{"meta":{"query_hash":"5dfb096496e5","filters":{"venue":"the Journal of Thought"},"cohort_total":8,"direct_labels_cover":0,"predictions_cover":8,"exported":8,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/5dfb096496e5","api":"https://metacan.xera.ac/api/v1/cohort?venue=the+Journal+of+Thought"},"results":[{"id":"W2144043630","doi":"","title":"Critical Vulnerability: An Imperative Approach to Educational Leadership","year":2007,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Social Work Education and Practice","field":"Social Sciences","cited_by":9,"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":"Harm; Solidarity; Psychology; Rumor; Vulnerability (computing); Sociology; Lying; Illusion; Social psychology; Aesthetics; Criminology; Law; Political science; Philosophy; Cognitive psychology","score_opus":0.15064399786530014,"score_gpt":0.4603399336666178,"score_spread":0.30969593580131766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2144043630","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008346488,0.028934786,0.07822226,0.39936766,0.0053759036,0.0002417215,0.000047432022,0.0002063465,0.47925743],"genre_scores_gemma":[0.8186379,0.01600493,0.024971645,0.051927537,0.004716273,0.00081754423,0.000037933198,0.0002562598,0.08263002],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9882556,0.009070852,0.00021643653,0.0005782009,0.0011336117,0.000745318],"domain_scores_gemma":[0.9885821,0.007919059,0.0006930391,0.00042278966,0.0010424824,0.0013405043],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010869632,0.00083324104,0.00042803152,0.0025331792,0.010675118,0.012477227,0.0024344907,0.0057877926,0.0068111727],"category_scores_gemma":[0.012294767,0.0003537983,0.00053192396,0.001353178,0.06298009,0.015542042,0.008534775,0.011836728,0.00107777],"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":[0.000005545624,0.000012073245,0.00007008872,0.00006384237,0.0000020269183,0.00009140961,0.013371196,0.00006790381,0.000043917324,0.97280735,0.008391978,0.0050728084],"study_design_scores_gemma":[0.000009207119,0.000020931766,0.00016131814,0.0004673732,0.0000029666219,0.00019958921,0.019562649,0.00025645952,0.00011586644,0.8066212,0.17256626,0.000016084536],"about_ca_topic_score_codex":0.003474851,"about_ca_topic_score_gemma":0.00442279,"teacher_disagreement_score":0.013585102,"about_ca_system_score_codex":0.013585102,"about_ca_system_score_gemma":0.011570855,"threshold_uncertainty_score":0.09856731},"labels":[],"label_agreement":null},{"id":"W2169641666","doi":"","title":"Teaching for Democracy: The Risks and Benefits of Teaching in the Danger Zone","year":2007,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Critical and Liberation Pedagogy","field":"Social Sciences","cited_by":7,"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":"Democracy; Commit; Sociology; Democratic education; Covert; Context (archaeology); Pedagogy; Law; Politics; Political science; Philosophy","score_opus":0.0782484506770099,"score_gpt":0.39826067284472927,"score_spread":0.32001222216771935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169641666","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01877627,0.06678702,0.003533326,0.62505037,0.0070714285,0.000047369092,0.00007987503,0.00007308288,0.27858123],"genre_scores_gemma":[0.7700344,0.04078196,0.0019378616,0.060899332,0.01057391,0.00020806972,0.00007667184,0.00016693588,0.115320936],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9951952,0.003309578,0.00005858009,0.00033505674,0.0007144599,0.00038705106],"domain_scores_gemma":[0.9929369,0.005444883,0.00047864296,0.00019684518,0.000432031,0.0005106657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00322255,0.00041925386,0.00028732896,0.00060520554,0.007008725,0.012277889,0.00097045524,0.0069365394,0.012741978],"category_scores_gemma":[0.007520262,0.00018700298,0.00027307132,0.00091635075,0.01862653,0.0095565375,0.004992442,0.008768854,0.0015637855],"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":[0.00006450744,0.0000623734,0.0007471824,0.00023201175,0.00000440733,0.00021404766,0.030079968,0.00023372556,0.00010231514,0.81122184,0.11646861,0.040569045],"study_design_scores_gemma":[0.000013548075,0.00008634934,0.0016853265,0.0013883057,0.000006264283,0.00041418127,0.03377602,0.00033559176,0.00017995512,0.27515483,0.6869313,0.00002824057],"about_ca_topic_score_codex":0.0027885735,"about_ca_topic_score_gemma":0.0035714407,"teacher_disagreement_score":0.012741978,"about_ca_system_score_codex":0.004989603,"about_ca_system_score_gemma":0.003244575,"threshold_uncertainty_score":0.042626202},"labels":[],"label_agreement":null},{"id":"W226956693","doi":"","title":"Autonomy