{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":26,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":26,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"query_hash":"b5621e387a8a","filters":{"venue":"Learning Disabilities Research and Practice"}},"results":[{"id":"W1964402697","doi":"10.1111/0938-8982.00022","title":"How Do Profoundly Deaf Children Learn to Read?","year":2001,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":257,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Reading (process); Learning to read; American Sign Language; Sign language; Psychology; Disadvantaged; Sign (mathematics); Spoken language; Manually coded language; Linguistics; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.1453200715754518,"gpt":0.4673567069429417,"spread":0.3220366353674898,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.004411266,0.0001406476,0.0001567283,0.0001634555,0.0007131682,0.0006987924,0.0003528471,0.0001195907,0.0009631105],"category_scores_gemma":[0.01616422,0.0001334882,0.00003411337,0.0004926897,0.0005016782,0.0006049394,0.0003014035,0.001317714,0.0008162079],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001044234,"about_ca_system_score_gemma":0.00005762577,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002072468,"about_ca_topic_score_gemma":0.00007196054,"domain_scores_codex":[0.9950959,0.002953854,0.0001772499,0.0004528505,0.000521033,0.0007991273],"domain_scores_gemma":[0.992887,0.005765893,0.00005399714,0.0007225939,0.0002760807,0.0002944157],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"not_applicable","study_design_scores_codex":[0.003059541,0.001084237,0.6062286,0.00005414103,0.0002061031,0.00002063648,0.04806009,0.00001709334,0.0001848961,0.05213112,0.01152487,0.2774287],"study_design_scores_gemma":[0.0004063859,0.001747422,0.09419632,0.00003087815,0.00001122629,0.000151166,0.09275196,0.00001053966,0.000004476135,0.001196944,0.8092938,0.0001988956],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7573887,0.0006846544,0.0001045047,0.05014046,0.00007922147,0.000606938,0.000001488935,0.0001294532,0.1908645],"genre_scores_gemma":[0.8533313,0.0002806778,0.0005259055,0.0001893386,0.0002077597,0.0001585729,0.00001584632,0.00002894944,0.1452617],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7977689,"threshold_uncertainty_score":0.9999618,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2047704373","doi":"10.1111/j.1540-5826.2008.00264.x","title":"Evidence‐Based Strategies for Reading Instruction of Older Students with Learning Disabilities","year":2008,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Reading and Literacy Development","field":"Psychology","cited_by":219,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Fluency; Psychology; Reading (process); Learning disability; Reading comprehension; Mathematics education; Vocabulary; Special education; Literacy; Relevance (law); Differentiated instruction; Comprehension; Quarter (Canadian coin); Inclusion (mineral); Word recognition; Pedagogy; Developmental psychology; Computer science; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.19209828617875,"gpt":0.4677489772698288,"spread":0.2756506910910788,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.004673458,0.0002186016,0.0003348288,0.0002318314,0.0009569215,0.0002446323,0.0002449886,0.0001214651,0.0003181026],"category_scores_gemma":[0.01728,0.0001823974,0.0000581032,0.0003926895,0.001429738,0.001368295,0.00008738064,0.0009576997,0.00002099172],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001306992,"about_ca_system_score_gemma":0.0002587265,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009087196,"about_ca_topic_score_gemma":0.00001234626,"domain_scores_codex":[0.9951084,0.002287089,0.000443209,0.0005829587,0.000929769,0.0006486066],"domain_scores_gemma":[0.9674606,0.03119159,0.0001946627,0.000309571,0.0007009126,0.000142605],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.007876556,0.0006658933,0.7398335,0.001015512,0.0003089415,0.00001446186,0.2206193,0.001026047,0.0002579174,0.01247442,0.0007267626,0.01518075],"study_design_scores_gemma":[0.002318458,0.00521546,0.07671423,0.001097534,0.00005216513,0.0002368218,0.8717222,0.000264791,0.0001797974,0.0009778552,0.0407454,0.0004752467],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9849618,0.0007023341,0.001234849,0.0006775453,0.0001401309,0.0006501877,0.00000382345,0.00008777818,0.01154155],"genre_scores_gemma":[0.9832518,0.0002444813,0.002284792,0.0000300058,0.0001212357,0.0003379573,0.00001843732,0.00003942834,0.01367188],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6631193,"threshold_uncertainty_score":0.9909979,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2035207251","doi":"10.1111/j.1540-5826.2004.00086.x","title":"Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference?","year":2004,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Family and Disability Support Research","field":"Psychology","cited_by":211,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University; University of Toronto","funders":"Office of International Science and Engineering; University of Toronto","keywords":"Psychology; Special education; Learning disability; Loneliness; Developmental psychology; Inclusion (mineral); Competence (human resources); Social skills; Perception; Clinical psychology; Mathematics education; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.07322902101791702,"gpt":0.4116758649709926,"spread":0.3384468439530756,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002842334,0.000248528,0.0003307756,0.0002067804,0.001254023,0.0002547872,0.000176405,0.0001762589,0.001847446],"category_scores_gemma":[0.009527043,0.0001945073,0.00006043218,0.0004041393,0.002994241,0.0004194582,0.0002213466,0.001630268,0.00004189085],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002294327,"about_ca_system_score_gemma":0.0005040067,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003648963,"about_ca_topic_score_gemma":0.0003888481,"domain_scores_codex":[0.9951124,0.001872584,0.000422034,0.000749103,0.001091915,0.0007520036],"domain_scores_gemma":[0.9922546,0.006580677,0.0001427965,0.000274345,0.00050874,0.0002389069],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.003797865,0.001719129,0.8488863,0.0003213803,0.0002415129,0.000001938108,0.07758224,0.0001238992,0.0001033907,0.04573498,0.0002684765,0.02121888],"study_design_scores_gemma":[0.00140988,0.002547792,0.3493949,0.0001051123,0.0000339764,0.00009210414,0.635286,0.000007311477,0.00002678865,0.006265819,0.004563341,0.0002669877],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9566473,0.0002338268,0.00008798088,0.002939562,0.0001399418,0.0006349827,0.00001476813,0.00005219853,0.03924944],"genre_scores_gemma":[0.9873995,0.00007234219,0.0002616548,0.00004279881,0.0009371414,0.0001864331,0.00009022307,0.00003189594,0.01097797],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5577038,"threshold_uncertainty_score":0.999719,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2059689962","doi":"10.1111/j.1540-5826.2004.00106.x","title":"Literacy Instruction, SES, and Word‐Reading Achievement in English‐Language Learners and Children with English as a First Language: A Longitudinal Study","year":2004,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Reading and Literacy Development","field":"Psychology","cited_by":122,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Socioeconomic status; Psychology; Reading (process); Literacy; Developmental psychology; Longitudinal study; Language development; Academic achievement; Mathematics education; Linguistics; Pedagogy; Population; Demography; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.02623025368262176,"gpt":0.3787374280210994,"spread":0.3525071743384776,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002750958,0.0002577996,0.000287444,0.0003481443,0.0005528483,0.0006470506,0.0001351846,0.00009409432,0.0001335719],"category_scores_gemma":[0.007432271,0.0002226533,0.00001828825,0.0005396173,0.0004865116,0.0009501231,0.0002016517,0.001432703,0.00001235336],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001661303,"about_ca_system_score_gemma":0.00008229881,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01075519,"about_ca_topic_score_gemma":0.0006282238,"domain_scores_codex":[0.9966171,0.001070608,0.0003339842,0.0007949838,0.0005232252,0.0006600525],"domain_scores_gemma":[0.9962274,0.002902665,0.0001003371,0.0003077098,0.0002259786,0.0002359045],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0008933478,0.0004178117,0.5150805,0.00004494608,0.0001143201,0.00006768843,0.4701771,0.00002299491,0.000001858903,0.0005587693,0.00001745631,0.01260321],"study_design_scores_gemma":[0.002950851,0.001702595,0.3703811,0.0001523839,0.00002374019,0.000242938,0.6184748,0.000003004938,0.000003813941,0.00006846667,0.005751606,0.00024461],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9919323,0.001356473,0.00000665389,0.0006702118,0.00009074563,0.0007355349,0.000004134469,0.0000916261,0.005112275],"genre_scores_gemma":[0.9960545,0.0001912782,0.0005967566,0.00004343579,0.0002004163,0.000163252,0.00002407437,0.00003621512,0.002690033],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1482978,"threshold_uncertainty_score":0.9958323,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2068470947","doi":"10.1111/j.1540-5826.2009.00298.x","title":"Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First Through Fourth Grade","year":2010,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":114,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Cognition; Learning disability; Psychology; Working memory; Percentile; Reading (process); Short-term memory; Typically developing; Mathematics education; Developmental psychology; Cognitive psychology; Mathematics; Statistics; Psychiatry","retraction":null,"screen_n_in":null,"score":{"opus":0.1195307547743433,"gpt":0.405815607194828,"spread":0.2862848524204847,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.001441673,0.0002222325,0.0004324147,0.00006030322,0.0004341991,0.0001182327,0.0001639228,0.0001846703,0.0003120382],"category_scores_gemma":[0.08607621,0.0001806951,0.00008704919,0.0001676554,0.00133377,0.000470254,0.0003833011,0.001796455,0.00002708218],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002173492,"about_ca_system_score_gemma":0.00004767052,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001317059,"about_ca_topic_score_gemma":0.00003168824,"domain_scores_codex":[0.9976033,0.0003368682,0.0004902573,0.0003908609,0.0007356104,0.0004431318],"domain_scores_gemma":[0.9415338,0.0575141,0.0002095693,0.0001845497,0.0003716723,0.0001863218],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.003234586,0.009646003,0.06624455,0.01015866,0.003001575,0.0001083775,0.4670818,0.000001107593,0.01899868,0.3740253,0.001766246,0.04573307],"study_design_scores_gemma":[0.002243135,0.001676846,0.01607853,0.001690789,0.0005444706,0.0002461646,0.3824514,0.0006238103,0.002895791,0.583345,0.00723288,0.0009711806],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9869551,0.0002107883,0.0002910551,0.001763041,0.00005206832,0.0004616854,0.00007092103,0.00004579698,0.01014956],"genre_scores_gemma":[0.9838239,0.0005725661,0.01467159,0.00004400018,0.0001171109,0.00004352702,0.0000278587,0.00003219055,0.0006672426],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2093197,"threshold_uncertainty_score":0.9216222,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2070662361","doi":"10.1111/1540-5826.00053","title":"Children