.000027887414,0.000127207,0.07051439],"genre_scores_gemma":[0.9582305,0.00011237927,0.00047676524,0.025929485,0.00052904006,0.00013438275,0.00007635703,0.00003943313,0.014471675],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99789006,0.00034911433,0.00043762242,0.00057346426,0.00027521563,0.00047455335],"domain_scores_gemma":[0.99864244,0.00043224372,0.0001271478,0.0005489392,0.00017407651,0.00007512229],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0005130849,0.00024377243,0.00040017054,0.00016823268,0.00013691591,0.0000395126,0.00015591082,0.00013402571,0.20530197],"category_scores_gemma":[0.0002826104,0.0002465083,0.00012918182,0.00043742458,0.00012059742,0.00014874566,0.0001348593,0.00027256398,0.000922876],"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":[0.00047068624,0.0008821753,0.0012293513,0.000660815,0.001693415,0.021050507,0.79114246,0.00009465302,0.030946223,0.0074740476,0.07726478,0.06709088],"study_design_scores_gemma":[0.006774493,0.000229564,0.026729722,0.0004128297,0.00012140066,0.0005358703,0.9212279,0.000029124078,0.015077213,0.0011362479,0.026558606,0.0011670518],"about_ca_topic_score_codex":0.000063774096,"about_ca_topic_score_gemma":0.00051190844,"teacher_disagreement_score":0.20437908,"about_ca_system_score_codex":0.00045062907,"about_ca_system_score_gemma":0.00009442089,"threshold_uncertainty_score":0.9999987},"labels":[],"label_agreement":null},{"id":"W4200450853","doi":"10.1017/s0272263121000784","title":"THE LEMMA DILEMMA","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":61,"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; Operationalization; Lemma (botany); Linguistics; Dilemma; CobB; Affect (linguistics); Value (mathematics); Lexical item; Word (group theory); Vocabulary development; Computer science; Psychology; Artificial intelligence; Mathematics; Epistemology","score_opus":0.03453225994763668,"score_gpt":0.3790429950785935,"score_spread":0.3445107351309568,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200450853","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78078824,0.15586664,0.000029401685,0.0006054278,0.0018828616,0.00015120045,0.000017899016,0.000101649464,0.060556665],"genre_scores_gemma":[0.97352034,0.00014895613,0.0000894458,0.01033953,0.0006330639,0.000110376975,0.00007171415,0.000030111347,0.015056449],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99805766,0.0004490538,0.00040581723,0.00042373393,0.000182526,0.00048121368],"domain_scores_gemma":[0.9982242,0.00088411814,0.00011459008,0.0005821393,0.00013991108,0.000055013865],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00062519737,0.00019326387,0.00025462653,0.00009283378,0.00037272606,0.00007520668,0.00019486464,0.000103252314,0.07949069],"category_scores_gemma":[0.00034407424,0.00015047491,0.000112732174,0.0004033408,0.00019802079,0.00013269027,0.00013250584,0.00032644716,0.00061236665],"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":[0.00053398235,0.00063107547,0.0025847955,0.00030056192,0.0017838168,0.021747496,0.4581234,0.00005086629,0.014602252,0.110353105,0.18277143,0.20651723],"study_design_scores_gemma":[0.0030917872,0.00014664358,0.042761628,0.00017791749,0.000058669764,0.0008920445,0.79370385,0.000019551193,0.003457482,0.0016050079,0.15337266,0.0007127288],"about_ca_topic_score_codex":0.000036796373,"about_ca_topic_score_gemma":0.00048030046,"teacher_disagreement_score":0.3355805,"about_ca_system_score_codex":0.00009449186,"about_ca_system_score_gemma":0.000034392422,"threshold_uncertainty_score":0.9213508},"labels":[],"label_agreement":null},{"id":"W4200496182","doi":"10.1017/s0272263121000838","title":"ARE REPLICATION STUDIES INFREQUENT BECAUSE OF NEGATIVE ATTITUDES?","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Advanced Causal Inference Techniques","field":"Mathematics","cited_by":36,"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":"Replication (statistics); Originality; Empirical research; Psychology; Field (mathematics); Quarter (Canadian coin); Computer science; Biology; Social psychology; Mathematics; Statistics; History","score_opus":0.22446288524017477,"score_gpt":0.4964301856562038,"score_spread":0.271967300416029,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200496182","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9854738,0.011983275,0.0005900154,0.00015930654,0.000120383025,0.00034636093,0.000052419866,0.00014752882,0.0011269036],"genre_scores_gemma":[0.98139715,0.0008528857,0.01668597,0.00039263917,0.00007057967,0.00017592065,0.000018221719,0.00002132199,0.00038530517],"study_design_codex":"qualitative","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9985727,0.00013787385,0.00052534055,0.00037496944,0.00019593559,0.00019315716],"domain_scores_gemma":[0.9973333,0.0008284457,0.000533828,0.0006674821,0.00061328494,0.000023693066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042464532,0.00018283966,0.00051602593,0.00011383045,0.00006167733,0.000008046334,0.000113378206,0.00007393207,0.00023817424],"category_scores_gemma":[0.0038516247,0.0001698503,0.000065925014,0.00033543477,0.00023395034,0.00023577274,0.00021179483,0.00015605454,0.0000049900495],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032176182,0.0023129536,0.029075613,0.012485166,0.0043085413,0.0021253496,0.3715785,0.00007154506,0.29382735,0.23729242,0.028674284,0.017926477],"study_design_scores_gemma":[0.00071638956,0.00012083466,0.013042547,0.0014995066,0.00008325232,0.000022388582,0.13265371,0.000006374027,0.49069184,0.36070025,0.00008490164,0.00037797767],"about_ca_topic_score_codex":0.0000070097517,"about_ca_topic_score_gemma":0.0005518625,"teacher_disagreement_score":0.2389248,"about_ca_system_score_codex":0.00027885096,"about_ca_system_score_gemma":0.000022644717,"threshold_uncertainty_score":0.69262946},"labels":[],"label_agreement":null},{"id":"W4213076715","doi":"10.1017/s0272263122000018","title":"EXAMINING