as a Liberal Justification: Three Objections","year":2007,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Religious Education and Schools","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":"Pluralism (philosophy); Autonomy; Liberal education; Liberal democracy; Democracy; Cultural pluralism; Sociology; Democratic ideals; State (computer science); Liberalism; Law; Political science; Politics; Liberal arts education; Epistemology; Higher education","score_opus":0.02734856451383109,"score_gpt":0.36142635761409625,"score_spread":0.33407779310026514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W226956693","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011670832,0.0073814415,0.012123314,0.6144258,0.0030913183,0.00006201678,0.000107401225,0.00006587847,0.351072],"genre_scores_gemma":[0.7720266,0.004653547,0.005692778,0.17014524,0.007660046,0.00043160655,0.00007422552,0.0001168354,0.03919904],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9840337,0.0076803723,0.00048893475,0.0018063503,0.004815012,0.001175617],"domain_scores_gemma":[0.9796338,0.014913545,0.0008620928,0.0014418686,0.0021239207,0.0010248526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013557786,0.00057891966,0.000855121,0.0016124884,0.0072384835,0.0109638525,0.0029623231,0.015057727,0.0060213837],"category_scores_gemma":[0.023182025,0.00037322697,0.00086693006,0.0014661701,0.08766787,0.01308329,0.009993618,0.02346178,0.0010818724],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000033679794,0.0000037768211,0.00005373551,0.000010666925,0.0000011556306,0.000019850064,0.0010317396,0.000019912692,0.000008369987,0.9939433,0.004004546,0.00089951657],"study_design_scores_gemma":[0.000020699228,0.000008954799,0.00021071454,0.00016560924,0.0000062287304,0.00007356985,0.0017077166,0.0001593633,0.00008270916,0.8999109,0.09763652,0.000017061295],"about_ca_topic_score_codex":0.0072415895,"about_ca_topic_score_gemma":0.0037626654,"teacher_disagreement_score":0.015057727,"about_ca_system_score_codex":0.008076587,"about_ca_system_score_gemma":0.006578332,"threshold_uncertainty_score":0.07170129},"labels":[],"label_agreement":null},{"id":"W260196296","doi":"","title":"Textbook Publishing, Textbooks, and Democracy: A Case Study","year":2007,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Indoctrination; Context (archaeology); Sociology; Publishing; Pedagogy; Ideology; Mathematics education; Psychology; Politics; Political science; Law","score_opus":0.1035483488651405,"score_gpt":0.40258869603996866,"score_spread":0.2990403471748282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W260196296","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.982142,0.0009039251,0.00029025425,0.0013741567,0.000023372982,0.00010983469,0.00005878949,0.0000054676075,0.015092223],"genre_scores_gemma":[0.9891917,0.002259099,0.0008481608,0.0003749747,0.000028233848,0.00008566995,0.00006464124,0.0000104230185,0.0071370592],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946924,0.0029875962,0.00027753087,0.00022907667,0.0010345672,0.0007787652],"domain_scores_gemma":[0.98535985,0.01001244,0.0017952959,0.00047026228,0.0011218224,0.0012403321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055548744,0.00028213626,0.000584546,0.0033063828,0.0094907405,0.006425393,0.002061719,0.0025411437,0.003852049],"category_scores_gemma":[0.014077003,0.00052099227,0.00040473585,0.007778667,0.005892256,0.0038229546,0.0041133054,0.0026873692,0.00040488326],"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":[0.000077579854,0.0010970489,0.056061547,0.00047281972,0.000020479089,0.0338664,0.8600914,0.00022350423,0.00058379985,0.018386286,0.0035004898,0.025618657],"study_design_scores_gemma":[0.000036520407,0.00023697218,0.028865173,0.00043036835,0.00002474887,0.0048455196,0.9191009,0.0002798506,0.00047761548,0.0010987619,0.044581946,0.000021693206],"about_ca_topic_score_codex":0.041136194,"about_ca_topic_score_gemma":0.11533495,"teacher_disagreement_score":0.041136194,"about_ca_system_score_codex":0.015134793,"about_ca_system_score_gemma":0.005331189,"threshold_uncertainty_score":0.10981113},"labels":[],"label_agreement":null},{"id":"W286032172","doi":"","title":"The