with Learning Disabilities within the Family Context: A Comparison with Siblings in Global Self–Concept, Academic Self–Perception, and Social Competence","year":2003,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Family and Disability Support Research","field":"Psychology","cited_by":88,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Developmental psychology; Learning disability; Perception; Psychosocial; Social competence; Competence (human resources); Social environment; Self-concept; Social change; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.07765197094961443,"gpt":0.4181826352280096,"spread":0.3405306642783952,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","sts","research_integrity"],"consensus_categories":["sts"],"category_scores_codex":[0.007906584,0.0004429903,0.0005950781,0.0001567101,0.001826404,0.0004953078,0.0004549074,0.0003383352,0.0002587131],"category_scores_gemma":[0.008341589,0.0003101618,0.00005746416,0.001125674,0.005591088,0.0009896908,0.0002322464,0.00503093,0.00007295952],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003569707,"about_ca_system_score_gemma":0.0004478846,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006425067,"about_ca_topic_score_gemma":0.001065164,"domain_scores_codex":[0.9869171,0.008482862,0.0006772635,0.001175847,0.00137878,0.001368103],"domain_scores_gemma":[0.9842302,0.01430281,0.0002154244,0.0004587359,0.0004955945,0.0002972642],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.001575464,0.0004906741,0.8008701,0.00009143149,0.000159124,0.000006139765,0.1733293,0.0001143969,0.00001687197,0.02155028,0.000302312,0.001493936],"study_design_scores_gemma":[0.00148752,0.002017954,0.3242109,0.00005541108,0.00003843812,0.0002147882,0.663901,0.0001145604,0.000003332895,0.0008175649,0.006813706,0.0003248296],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9781025,0.001583907,0.00004602132,0.003107992,0.00005658482,0.001237671,0.00001625893,0.0001856527,0.01566339],"genre_scores_gemma":[0.9975345,0.0001282139,0.0005124071,0.0002708618,0.0001385688,0.0002754555,0.00003241916,0.00004815832,0.001059462],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4905716,"threshold_uncertainty_score":0.999935,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2026497229","doi":"10.1111/j.1540-5826.2008.00271.x","title":"Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed‐Methods Inquiry","year":2008,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Perfectionism, Procrastination, Anxiety Studies","field":"Psychology","cited_by":87,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"University of Alberta","keywords":"Procrastination; Psychology; Learning disability; Set (abstract data type); Metacognition; Social psychology; Self-efficacy; Qualitative research; Developmental psychology; Clinical psychology; Cognition","retraction":null,"screen_n_in":null,"score":{"opus":0.1688546394092769,"gpt":0.4683690814497576,"spread":0.2995144420404807,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.004180722,0.0002256451,0.000313851,0.0002380671,0.001518134,0.00009570617,0.0001085455,0.0001266688,0.0001045033],"category_scores_gemma":[0.07048474,0.0002012387,0.00003424946,0.0006492434,0.003363813,0.0009131756,0.0001568754,0.00108556,0.00001323252],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001036152,"about_ca_system_score_gemma":0.0001021606,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005948187,"about_ca_topic_score_gemma":0.0000460473,"domain_scores_codex":[0.9937539,0.004091502,0.0003933093,0.0006191535,0.0006233233,0.0005187771],"domain_scores_gemma":[0.9639919,0.03438457,0.0002275072,0.0002191699,0.001060763,0.0001160814],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.001591039,0.0006260394,0.7475665,0.0006832665,0.0002609389,0.000003967703,0.2145171,0.0002891879,0.0004371777,0.00944907,0.0005999805,0.02397581],"study_design_scores_gemma":[0.001053758,0.003865357,0.303585,0.0001247042,0.00004397998,0.0004267309,0.671858,0.0003803633,0.0001781584,0.003666271,0.01449076,0.0003269484],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9772077,0.001143073,0.004800714,0.002382347,0.0001289439,0.0005314661,0.00000239681,0.0001357135,0.01366765],"genre_scores_gemma":[0.9851636,0.0008614909,0.004866187,0.00001896736,0.0001455807,0.0002243356,0.00001850037,0.00003941196,0.008661965],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.457341,"threshold_uncertainty_score":0.9997817,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2064334444","doi":"10.1111/j.1540-5826.2007.00228.x","title":"Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention","year":2007,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":68,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Guelph","funders":"National Institute of Child Health and Human Development; National Institutes of Health","keywords":"Psychology; Learning disability; Cognition; Subtraction; Developmental psychology; Reading (process); Arithmetic; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.09357600238093272,"gpt":0.41908615302249,"spread":0.3255101506415573,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.006299129,0.0001270458,0.0002818167,0.000121443,0.0003112732,0.0001041088,0.00008764974,0.00007052412,0.00007277379],"category_scores_gemma":[0.0371412,0.00008435528,0.00003511685,0.0002762756,0.00146113,0.0002957168,0.0002297467,0.0009658405,0.000005904024],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003870835,"about_ca_system_score_gemma":0.00002044554,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004024533,"about_ca_topic_score_gemma":0.000161723,"domain_scores_codex":[0.997251,0.001206808,0.0003530172,0.0002479635,0.0005665927,0.0003746608],"domain_scores_gemma":[0.9452266,0.05421337,0.0001144736,0.00007082513,0.0002923321,0.00008237793],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.006421264,0.00304189,0.3973375,0.0008728873,0.0001666696,0.00003575808,0.12595,4.782999e-7,0.001102025,0.3294101,0.00001438875,0.1356471],"study_design_scores_gemma":[0.001683139,0.0007413996,0.0776892,0.0003439642,0.00004359406,0.00004412104,0.5834764,0.0001103935,0.0004330008,0.3351148,0.0001461622,0.0001738201],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9837348,0.0004191319,0.0001992051,0.0003086096,0.000009900526,0.0004037508,0.000001947111,0.00001979457,0.01490279],"genre_scores_gemma":[0.9985547,0.0001858972,0.0005736621,0.000008267964,0.00002257831,0.00003294282,0.000004979569,0.00001149616,0.0006054452],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4575264,"threshold_uncertainty_score":0.9709694,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1964085375","doi":"10.1111/1540-5826.00060","title":"General and Specific Issues for Researchers’ Consideration in Applying the Risk and Resilience Framework to the Social Domain of Learning Disabilities","year":2003,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Resilience and Mental Health","field":"Psychology","cited_by":67,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Learning disability; Psychology; Psychological resilience; Resilience (materials science); Intervention (counseling); Perception; Domain (mathematical analysis); Applied psychology; Developmental psychology; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.1525753809908899,"gpt":0.5125636876315018,"spread":0.359988306640612,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.01278754,0.0001354731,0.0002162833,0.0001005911,0.001924512,0.000254553,0.0001536601,0.0001163354,0.00009893488],"category_scores_gemma":[0.03480374,0.0000919973,0.00002814085,0.000376091,0.002172954,0.00029958,0.0001242529,0.001461387,0.000007837262],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007623243,"about_ca_system_score_gemma":0.00007944584,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001795895,"about_ca_topic_score_gemma":0.0003173124,"domain_scores_codex":[0.9910707,0.006959199,0.000330814,0.0004770931,0.0005040541,0.0006581761],"domain_scores_gemma":[0.9613795,0.03799838,0.00009490316,0.0002421712,0.0001629568,0.0001220515],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00253459,0.0001871718,0.2184232,0.0002645721,0.00003705227,0.000002486795,0.4301075,0.0002049149,0.0003535569,0.2886172,0.001301639,0.05796611],"study_design_scores_gemma":[0.0003534736,0.0009328657,0.01951326,0.00004838193,0.000004984528,0.00002136849,0.7919426,0.00005546631,0.00004073508,0.02527864,0.1617024,0.000105864],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9798566,0.004317204,0.0003722086,0.008764415,0.00006604454,0.001678744,0.00000683039,0.000012542,0.004925415],"genre_scores_gemma":[0.9920336,0.00200466,0.001854108,0.00009073921,0.0001583045,0.0006983933,0.000002553562,0.00001822084,0.003139415],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3618351,"threshold_uncertainty_score":0.9993749,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2124608756","doi":"10.1111/j.1540-5826.2011.00327.x","title":"Reading in English as a First or Second Language: The Case of Grade 3 Spanish, Portuguese, and English Speakers","year":2011,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Reading and Literacy Development","field":"Psychology","cited_by":64,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; Wilfrid Laurier University","funders":"","keywords":"Portuguese; Psychology; Linguistics; Reading comprehension; Vocabulary; Reading (process); Neuroscience of multilingualism; Comprehension; First language","retraction":null,"screen_n_in":null,"score":{"opus":0.07924852210965934,"gpt":0.3963227216273194,"spread":0.31707419951766,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004822671,0.0001518931,0.0002254483,0.0001672018,0.000289382,0.0001139754,0.000166073,0.0001069173,0.003150829],"category_scores_gemma":[0.03061166,0.0001081413,0.00002680731,0.0003759876,0.0007174484,0.0004621954,0.0001610254,0.001143566,0.00002037558],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005139552,"about_ca_system_score_gemma":0.00007338142,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01119802,"about_ca_topic_score_gemma":0.001344472,"domain_scores_codex":[0.9968749,0.001581506,0.0003524328,0.000419256,0.0002462063,0.0005257007],"domain_scores_gemma":[0.9853508,0.01375875,0.0001167984,0.0003476032,0.0002710647,0.0001549893],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.001485201,0.0002532631,0.03726541,0.0002148389,0.00009220489,0.00144667,0.9404919,8.264698e-7,0.000008514271,0.006273051,0.002012957,0.01045516],"study_design_scores_gemma":[0.0006098494,0.0007078885,0.0138456,0.00009066261,0.00001386529,0.001253038,0.8543594,0.000009756694,0.00004203523,0.0003371526,0.1285711,0.0001596126],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8426349,0.0008356314,0.000001039822,0.0002822603,0.0001651231,0.000286808,0.000007794167,0.00003590231,0.1557506],"genre_scores_gemma":[0.9773735,0.0002910109,0.0002874811,0.00005890854,0.0001398022,0.00007139653,0.000007723278,0.00002426435,0.02174589],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1347387,"threshold_uncertainty_score":0.9977604,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2038098166","doi":"10.1111/j.1540-5826.2005.00130.x","title":"Promoting Strategic Learning by Eighth-Grade