RATER PERCEPTION OF HOLDS AS A VISUAL CUE OF LISTENER NONUNDERSTANDING","year":2022,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":2,"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":"Psychology; Perception; Cognitive psychology; Comprehension; Communication; Linguistics","score_opus":0.09264687920470636,"score_gpt":0.356555306093872,"score_spread":0.2639084268891656,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213076715","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9460289,0.002849283,0.000010622429,0.000050171173,0.0002614535,0.00015977406,0.000066679895,0.00002903869,0.050544072],"genre_scores_gemma":[0.9974961,0.000053127613,0.00006189567,0.00023111969,0.00013512712,0.000064774045,0.00009180938,0.000018112683,0.001847915],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998768,0.00022695688,0.00040523268,0.00018333469,0.0002499773,0.0001665552],"domain_scores_gemma":[0.9992355,0.00013944312,0.00024382112,0.00026467614,0.00010086586,0.000015685551],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00047149786,0.00013352095,0.0002940196,0.00024058878,0.00027557884,0.000031564774,0.00018390689,0.00002585923,0.013941776],"category_scores_gemma":[0.00002798804,0.00012395061,0.000064172455,0.0000998405,0.00038971976,0.00028742425,0.00025624043,0.00015511984,0.0000065224867],"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":[0.0001075719,0.00018443896,0.0005329785,0.00024275764,0.0001545168,0.000030435967,0.94738394,0.0000895941,0.018703079,0.030685306,0.0007133201,0.0011720582],"study_design_scores_gemma":[0.0005316592,0.0002621262,0.0008478483,0.00007790972,0.000029377776,0.000008155292,0.99596405,0.00003378112,0.00083389005,0.0008017497,0.00046125366,0.0001481954],"about_ca_topic_score_codex":0.00027163638,"about_ca_topic_score_gemma":0.0006162267,"teacher_disagreement_score":0.051467214,"about_ca_system_score_codex":0.00014774143,"about_ca_system_score_gemma":0.00002761725,"threshold_uncertainty_score":0.98695964},"labels":[],"label_agreement":null},{"id":"W4220895812","doi":"10.1017/s0272263121000954","title":"Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus","year":2022,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":107,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"Social Sciences and Humanities Research Council of Canada; Universiteit Gent; Saint Petersburg State University; Israel Science Foundation; Fonds Wetenschappelijk Onderzoek; Eesti Teadusagentuur","keywords":"Fluency; Reading (process); Reading comprehension; Computer science; Variety (cybernetics); Psychology; Resource (disambiguation); Comprehension; Language proficiency; Eye movement; Extensive reading; Eye tracking; Linguistics; Cognitive psychology; Artificial intelligence; Mathematics education","score_opus":0.029533015577746947,"score_gpt":0.369024896442975,"score_spread":0.339491880865228,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220895812","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9013922,0.087177396,0.000004202944,0.00013334365,0.0021466895,0.00061635725,0.00019525744,0.0001494546,0.008185071],"genre_scores_gemma":[0.9753902,0.000057154008,0.00006738544,0.016133523,0.0008249283,0.00048295068,0.00024699856,0.00006147482,0.00673537],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99585664,0.0012681828,0.00076191226,0.0009079368,0.00048028657,0.00072502217],"domain_scores_gemma":[0.99661326,0.0020518228,0.0003420543,0.0008177394,0.000093874085,0.00008125001],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016763086,0.0003923416,0.00052884466,0.00035518533,0.0004717262,0.0000778826,0.00063724554,0.00013223822,0.2144475],"category_scores_gemma":[0.0010546405,0.0003599872,0.00014834516,0.0007769357,0.00018598801,0.00033382373,0.0005590475,0.0011355872,0.0002462123],"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":[0.00052011583,0.00026048318,0.008984966,0.0000624995,0.00027883844,0.0032306565,0.9576244,0.00011115491,0.0071036364,0.00016571184,0.0060505825,0.015606969],"study_design_scores_gemma":[0.0029285906,0.00024884837,0.047706235,0.00028196766,0.000036345726,0.000054351996,0.9406688,0.000055879296,0.0012840556,0.00011431156,0.0060780426,0.0005425258],"about_ca_topic_score_codex":0.0022142574,"about_ca_topic_score_gemma":0.0025230865,"teacher_disagreement_score":0.21420129,"about_ca_system_score_codex":0.00049201393,"about_ca_system_score_gemma":0.000061284525,"threshold_uncertainty_score":0.9998852},"labels":[],"label_agreement":null},{"id":"W4295927907","doi":"10.1017/s0272263122000316","title":"Explicit Instruction within a Task: Before, During, or After?","year":2022,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","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; Hôtel-Dieu de Montréal","funders":"","keywords":"Grammaticality; Task (project