Meaning of the Concept of Education: Searching for the Lost Arc","year":2006,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Pragmatism in Philosophy and Education","field":"Arts and Humanities","cited_by":4,"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":"Meaning (existential); Vocational education; Nothing; Sociology; Ideology; Politics; Democracy; Feeling; Epistemology; Aesthetics; Psychology; Social psychology; Pedagogy; Law; Philosophy; Political science","score_opus":0.032021071784863624,"score_gpt":0.2747028371946881,"score_spread":0.24268176540982445,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W286032172","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010093077,0.32797042,0.026654586,0.3075296,0.010693207,0.00006609343,0.00013414097,0.000099044504,0.31675997],"genre_scores_gemma":[0.6339857,0.20714505,0.028809791,0.062173143,0.021727923,0.00054109155,0.00023933701,0.0004922815,0.04488571],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.990531,0.0067014555,0.00027733165,0.0007337881,0.0011741825,0.00058218115],"domain_scores_gemma":[0.9896667,0.008024805,0.00042551084,0.0006249172,0.00073775236,0.00052031566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008266186,0.0011566282,0.0011818632,0.005187003,0.008885142,0.014231876,0.0023277136,0.0051882286,0.004805345],"category_scores_gemma":[0.0118023595,0.00052305724,0.00066810707,0.004729893,0.07640709,0.037597254,0.007088897,0.015161426,0.000984158],"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":[0.000008179733,0.0000062352524,0.00005586124,0.00007224667,0.0000017375842,0.000027520618,0.0055103716,0.00003035021,0.0000231219,0.9829701,0.004975204,0.0063190823],"study_design_scores_gemma":[0.000007209712,0.000017265553,0.00019731847,0.0006892052,0.0000024163494,0.000108480206,0.0058439346,0.00016976499,0.00003946268,0.74467975,0.2482307,0.000014572827],"about_ca_topic_score_codex":0.0059119067,"about_ca_topic_score_gemma":0.0046427445,"teacher_disagreement_score":0.014231876,"about_ca_system_score_codex":0.011142795,"about_ca_system_score_gemma":0.0061164293,"threshold_uncertainty_score":0.080846965},"labels":[],"label_agreement":null},{"id":"W2991700924","doi":"","title":"Qualities of Democracy: Links to Democratic Leadership","year":2006,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":8,"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":"Democracy; Politics; Accountability; Democratic ideals; Sociology; Political science; Public administration; Law","score_opus":0.19630920730151305,"score_gpt":0.39583581346664903,"score_spread":0.19952660616513598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991700924","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.079725295,0.02705703,0.008069846,0.13999942,0.0014151194,0.00007765704,0.00032689143,0.00007211002,0.74325657],"genre_scores_gemma":[0.9766027,0.005563519,0.0011222342,0.005215851,0.00050731056,0.00005813668,0.00009199108,0.000038025508,0.01080021],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9948068,0.0034826547,0.00009305909,0.0004774892,0.0005655823,0.00057439745],"domain_scores_gemma":[0.987463,0.0066692308,0.0024904201,0.0005376748,0.0011921957,0.0016474642],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034760875,0.00031371904,0.0002781259,0.0017352767,0.00573723,0.0125493575,0.0007178033,0.0016918281,0.021898987],"category_scores_gemma":[0.009139756,0.00016363531,0.0002839432,0.002816739,0.019332847,0.0062187393,0.004992099,0.0051805703,0.001821783],"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":[0.00002464748,0.00007452774,0.009125393,0.000118704476,0.000009125753,0.00016468983,0.03399731,0.00013219022,0.000031215775,0.9115079,0.02209241,0.022721812],"study_design_scores_gemma":[0.00002152229,0.00004457315,0.022421727,0.0010281756,0.000010824698,0.00045722196,0.054880634,0.00030211563,0.00007392219,0.6424451,0.27828413,0.00003011504],"about_ca_topic_score_codex":0.0033758776,"about_ca_topic_score_gemma":0.004161477,"teacher_disagreement_score":0.021898987,"about_ca_system_score_codex":0.005166726,"about_ca_system_score_gemma":0.0028542546,"threshold_uncertainty_score":0.07325941},"labels":[],"label_agreement":null},{"id":"W33925755","doi":"10.3390/membranes11050320","title":"Engaging