Students Struggling in Mathematics: A Report of Three Case Studies","year":2005,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":64,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Learning disability; Context (archaeology); Psychology; Intervention (counseling); Instructional design; Teaching method; Pedagogy; Developmental psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.2842373770373994,"gpt":0.5519410662822849,"spread":0.2677036892448855,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","metaepi_narrow","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.03327838,0.0002772096,0.0005612487,0.0003477392,0.0007257905,0.0001762121,0.0002735174,0.0001733932,0.0002254649],"category_scores_gemma":[0.04948215,0.0002525612,0.00005739332,0.0007286044,0.0008439478,0.0005492863,0.0002773401,0.003940214,0.00002881084],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001847104,"about_ca_system_score_gemma":0.00007216253,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008254093,"about_ca_topic_score_gemma":0.00007463095,"domain_scores_codex":[0.9879652,0.008469415,0.0009952115,0.0007233266,0.0009632652,0.0008836449],"domain_scores_gemma":[0.9735085,0.02488315,0.0005235955,0.0004001978,0.0005657107,0.0001188986],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0007764321,0.003064508,0.2994463,0.001567075,0.0008075428,0.003468071,0.6351101,0.0006425285,0.001482678,0.01085915,0.0002562843,0.04251923],"study_design_scores_gemma":[0.00149473,0.0020712,0.00146538,0.0004975376,0.00005787094,0.007990795,0.9622012,0.001526533,0.0001400714,0.005905469,0.01613925,0.0005098963],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9756116,0.004090094,0.0001790124,0.0008950758,0.00008861668,0.0004466003,0.000002288863,0.00009506908,0.01859163],"genre_scores_gemma":[0.9870914,0.0001485855,0.00625655,0.00001478934,0.0001731807,0.00009765041,0.00001083576,0.00005357071,0.006153473],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3270911,"threshold_uncertainty_score":0.9999927,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2048052874","doi":"10.1111/j.1540-5826.2005.00139.x","title":"Psychosocial Status of Adolescents with Learning Disabilities With and Without Comorbid Attention Deficit Hyperactivity Disorder","year":2005,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Attention Deficit Hyperactivity Disorder","field":"Medicine","cited_by":62,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"","keywords":"Psychology; Attention deficit hyperactivity disorder; Learning disability; Psychosocial; Loneliness; Developmental psychology; Clinical psychology; Comorbidity; Intrapersonal communication; Set (abstract data type); Psychiatry; Interpersonal communication; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.06418719209199057,"gpt":0.4012612644135685,"spread":0.3370740723215779,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.001458139,0.000314018,0.0005477366,0.0001939442,0.0007084318,0.000172965,0.00008114741,0.0001442942,0.0001541627],"category_scores_gemma":[0.01023536,0.0002502503,0.00005979247,0.0004270777,0.001920053,0.001382612,0.0001260397,0.001959045,0.00002445367],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001707356,"about_ca_system_score_gemma":0.0002055844,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00123221,"about_ca_topic_score_gemma":0.0004909961,"domain_scores_codex":[0.9953974,0.001462791,0.000362821,0.0006751029,0.00123749,0.0008644049],"domain_scores_gemma":[0.9951308,0.003174995,0.0002324238,0.0003283221,0.0007882284,0.0003452053],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.007326293,0.001284379,0.9761138,0.0007522215,0.0001454718,0.000002749602,0.002996773,0.000193101,0.0006078362,0.0002419149,0.000008078333,0.01032738],"study_design_scores_gemma":[0.004699771,0.00447337,0.6966231,0.0006950767,0.0002060362,0.0003222656,0.2778174,0.0005755828,0.00001304531,0.00003132515,0.01414108,0.0004020018],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9896481,0.0008016154,0.0002643304,0.003065595,0.00002149913,0.0007861774,0.000007952715,0.00009086459,0.005313881],"genre_scores_gemma":[0.9947048,0.0009387255,0.0009936373,0.0000337572,0.0001117402,0.00007260803,0.00003238326,0.00007250314,0.003039843],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2794907,"threshold_uncertainty_score":0.999995,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1984228134","doi":"10.1111/j.1540-5826.2009.00297.x","title":"A Longitudinal Study of Risk‐Taking Behavior in Adolescents with Learning Disabilities","year":2010,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":54,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"","keywords":"Juvenile delinquency; Psychology; Learning disability; Developmental psychology; Aggression; Normative; Longitudinal study; Clinical psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.09429420657751357,"gpt":0.4227473508020839,"spread":0.3284531442245703,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.002758115,0.0002028252,0.0002953706,0.0002081318,0.0005856713,0.0001204921,0.0001985432,0.0001119348,0.0004638515],"category_scores_gemma":[0.01081742,0.0001696601,0.00004242926,0.00046109,0.0007559001,0.0003263239,0.0001436118,0.002967433,0.00003748844],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005050994,"about_ca_system_score_gemma":0.00006696254,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004688069,"about_ca_topic_score_gemma":0.002725917,"domain_scores_codex":[0.9958871,0.001775023,0.0004037081,0.0005805058,0.0007533609,0.0006003149],"domain_scores_gemma":[0.9956889,0.003360632,0.0002659444,0.0002529483,0.0002770849,0.0001544888],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00206702,0.003963037,0.9320927,0.000123047,0.00004132502,0.00001615709,0.05360805,0.00002089865,0.00003508063,0.001309081,0.00001781466,0.006705739],"study_design_scores_gemma":[0.001052071,0.001278508,0.7239251,0.0001681305,0.00001908212,0.0000265898,0.2721687,0.000003814378,0.000001701339,0.0001977964,0.001011677,0.0001468159],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9911848,0.000148236,0.0000060444,0.0002548,0.0002429112,0.0005785567,0.000003626977,0.0000385889,0.0075424],"genre_scores_gemma":[0.9983491,0.00005674339,0.00007881227,0.00001065604,0.0001838726,0.0001049961,0.000006216315,0.00002685674,0.001182699],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2185606,"threshold_uncertainty_score":0.9993328,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2102228322","doi":"10.1111/j.1540-5826.2005.00119.x","title":"The