management); Imitation; Explicit knowledge; Psychology; Test (biology); Control (management); Cognitive psychology; Computer science; Social psychology; Linguistics; Artificial intelligence; Grammar","score_opus":0.022320106991651056,"score_gpt":0.2793013818350014,"score_spread":0.25698127484335037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4295927907","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9902675,0.002250569,0.000001553773,0.00006004678,0.0010094655,0.00015613809,0.00005544871,0.00012883454,0.0060704118],"genre_scores_gemma":[0.98555064,0.000009433998,0.000042090145,0.0005261923,0.00068666786,0.0002598339,0.000044747983,0.000024950155,0.0128554255],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988564,0.0001677047,0.0002797501,0.00026712785,0.00019686666,0.00023212818],"domain_scores_gemma":[0.99960244,0.000036130456,0.00012633232,0.00017968546,0.000030175283,0.000025214464],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00034573412,0.00015323557,0.00020583914,0.00020405534,0.0008145154,0.000057208526,0.00010834987,0.000023408611,0.01678344],"category_scores_gemma":[0.00003960585,0.00013203471,0.00005539811,0.000082138606,0.00010487123,0.00023592108,0.00017919284,0.00039493112,0.00002604525],"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":[0.00028945506,0.00007132753,0.000775231,0.00016788096,0.000085056854,0.0002887806,0.9898671,0.00009023346,0.00024455634,0.0050837104,0.00071872113,0.0023179457],"study_design_scores_gemma":[0.0016262219,0.00046863424,0.004194751,0.00012947952,0.00003326351,0.00011228574,0.96520066,0.00006656947,0.00017308454,0.00085889583,0.026738456,0.00039771706],"about_ca_topic_score_codex":0.00017487226,"about_ca_topic_score_gemma":0.003678949,"teacher_disagreement_score":0.026019733,"about_ca_system_score_codex":0.00019830512,"about_ca_system_score_gemma":0.000014227366,"threshold_uncertainty_score":0.98411536},"labels":[],"label_agreement":null},{"id":"W4312156307","doi":"10.1017/s0272263122000523","title":"Second language anxiety in conversation and its relationship with speakers’ perceptions of the interaction and their social networks","year":2022,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","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":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Conversation; Anxiety; Fluency; Perception; Social anxiety; Arousal; Developmental psychology; Cognitive psychology; Social psychology; Communication","score_opus":0.02511453940698813,"score_gpt":0.27384648477354884,"score_spread":0.2487319453665607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312156307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99412733,0.002143159,0.000006004357,0.00019029608,0.0001601675,0.00016671413,0.00003525253,0.000017319242,0.0031537544],"genre_scores_gemma":[0.99886614,0.00002138117,0.0000056901413,0.00021893851,0.00015175795,0.00002960646,0.000037375903,0.0000097733955,0.000659329],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99923074,0.0002722689,0.00016542191,0.00014848194,0.00007558955,0.000107471285],"domain_scores_gemma":[0.9996341,0.00014811655,0.000114323106,0.00006827774,0.000025291532,0.000009885461],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003772137,0.00009336067,0.00013836905,0.00009559251,0.00052602356,0.000027551161,0.00004543151,0.000025056188,0.0016481332],"category_scores_gemma":[0.000024479783,0.00006970661,0.000025362615,0.00007381108,0.00014097028,0.00018998695,0.000081718834,0.00038327955,5.9608493e-7],"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":[0.00004350823,0.000026601008,0.0145396935,0.00006166033,0.000031288386,0.0000025531215,0.9809159,0.00024947405,0.0002246763,0.002588463,0.00017734338,0.0011388154],"study_design_scores_gemma":[0.0005200438,0.000060029535,0.08407566,0.000052833595,0.000013714025,0.000010267109,0.9136338,0.00083419634,0.00002015398,0.000097378026,0.0005811663,0.000100714744],"about_ca_topic_score_codex":0.000092030896,"about_ca_topic_score_gemma":0.004679225,"teacher_disagreement_score":0.06953597,"about_ca_system_score_codex":0.0000832931,"about_ca_system_score_gemma":0.000007680699,"threshold_uncertainty_score":0.9992645},"labels":[],"label_agreement":null},{"id":"W4388847326","doi":"10.1017/s0272263123000529","title":"The effectiveness of note taking through exposure to L2 input: A meta-analysis","year":2023,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Moderation; Context (archaeology); Set (abstract data type); Psychology; Scripting language; Meta-analysis; Contrast (vision); Mathematics education; Cognitive psychology; Computer science; Social psychology; Artificial