Community: Notes on the Necessity of Reflection","year":2005,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Hrvatska Zaklada za Znanost","keywords":"Sociology; Cognitive dissonance; Pedagogy; Ideology; Narrative; Reflection (computer programming); Epistemology; Psychology; Mathematics education; Social psychology; Politics; Computer science; Political science","score_opus":0.10543853946310536,"score_gpt":0.4385421471363569,"score_spread":0.33310360767325153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W33925755","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017653704,0.007776519,0.018571757,0.86591625,0.015676426,0.00015994124,0.00004838781,0.0003525326,0.073844485],"genre_scores_gemma":[0.6136624,0.0060763843,0.018616127,0.28034613,0.0072334204,0.0006152031,0.00008786485,0.000978,0.07238447],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9162349,0.06149072,0.0023513034,0.0056020804,0.009283843,0.0050371895],"domain_scores_gemma":[0.9009242,0.056220405,0.0038642224,0.0120157115,0.011825681,0.015149838],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05623212,0.00092507416,0.0008542211,0.0013563462,0.015274405,0.017800245,0.0046090055,0.01205717,0.01191706],"category_scores_gemma":[0.081410356,0.0006122543,0.0010559502,0.0008687551,0.058596365,0.022174135,0.030535446,0.032536328,0.0030216705],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011052537,0.00014097455,0.0021886122,0.00045660054,0.00005833388,0.0016415617,0.31103823,0.0002552981,0.0013308575,0.35329136,0.24960858,0.07987908],"study_design_scores_gemma":[0.00001767663,0.000049897448,0.0005042266,0.000584505,0.0000065590425,0.00082476373,0.1088492,0.00022450286,0.00019787194,0.062323604,0.8263665,0.000050684423],"about_ca_topic_score_codex":0.003209432,"about_ca_topic_score_gemma":0.0028537484,"teacher_disagreement_score":0.05623212,"about_ca_system_score_codex":0.006087768,"about_ca_system_score_gemma":0.013429778,"threshold_uncertainty_score":0.29738748},"labels":[],"label_agreement":null},{"id":"W49904913","doi":"","title":"For Novice and Informed Readers: A Review of Key Questions for Educators","year":2006,"lang":"en","type":"review","venue":"the Journal of Thought","topic":"Education and Critical Thinking Development","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":"Curriculum; Sociology; Key (lock); Pedagogy; Psychology; Epistemology; Philosophy; Computer science","score_opus":0.08895779704292085,"score_gpt":0.4547409195792963,"score_spread":0.36578312253637546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W49904913","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00018259976,0.9686359,0.00068301853,0.025157109,0.0034126719,0.00007350813,0.00003129114,0.000027470862,0.0017963215],"genre_scores_gemma":[0.004236954,0.9661293,0.002753305,0.02155447,0.0020427017,0.00023058856,0.000119288736,0.00003350955,0.0028998929],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9821983,0.007353112,0.003433281,0.00093180005,0.0052772327,0.0008063212],"domain_scores_gemma":[0.9215578,0.055296004,0.0034806412,0.00084485346,0.01663102,0.002189714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.031084893,0.0015723146,0.0025561603,0.009292933,0.0031095627,0.011403385,0.0034117624,0.007906435,0.0039506983],"category_scores_gemma":[0.06338394,0.0015588106,0.001029723,0.008945988,0.01040092,0.017078985,0.006767895,0.009637639,0.0021453123],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007203827,0.00008220848,0.0005588828,0.021312408,0.000028334565,0.00019196486,0.010681542,0.0001131128,0.00022416613,0.018001398,0.31307828,0.6356556],"study_design_scores_gemma":[0.000011278685,0.000042443746,0.00082712725,0.03471157,0.000021839438,0.00023470318,0.0059022694,0.00003849473,0.0001143348,0.0044876668,0.9535757,0.0000327358],"about_ca_topic_score_codex":0.009872092,"about_ca_topic_score_gemma":0.014876174,"teacher_disagreement_score":0.031084893,"about_ca_system_score_codex":0.011141303,"about_ca_system_score_gemma":0.021052474,"threshold_uncertainty_score":0.16439462},"labels":[],"label_agreement":null}]}