Literacy Skills of English Language Learners in Canada","year":2005,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Reading and Literacy Development","field":"Psychology","cited_by":54,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Psychology; Literacy; Mathematics education; Learning disability; Pedagogy; Developmental psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.02437805389210537,"gpt":0.3905258508451253,"spread":0.36614779695302,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.003545984,0.00009375504,0.0001386867,0.00007919819,0.0002294762,0.0001153991,0.0001968416,0.00004226099,0.0003738165],"category_scores_gemma":[0.03002639,0.0000698104,0.00001874314,0.0002886901,0.0002851324,0.0003041894,0.00008475523,0.0009461718,0.00002890387],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002781128,"about_ca_system_score_gemma":0.0003879892,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.565329,"about_ca_topic_score_gemma":0.2074479,"domain_scores_codex":[0.9966742,0.001801211,0.000307315,0.0002490583,0.0004490302,0.0005191671],"domain_scores_gemma":[0.9758426,0.02341421,0.00007455001,0.0002701612,0.0003006586,0.00009783303],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0006741892,0.0002266416,0.1211443,0.00006345633,0.00007108176,0.00002219734,0.6038361,0.0001220873,0.00003366621,0.004704407,0.005731893,0.26337],"study_design_scores_gemma":[0.0002421216,0.0000925944,0.01092388,0.00003162582,0.000001919141,0.000007423016,0.3635236,0.0000293874,0.00002828133,0.00004318562,0.6250029,0.00007309368],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8922993,0.001840915,0.000001179787,0.002086611,0.0001847085,0.0001443444,0.000003003089,0.0000127619,0.1034272],"genre_scores_gemma":[0.9668935,0.0002710652,0.0001848359,0.00008364138,0.0001670554,0.00004095743,0.000005899563,0.0000128098,0.03234022],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.619271,"threshold_uncertainty_score":0.9781441,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2139590764","doi":"10.1111/j.1540-5826.2007.00259.x","title":"Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish‐Speaking Children: Similarities and Differences","year":2008,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Reading and Literacy Development","field":"Psychology","cited_by":44,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Wilfrid Laurier University","funders":"Institute of Education Sciences; Wilfrid Laurier University; Grand Valley State University","keywords":"Pseudoword; Vocabulary; Psychology; Reading (process); Phonological awareness; Vocabulary development; Repetition (rhetorical device); Word recognition; Short-term memory; Developmental psychology; Linguistics; Cognition; Working memory","retraction":null,"screen_n_in":null,"score":{"opus":0.07811199338581921,"gpt":0.3573530845402186,"spread":0.2792410911543994,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002350162,0.0002328113,0.000418289,0.0002936307,0.0006559172,0.0001818932,0.0001562317,0.0001714768,0.0001468384],"category_scores_gemma":[0.007279547,0.0002168473,0.00002875872,0.0003214184,0.001279879,0.0006098076,0.0002334849,0.001591275,0.000003512358],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004907116,"about_ca_system_score_gemma":0.00006053973,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008480614,"about_ca_topic_score_gemma":0.00005801918,"domain_scores_codex":[0.9952643,0.002497217,0.0004589699,0.0006429386,0.000514564,0.0006219933],"domain_scores_gemma":[0.9832857,0.01609102,0.0001570774,0.000208429,0.00008607624,0.000171686],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003203656,0.0001386543,0.8924,0.00009100305,0.0001340464,0.00002788219,0.1031056,0.00001736041,0.00008807766,0.001289916,0.00008942813,0.002297712],"study_design_scores_gemma":[0.0006791148,0.0004685216,0.9088034,0.0003040399,0.00002254267,0.0001875712,0.08299116,0.0001365064,0.00003074342,0.001274281,0.004854945,0.0002471592],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9895572,0.004260548,0.00002548325,0.0007416413,0.000106376,0.0002459543,0.000008533756,0.00005486848,0.004999408],"genre_scores_gemma":[0.9935037,0.003268262,0.0008051315,0.00002937198,0.0001372514,0.00004161492,0.00003468133,0.00002981038,0.002150155],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02011442,"threshold_uncertainty_score":0.998122,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2056175848","doi":"10.1111/j.1540-5826.2008.00270.x","title":"Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties","year":2008,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Reading and Literacy Development","field":"Psychology","cited_by":44,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"SickKids Foundation; Hospital for Sick Children; University of Toronto","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; University