intelligence","score_opus":0.09343719675129436,"score_gpt":0.4481038142015286,"score_spread":0.35466661745023426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388847326","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9698659,0.021037376,0.00074734056,0.00017614017,0.00029953127,0.00034652284,0.0000518759,0.0000797235,0.0073955446],"genre_scores_gemma":[0.99807703,0.000036212743,0.000037087455,0.00048151443,0.00006334366,0.00034852815,0.00002522148,0.000014122765,0.0009169135],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99821025,0.0007518628,0.00027768224,0.0003252457,0.00017283391,0.00026213092],"domain_scores_gemma":[0.9974889,0.0019118652,0.00015877416,0.0002593597,0.00016314369,0.000017952538],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014564501,0.0001509713,0.00058004085,0.00019764091,0.00016385975,0.000017267841,0.0001611773,0.000059445356,0.0010977854],"category_scores_gemma":[0.00042372505,0.00009932667,0.00029450995,0.0018499177,0.000113422524,0.00007362034,0.00013317133,0.0001380551,0.00012776005],"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":[0.002246589,0.00041943282,0.008652436,0.0015846425,0.2624371,0.00066984823,0.66603214,0.0019558512,0.010221308,0.012421602,0.0018200391,0.03153901],"study_design_scores_gemma":[0.0025838015,0.0017988918,0.5297692,0.00022502095,0.05518191,0.000017881808,0.37628606,0.000025407528,0.019212231,0.011127468,0.0026307597,0.0011413955],"about_ca_topic_score_codex":0.0000980459,"about_ca_topic_score_gemma":0.00038583836,"teacher_disagreement_score":0.52111673,"about_ca_system_score_codex":0.000026736006,"about_ca_system_score_gemma":0.0000074066033,"threshold_uncertainty_score":0.99981534},"labels":[],"label_agreement":null},{"id":"W4396775187","doi":"10.1017/s0272263124000317","title":"How well are primary and secondary meanings of L2 words acquired?","year":2024,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Primary (astronomy); Linguistics; Psychology; Cognitive psychology; Philosophy; Physics; Astrophysics","score_opus":0.01827544282409464,"score_gpt":0.31682747241732157,"score_spread":0.2985520295932269,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396775187","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6955001,0.27076605,0.00006441969,0.00034445446,0.0010500075,0.0002239456,0.00006464625,0.00015649623,0.031829916],"genre_scores_gemma":[0.98570603,0.00024250105,0.00019884118,0.0041557564,0.0004764474,0.00006363269,0.000089284535,0.000055303102,0.009012179],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99805886,0.00023304751,0.00043488806,0.0006356743,0.00021813698,0.0004193843],"domain_scores_gemma":[0.9987991,0.0004913576,0.00018208002,0.0003821884,0.000069737245,0.000075562275],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00059704634,0.00030870963,0.0005475703,0.0004917758,0.00009681544,0.00009778141,0.0001664098,0.00019003284,0.030526174],"category_scores_gemma":[0.00008112972,0.00028903165,0.00012433762,0.00045584893,0.00033023,0.00041690926,0.0001610233,0.00034176925,0.0000797848],"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":[0.0005604812,0.00035268452,0.0017537386,0.006743759,0.002045569,0.007890795,0.7185721,0.000006292518,0.031430934,0.014272995,0.05765912,0.15871157],"study_design_scores_gemma":[0.003024917,0.00046351977,0.046062987,0.0020053994,0.00019703279,0.0007020764,0.913,0.00005311503,0.0035289472,0.0009939201,0.028870909,0.001097196],"about_ca_topic_score_codex":0.00003153602,"about_ca_topic_score_gemma":0.00006973058,"teacher_disagreement_score":0.290206,"about_ca_system_score_codex":0.00011092861,"about_ca_system_score_gemma":0.000032074302,"threshold_uncertainty_score":0.9999562},"labels":[],"label_agreement":null},{"id":"W4398139456","doi":"10.1017/s0272263124000305","title":"Coherence and comprehensibility in second language speakers’ academic speaking performance","year":2024,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","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":"Concordia University","funders":"Social Sciences and Humanities Research Council","keywords":"Linguistics; Coherence (philosophical gambling strategy); Psychology; Cognitive psychology; Mathematics; Philosophy","score_opus":0.038156044512808615,"score_gpt":0.3758795475239259,"score_spread":0.33772350301111725,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4398139456","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8223074,0.16288656,0.0000101141495,0.000071430644,0.0008852383,0.00034908947,0.000038403035,0.0001674779,0.013284302],"genre_scores_gemma":[0.9941848,0.0001451468,0.000118375945,0.0029821733,0.0003993316,0.000073563526,0.00006573461,0.000044136523,0.00198672],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973466,0.00034372072,0.0006410809,0.0008569653,0.0002067455,0.000604895],"domain_scores_gemma":[0.9987182,0.00062182697,0.0001107614,0.0004248667,0.000039900144,0.00008444914],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010313428,0.00035038375,0.0004958818,0.0005052924,0.00011061266,0.00006889978,0.00020777633,0.0002395895,0.048291776],"category_scores_gemma":[0.000099145494,0.0003387591,0.000075820775,0.00060099724,0.00029017127,0.0004694474,0.00017330193,0.0010333203,0.00028495915],"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":[0.0002857766,0.00013620644,0.01864938,0.0022254263,0.00030320027,0.0044651134,0.8439492,0.000037609127,0.019387765,0.00073749915,0.0026764353,0.10714639],"study_design_scores_gemma":[0.0027571435,0.00027796897,0.4424962,0.0020040688,0.00005750026,0.00063685066,0.5446918,0.0006978525,0.0020905726,0.00025587925,0.0029671947,0.0010669656],"about_ca_topic_score_codex":0.00016385072,"about_ca_topic_score_gemma":0.001021563,"teacher_disagreement_score":0.42384684,"about_ca_system_score_codex":0.0002139845,"about_ca_system_score_gemma":0.000031638447,"threshold_uncertainty_score":0.9999064},"labels":[],"label_agreement":null},{"id":"W4402608157","doi":"10.1017/s0272263124000421","title":"Task-generated processes in second language speech production: <i>Exploring the