of Toronto","keywords":"Phonological awareness; Reading (process); Percentile; Psychology; Learning disability; Developmental psychology; At-risk students; Mathematics education; Mathematics; Literacy; Statistics; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.04625278088232392,"gpt":0.353969227788588,"spread":0.307716446906264,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","metaepi_narrow","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.00249715,0.0004799349,0.0008667915,0.0002079265,0.001975374,0.000239413,0.0002329722,0.0002208136,0.0001085278],"category_scores_gemma":[0.01470938,0.0003377029,0.00006586067,0.000294685,0.004679431,0.0006752324,0.000314886,0.0009404835,0.00000542879],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001598494,"about_ca_system_score_gemma":0.00007504348,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001198509,"about_ca_topic_score_gemma":0.0000771972,"domain_scores_codex":[0.9953789,0.001318294,0.0006330134,0.001022603,0.0006723708,0.0009748066],"domain_scores_gemma":[0.9709937,0.02742695,0.000399695,0.0005282444,0.0003848879,0.0002664975],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00153302,0.0004091774,0.8486224,0.0003626225,0.0004703197,0.000002899488,0.1442976,0.00003654097,0.0000192211,0.0013678,0.0002380054,0.002640331],"study_design_scores_gemma":[0.001992387,0.002697035,0.6586351,0.0006650584,0.0001318387,0.001244857,0.3319862,0.00008318631,0.0001339457,0.0005424017,0.001260889,0.0006270679],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9948562,0.001522547,0.0001565421,0.0004380935,0.00004246649,0.001167057,0.0001215511,0.00010752,0.001587993],"genre_scores_gemma":[0.985817,0.001941339,0.004166905,0.00001880591,0.0001186116,0.0003526959,0.00007551617,0.00007669011,0.007432488],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1899874,"threshold_uncertainty_score":0.9999075,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1980942829","doi":"10.1111/j.1540-5826.2005.00141.x","title":"Beyond Prejudice: Thinking toward Genuine Inclusion","year":2005,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":38,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University","funders":"Social Sciences and Humanities Research Council of Canada; University of Canterbury","keywords":"Disadvantaged; Prejudice (legal term); Inclusion (mineral); Learning disability; Psychology; Pedagogy; Sociology; Field (mathematics); Hegemony; Mainstreaming; Special education; Developmental psychology; Social psychology; Politics; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.07635751472381128,"gpt":0.465124359512783,"spread":0.3887668447889717,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.006099982,0.0000851407,0.0001046214,0.00007574607,0.004373967,0.0003112595,0.0002707653,0.0001017757,0.0005249057],"category_scores_gemma":[0.02340367,0.00006775976,0.00003175137,0.0003514753,0.001106917,0.001002062,0.0006327845,0.0007285689,0.000119962],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002955488,"about_ca_system_score_gemma":0.0003118005,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01183432,"about_ca_topic_score_gemma":0.0007108954,"domain_scores_codex":[0.996748,0.00104535,0.0001658425,0.000236553,0.001217942,0.0005863114],"domain_scores_gemma":[0.9946302,0.004503973,0.00005858631,0.0001298739,0.0004308312,0.0002465737],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002169083,0.0002945256,0.003226996,0.00006343518,0.00003220617,0.000001714332,0.5505164,0.0001769835,0.00007311744,0.375323,0.0123787,0.05769606],"study_design_scores_gemma":[0.00008693989,0.0001265819,0.0005540248,0.00001404851,0.000003652353,0.000005014824,0.2121262,0.00003179185,0.000006497488,0.03355018,0.7534204,0.00007473159],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.2698124,0.002488673,0.00001024248,0.1988012,0.0001521311,0.0002561907,0.000002836545,0.00007326516,0.5284031],"genre_scores_gemma":[0.9640277,0.002240381,0.0009187,0.0008087548,0.001281838,0.00001999512,0.000008797159,0.00001055884,0.03068329],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.7410417,"threshold_uncertainty_score":0.9969222,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2159712238","doi":"10.1111/j.1540-5826.2005.00128.x","title":"Memory Profile of Children with Nonverbal Learning Disability","year":2005,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":36,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta; Glenrose Rehabilitation Hospital","funders":"","keywords":"Psychology; Nonverbal communication; Visual memory; Learning disability; Cognitive psychology; Developmental psychology; Verbal memory; Autism; Autism spectrum disorder; Audiology; Cognition; Neuroscience","retraction":null,"screen_n_in":null,"score":{"opus":0.05901936387995103,"gpt":0.3758189440525398,"spread":0.3167995801725888,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003860815,0.000234537,0.0003159581,0.0001339267,0.0009299736,0.0002195255,0.0004701594,0.000109722,0.001200291],"category_scores_gemma":[0.03667577,0.0001958912,0.00005518995,0.0008541369,0.004211779,0.001345166,0.0005085883,0.002565725,0.0001943402],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001781315,"about_ca_system_score_gemma":0.0002023541,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009166082,"about_ca_topic_score_gemma":0.00009678719,"domain_scores_codex":[0.9918282,0.004120662,0.0003673286,0.0008986985,0.001743773,0.001041346],"domain_scores_gemma":[0.9846803,0.01423547,0.0001502752,0.0005205346,0.0001312537,0.0002821661],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0101103,0.004824112,0.7374677,0.0008917772,0.0001795912,0.00002718129,0.03544859,0.003336988,0.02221215,0.040025,0.0005406028,0.144936],"study_design_scores_gemma":[0.0128004,0.03468961,0.3143399,0.0006020081,0.0001868704,0.002192563,0.1823758,0.01494132,0.2884547,0.01077464,0.1345264,0.004115876],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9350371,0.0002429223,0.0000466409,0.009700743,0.00001643216,0.0008247433,0.00001116522,0.0001316324,0.05398863],"genre_scores_gemma":[0.9925148,0.0002795546,0.0006302903,0.0000460441,0.0001211166,0.00009858485,0.000009085573,0.00004796174,0.006252516],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4231279,"threshold_uncertainty_score":0.9997354,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2995645551","doi":"10.1111/ldrp.12212","title":"Students