neural correlates of task complexity during silent pauses</i>","year":2024,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","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":"McGill University","funders":"Japan Society for the Promotion of Science; Economic and Social Research Council; Arts and Humanities Research Council","keywords":"Task (project management); Production (economics); Speech production; Speech recognition; Neural correlates of consciousness; Computer science; Psychology; Linguistics; Cognitive psychology; Cognition; Engineering","score_opus":0.06174043919309789,"score_gpt":0.31732953381929013,"score_spread":0.2555890946261922,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402608157","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9782824,0.018671788,7.0956565e-7,0.00029835364,0.001658445,0.0005269303,0.00014195382,0.00015604885,0.00026337506],"genre_scores_gemma":[0.9978433,0.00037799054,0.0000232801,0.00058701116,0.0004606265,0.00010920443,0.000037065744,0.000032748387,0.0005287777],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9976733,0.0003262455,0.0005757909,0.0007506941,0.0002327043,0.00044126855],"domain_scores_gemma":[0.9988675,0.0005021663,0.00014223474,0.00037724242,0.00007533124,0.000035526944],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004488467,0.00030322894,0.00040675086,0.0002788278,0.00019090922,0.000058378075,0.000303617,0.00007691956,0.00039636862],"category_scores_gemma":[0.00062653556,0.00022232343,0.00007662222,0.0011021029,0.00051457353,0.0004563776,0.00022228755,0.00050867844,0.000019824804],"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":[0.00008832986,0.00010542738,0.00043067447,0.0012682056,0.000035686127,0.0034053503,0.09138977,0.00011111888,0.9017455,0.000031853786,0.00025381436,0.0011342975],"study_design_scores_gemma":[0.0005072153,0.00012506507,0.0019699852,0.00050024927,0.000030414609,0.00087829994,0.030898588,0.00007841606,0.9643331,0.00017223317,0.00016730458,0.0003390894],"about_ca_topic_score_codex":0.00006115675,"about_ca_topic_score_gemma":0.0016377453,"teacher_disagreement_score":0.06258766,"about_ca_system_score_codex":0.00009275808,"about_ca_system_score_gemma":0.00004498784,"threshold_uncertainty_score":0.9066087},"labels":[],"label_agreement":null},{"id":"W4403691060","doi":"10.1017/s0272263124000391","title":"Lexical coverage in L1 and L2 viewing comprehension","year":2024,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Comprehension; Psychology; Linguistics; Cognitive psychology; Computer science; Philosophy","score_opus":0.040156731063400605,"score_gpt":0.39466691699842604,"score_spread":0.3545101859350254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403691060","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7746927,0.21399854,0.00005150485,0.0001236764,0.00083744293,0.0001753509,0.0000132975765,0.00010941946,0.009998027],"genre_scores_gemma":[0.9929904,0.00026724662,0.00007517963,0.005101733,0.00030283222,0.000051561936,0.000051618572,0.000029822817,0.0011296098],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983178,0.0002753099,0.0003876311,0.0005205934,0.00013477917,0.00036391936],"domain_scores_gemma":[0.99913144,0.00052550907,0.000043917516,0.0002237174,0.000022137045,0.000053276846],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00052041793,0.00021211032,0.0003432439,0.00040954255,0.00007876558,0.0000621757,0.00008434803,0.000137648,0.026471514],"category_scores_gemma":[0.00006214192,0.0001986254,0.00006314064,0.00038605317,0.0001253689,0.00022670258,0.00010337432,0.000427676,0.0002115093],"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":[0.00044111683,0.00036191102,0.0034968518,0.0017429737,0.0004903987,0.019465214,0.7451422,0.000104339924,0.018127928,0.014781125,0.013469056,0.18237689],"study_design_scores_gemma":[0.009087079,0.0008210007,0.34743756,0.005179007,0.00015301765,0.001927641,0.5750004,0.001678327,0.0010718515,0.0043476843,0.050879702,0.0024167227],"about_ca_topic_score_codex":0.00008348093,"about_ca_topic_score_gemma":0.00013427305,"teacher_disagreement_score":0.3439407,"about_ca_system_score_codex":0.000109458255,"about_ca_system_score_gemma":0.000013088602,"threshold_uncertainty_score":0.9744184},"labels":[],"label_agreement":null},{"id":"W4404248939","doi":"10.1017/s0272263124000469","title":"Do they like me?","year":2024,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":5,"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":"Psychology; Linguistics; Philosophy","score_opus":0.049878776383170995,"score_gpt":0.34862092977141845,"score_spread":0.29874215338824744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404248939","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43502724,0.13725975,0.0000064351552,0.00057196803,0.0017808167,0.0002461706,0.00011475825,0.0003563388,0.4246365],"genre_scores_gemma":[0.98786324,0.00048791346,0.000057233643,0.0006670007,0.00075406505,0.000080451115,0.00006535977,0.000028169654,0.00999655],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99892473,0.000107909334,0.00027999366,0.00027317484,0.00017291242,0.00024125304],"domain_scores_gemma":[0.99919945,0.00021637723,0.000048384565,0.00043481638,0.00007416713,0.000026794318],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00034230133,0.00018342152,0.00022113371,0.00019829394,0.00020276324,0.00035154703,0.00023933998,0.00004346351,0.009121202],"category_scores_gemma":[0.0000249821,0.0001432439,0.00008409337,0.000073990355,0.00030284913,0.0005103049,0.00014489528,0.00021354285,0.00036956745],"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":[0.000011411447,0.00004133621,0.000019643856,0.00022705692,0.00016696121,0.00013858337,0.649096,0.0000040759683,0.000327827,0.33094838,0.014917425,0.0041013057],"study_design_scores_gemma":[0.00032378657,0.00006308027,0.00014629643,0.00042140673,0.00005020973,0.000018451905,0.89051634,0.000030585034,0.00022963977,0.026569478,0.08126613,0.00036457303],"about_ca_topic_score_codex":0.00013235,"about_ca_topic_score_gemma":0.0045602145,"teacher_disagreement_score":0.552836,"about_ca_system_score_codex":0.00009190875,"about_ca_system_score_gemma":0.000027109558,"threshold_uncertainty_score":0.9917846},"labels":[],"label_agreement":null},{"id":"W4407000920","doi":"10.1017/s0272263124000767","title":"Assessing accent anxiety: A measure of foreign English speakers’ concerns about their accents","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"University of Alberta","keywords":"Stress (linguistics); Linguistics; Psychology; Anxiety; Measure (data warehouse); Computer science","score_opus":0.06426649830088754,"score_gpt":0.42288450744868167,"score_spread":0.3586180091477941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407000920","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8801011,0.022784911,0.00006157798,0.00005056922,0.0010781193,0.00032229346,0.00006458987,0.000033108125,0.09550372],"genre_scores_gemma":[0.9981901,0.00031674476,0.000049762144,0.0005113692,0.00018572633,0.00006918469,0.000035477624,0.000014797109,0.0006268491],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.998442,0.0002605841,0.00037470556,0.00036610034,0.00015451778,0.00040211715],"domain_scores_gemma":[0.9989459,0.00023094738,0.00012700516,0.00040876208,0.0002518277,0.000035594865],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006260523,0.00017888131,0.00039292002,0.00022844241,0.00009660796,0.000034771034,0.0002810783,0.00015958016,0.0020613407],"category_scores_gemma":[0.00015036002,0.00015847733,0.00008983919,0.0004083119,0.0002784223,0.00014529268,0.0002195031,0.00031104236,0.000011854991],"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":[0.000744158,0.0008979444,0.12762393,0.00076395716,0.002596626,0.00022344569,0.6865119,0.000014991793,0.025482476,0.008078618,0.023525465,0.123536505],"study_design_scores_gemma":[0.0038796084,0.00016124804,0.63469774,0.0006375989,0.00006795334,0.000009528325,0.3387847,0.000028513521,0.015293396,0.0034090388,0.0026569595,0.00037371423],"about_ca_topic_score_codex":0.000104473125,"about_ca_topic_score_gemma":0.00023437398,"teacher_disagreement_score":0.5070738,"about_ca_system_score_codex":0.00012511673,"about_ca_system_score_gemma":0.00004998138,"threshold_uncertainty_score":0.9988509},"labels":[],"label_agreement":null},{"id":"W4407179461","doi":"10.1017/s0272263124000548","title":"Effects of phonetic training and cognitive aptitude on the perception and production of non-native speech contrasts","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Fundação para a Ciência e a Tecnologia","keywords":"Aptitude; Psychology; Perception; Cognition; Production (economics); Speech production; Speech perception; Linguistics; Cognitive psychology; Phonetics; Developmental psychology; Philosophy; Economics","score_opus":0.02334290190963081,"score_gpt":0.374997446507901,"score_spread":0.3516545445982702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407179461","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9918149,0.0053451727,0.000026492793,0.00017820684,0.00027594133,0.00051961077,0.00001082088,0.000004635603,0.0018242163],"genre_scores_gemma":[0.9991857,0.00025005644,0.000024700952,0.00015857114,0.000039306753,0.00007298634,0.0000044206854,0.000004725141,0.00025956033],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9992304,0.00019838507,0.00016298846,0.00020801551,0.00007158177,0.00012865907],"domain_scores_gemma":[0.9989026,0.0008421655,0.0000712312,0.00008733613,0.00008553424,0.000011114675],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00039735954,0.00008829996,0.00022098012,0.00015330495,0.000056916506,0.000003761835,0.00004146125,0.00006100563,0.00011317071],"category_scores_gemma":[0.00022670982,0.00006705353,0.000017920986,0.00016316593,0.0004891371,0.000025961943,0.00004678488,0.00015442332,0.0000016529832],"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":[0.00069734256,0.00028383438,0.001876167,0.00065860414,0.00072379777,0.00003587235,0.6410126,0.0000013126246,0.25750065,0.00071505376,0.00046505325,0.09602971],"study_design_scores_gemma":[0.0016368063,0.0005663181,0.7927541,0.00062192936,0.00007144554,0.000010816074,0.15737246,0.000024008756,0.04520279,0.0016421822,0.0000038222647,0.00009329752],"about_ca_topic_score_codex":0.000050529212,"about_ca_topic_score_gemma":0.00009464295,"teacher_disagreement_score":0.79087794,"about_ca_system_score_codex":0.000017283737,"about_ca_system_score_gemma":0.000009679839,"threshold_uncertainty_score":0.27343634},"labels":[],"label_agreement":null},{"id":"W4407179463","doi":"10.1017/s0272263125000075","title":"The impact of collocational proficiency features on expert ratings of L2 English learners’ writing","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Linguistics; Psychology; Language proficiency; Language assessment; Mathematics education; Philosophy","score_opus":0.01855927005041019,"score_gpt":0.402168913415247,"score_spread":0.3836096433648368,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407179463","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9031239,0.042100515,0.000015032099,0.00009191207,0.00048988225,0.00029865207,0.000022621938,0.000035277706,0.053822167],"genre_scores_gemma":[0.9961123,0.000047453937,0.000053423326,0.001127468,0.000180983,0.00008667919,0.00003211884,0.000012905018,0.0023466612],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984295,0.00030065165,0.00051349105,0.00028817504,0.00018638965,0.00028179263],"domain_scores_gemma":[0.99786425,0.001237561,0.0002798038,0.0003433649,0.00025170692,0.000023304448],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00077518466,0.00017558273,0.00031483392,0.00025855805,0.00020354286,0.000020634701,0.00021539867,0.00010057984,0.0048512476],"category_scores_gemma":[0.0007572438,0.00012639834,0.0001538197,0.00051884196,0.0002840863,0.00008282594,0.00006653131,0.00026469602,0.0000066759385],"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":[0.0011213955,0.0007044277,0.0057961564,0.0003158098,0.0011484032,0.00008584275,0.8493575,0.0004891964,0.023240732,0.04352437,0.039611727,0.034604426],"study_design_scores_gemma":[0.0018981308,0.0005040485,0.12434611,0.00051700394,0.000022684786,0.00001080912,0.86516243,0.000037358233,0.0067233862,0.00030323447,0.00023265247,0.0002421621],"about_ca_topic_score_codex":0.00016870072,"about_ca_topic_score_gemma":0.00004353142,"teacher_disagreement_score":0.11854995,"about_ca_system_score_codex":0.00012037184,"about_ca_system_score_gemma":0.000064457556,"threshold_uncertainty_score":0.99605846},"labels":[],"label_agreement":null},{"id":"W4408383920","doi":"10.1017/s0272263125000105","title":"New data on text reading in English as a second language","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":6,"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":"Det Obelske Familiefond; Agencia Nacional de Investigación y Desarrollo; National Research University Higher School of Economics; Conselho Nacional de Desenvolvimento Científico e Tecnológico; Economic and Social Research Council; National Taiwan Normal University; Aalborg Universitet; Bundesministerium für Bildung und Forschung; Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico; Social Sciences and Humanities Research Council of Canada; UK Research and Innovation","keywords":"Linguistics; Reading (process); Psychology; Computer science; Philosophy","score_opus":0.02799794094055487,"score_gpt":0.3811823222105303,"score_spread":0.3531843812699754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408383920","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.69607544,0.040839817,0.000039258168,0.00020458983,0.0018441688,0.0004438453,0.00009316426,0.00020344788,0.26025626],"genre_scores_gemma":[0.9392521,0.000050130322,0.0002558765,0.019123735,0.0008030431,0.000076877004,0.0004738108,0.000050144936,0.03991429],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969065,0.00042891962,0.00068252365,0.0010680261,0.00023268966,0.00068129617],"domain_scores_gemma":[0.99730307,0.0009019731,0.00018012777,0.0014493678,0.00006627602,0.000099213925],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010113623,0.00039414188,0.0006010031,0.0009732526,0.0001340336,0.00007808833,0.00068629754,0.00025996767,0.12982918],"category_scores_gemma":[0.0008168832,0.00040196686,0.00008911029,0.00097521965,0.00010601109,0.00038833628,0.00040222827,0.00074445567,0.00061938213],"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":[0.000944613,0.00048617076,0.0016337303,0.00045402668,0.00067365076,0.005090315,0.62492317,0.000031783697,0.0030825413,0.01491439,0.22466698,0.123098634],"study_design_scores_gemma":[0.008152087,0.00037029202,0.025927212,0.0014685182,0.00008647935,0.00008738001,0.9090218,0.000054870543,0.0019603882,0.0008169448,0.050936308,0.0011177408],"about_ca_topic_score_codex":0.00057238364,"about_ca_topic_score_gemma":0.0022502067,"teacher_disagreement_score":0.28409863,"about_ca_system_score_codex":0.00027216945,"about_ca_system_score_gemma":0.00009146888,"threshold_uncertainty_score":0.99984324},"labels":[],"label_agreement":null},{"id":"W4410834580","doi":"10.1017/s027226312510065x","title":"How does language distance affect reading fluency and comprehension in English as second language?","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Fluency; Affect (linguistics); Linguistics; Psychology; Comprehension approach; Reading comprehension; Second-language attrition; Comprehension; Language assessment; Reading (process); Language transfer; Cognitive psychology; Language education; Communication","score_opus":0.01085331503883912,"score_gpt":0.3324785135383905,"score_spread":0.32162519849955135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410834580","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8886855,0.08741094,0.000038899398,0.00024056136,0.0013279183,0.00054035767,0.00006333191,0.00020931491,0.021483136],"genre_scores_gemma":[0.9792347,0.00011788444,0.00014135911,0.0058105644,0.00036439227,0.00014763969,0.00013504426,0.00004544405,0.014002982],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9970787,0.00057164684,0.0005297246,0.0009195974,0.00021710801,0.00068318367],"domain_scores_gemma":[0.9980883,0.00089098746,0.0002034438,0.0006301071,0.00009700543,0.00009014146],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00071686244,0.00045139305,0.00072770927,0.0007435574,0.0001979451,0.0001436694,0.00025605058,0.00026596492,0.012856782],"category_scores_gemma":[0.0005341846,0.00039607327,0.00011218334,0.000741107,0.00025525995,0.0004417964,0.00021173195,0.0006432119,0.0000425872],"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":[0.0009016305,0.0003794549,0.0124087585,0.0017024165,0.00050863484,0.005539849,0.8968433,0.000010199011,0.030121246,0.008062619,0.007367342,0.03615455],"study_design_scores_gemma":[0.004712408,0.00021922227,0.061467424,0.0012152599,0.000066807246,0.000079158424,0.9211684,0.00003629746,0.004895663,0.0003840172,0.004933532,0.0008218186],"about_ca_topic_score_codex":0.00024298757,"about_ca_topic_score_gemma":0.0023841318,"teacher_disagreement_score":0.090549156,"about_ca_system_score_codex":0.00022680359,"about_ca_system_score_gemma":0.000028993367,"threshold_uncertainty_score":0.99984914},"labels":[],"label_agreement":null},{"id":"W4411031033","doi":"10.1017/s0272263125100879","title":"High variability phonetic training (HVPT): A meta-analysis of L2 perceptual training studies","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Training (meteorology); Psychology; Perception; Cognitive psychology; Linguistics; Geography","score_opus":0.20778457781871268,"score_gpt":0.46553269780194123,"score_spread":0.25774811998322855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411031033","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95344263,0.04033744,0.00009922638,0.0003034515,0.000612162,0.0003209748,0.00017745308,0.00003665063,0.0046699787],"genre_scores_gemma":[0.9969786,0.0001482815,0.00040949398,0.00064168166,0.00006087778,0.00025342536,0.0000494492,0.000013551266,0.0014446775],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99698174,0.0008996893,0.00076020625,0.0006377772,0.00021880525,0.0005017703],"domain_scores_gemma":[0.9970664,0.0018764106,0.00017598922,0.00061830593,0.00022181119,0.00004113132],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0023275327,0.0002693312,0.0018469061,0.0008585574,0.00013671006,0.000012121322,0.00027939474,0.00016866223,0.00995603],"category_scores_gemma":[0.00047254603,0.00022961451,0.0005401639,0.0016187909,0.0007506183,0.00006205849,0.00021749722,0.00036133113,0.000015669406],"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":[0.00015119299,0.0001971053,0.00032952768,0.00014357959,0.18933532,0.00007400372,0.79950047,0.0001239045,0.0025983187,0.0026233504,0.00092703814,0.003996189],"study_design_scores_gemma":[0.0015718566,0.00028315763,0.082885444,0.00003740337,0.04827995,0.0000062669346,0.85742754,0.0000908247,0.0005576854,0.008364668,0.00009533563,0.0003998488],"about_ca_topic_score_codex":0.0002558249,"about_ca_topic_score_gemma":0.0011611241,"teacher_disagreement_score":0.14105536,"about_ca_system_score_codex":0.00011410443,"about_ca_system_score_gemma":0.00005040589,"threshold_uncertainty_score":0.990949},"labels":[],"label_agreement":null},{"id":"W4411643745","doi":"10.1017/s0272263125100922","title":"Bayesian estimation in multiple comparisons","year":2025,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Statistical Methods and Bayesian Inference","field":"Mathematics","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Bayesian probability; Estimation; Bayes estimator; Statistics; Computer science; Econometrics; Mathematics; Economics","score_opus":0.06067515629988454,"score_gpt":0.42147563300672614,"score_spread":0.36080047670684157,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411643745","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13793701,0.0014588088,0.85071963,0.00019767533,0.0003016918,0.00037133385,0.00003548428,0.000062085775,0.008916244],"genre_scores_gemma":[0.7292424,0.0000119493925,0.27033675,0.00022007473,0.000016619937,0.000054225515,0.000008905058,0.000005724273,0.00010337315],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9989586,0.00016261172,0.00037321198,0.00021264324,0.00009098997,0.00020195285],"domain_scores_gemma":[0.99797547,0.0017110441,0.00006570036,0.0001892898,0.00003901671,0.000019499563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044213378,0.00012316217,0.0003185411,0.00021080887,0.00006086884,0.000016972619,0.00008938794,0.00006377307,0.000361557],"category_scores_gemma":[0.001559402,0.00011428484,0.000030313597,0.00035692958,0.00009661526,0.00008532607,0.00006630795,0.0001537649,0.0000075130747],"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":[0.00019180775,0.00073009165,0.031117957,0.0022013912,0.00019366476,0.00028653082,0.032703716,0.00007389544,0.0017936195,0.7495183,0.016831882,0.16435714],"study_design_scores_gemma":[0.0015832683,0.000055638306,0.035799004,0.0008479463,0.000032743723,0.0000041002177,0.01788367,0.026277643,0.0016633142,0.91546184,0.000100931255,0.0002899065],"about_ca_topic_score_codex":0.000045220484,"about_ca_topic_score_gemma":0.0011290242,"teacher_disagreement_score":0.5913054,"about_ca_system_score_codex":0.0001270391,"about_ca_system_score_gemma":0.000017350885,"threshold_uncertainty_score":0.46604005},"labels":[],"label_agreement":null}]}