with LD at Postsecondary: Supporting Success and the Role of Student Characteristics and Integration","year":2019,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Postsecondary education; Learning disability; Social integration; Structural equation modeling; Mathematics education; Higher education; Developmental psychology; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.04336047025996297,"gpt":0.4436479325037112,"spread":0.4002874622437482,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006748489,0.00007671245,0.000157909,0.00003838399,0.0006860314,0.000401328,0.0001477072,0.00003438936,0.0003309619],"category_scores_gemma":[0.006510396,0.00005149416,0.00001180339,0.0001276464,0.001863676,0.0004703432,0.0002096946,0.0003419849,0.000008733145],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008611452,"about_ca_system_score_gemma":0.0001062155,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003682997,"about_ca_topic_score_gemma":0.0009989146,"domain_scores_codex":[0.9968619,0.001667698,0.0002066363,0.0002302292,0.000768107,0.0002654125],"domain_scores_gemma":[0.9918417,0.007469602,0.0001280072,0.0001422272,0.0003032991,0.0001151284],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0008097701,0.0001521582,0.849307,0.00004844547,0.00002565924,1.569407e-7,0.1280822,4.680641e-7,0.00004541774,0.01498234,0.00001524606,0.006531142],"study_design_scores_gemma":[0.0006024532,0.0006365799,0.2471989,0.00004190061,0.00001601199,0.000003796325,0.7242559,0.0000209546,0.00002080902,0.000883033,0.02623897,0.00008065029],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9739401,0.0002246196,9.484805e-7,0.005912204,0.00004010498,0.0005698245,0.000003071459,0.00001131701,0.0192978],"genre_scores_gemma":[0.9947773,0.0004638534,0.00002939954,0.00006044868,0.00004066843,0.00003347085,0.000007215976,0.000007061855,0.00458063],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6021081,"threshold_uncertainty_score":0.7794023,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2171235895","doi":"10.1111/1540-5826.00061","title":"Resilience and Multiple Risks: A Response to Bernice Wong","year":2003,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":28,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Developmental psychology; Psychological resilience; Psychopathology; Learning disability; Reciprocal; At-risk students; Social emotional learning; Clinical psychology; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.1244474368208141,"gpt":0.4461538314564257,"spread":0.3217063946356116,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.005098935,0.0001247138,0.0001373471,0.000109347,0.0007317946,0.0001615566,0.0001045669,0.00007788005,0.0004781278],"category_scores_gemma":[0.03612392,0.0001137648,0.00002343759,0.0003255597,0.0003922888,0.0002310589,0.00009461506,0.0006883533,0.0002888912],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000536746,"about_ca_system_score_gemma":0.0000706986,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003988972,"about_ca_topic_score_gemma":0.00003075164,"domain_scores_codex":[0.9952566,0.003122132,0.0001920087,0.0004903119,0.0004168552,0.0005220679],"domain_scores_gemma":[0.9861556,0.01314338,0.00003740488,0.000184611,0.000174295,0.0003047652],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"not_applicable","study_design_scores_codex":[0.03479066,0.002165505,0.6135653,0.0003378498,0.0002422052,0.00008654129,0.1519669,0.0001166026,0.002371006,0.1010105,0.02735067,0.06599627],"study_design_scores_gemma":[0.0005457948,0.000529105,0.2202882,0.00007115689,0.000004573162,0.00006237514,0.0719366,0.000005076996,0.00001488074,0.001424534,0.7049534,0.0001643195],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9244722,0.001057381,0.00006111217,0.01155535,0.0001948076,0.0003250855,0.000005239426,0.00004023468,0.0622886],"genre_scores_gemma":[0.9705579,0.0002816544,0.0005955177,0.000444553,0.00008642639,0.00002842322,0.000002581306,0.00001437636,0.02798861],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6776027,"threshold_uncertainty_score":0.9719952,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2972843958","doi":"10.1111/ldrp.12209","title":"Self–Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD","year":2019,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Mindfulness and Compassion Interventions","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Guelph","funders":"","keywords":"Psychology; Self-compassion; Learning disability; Developmental psychology; Compassion; Cognition; Population; Self-acceptance; Clinical psychology; Mindfulness; Psychiatry","retraction":null,"screen_n_in":null,"score":{"opus":0.06841265039027347,"gpt":0.4099980648885081,"spread":0.3415854144982347,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001793374,0.0001372117,0.0003276876,0.0002310128,0.000291446,0.00007200794,0.0001593701,0.00009476572,0.002101117],"category_scores_gemma":[0.003873555,0.0001124106,0.00002522454,0.000518981,0.0006907621,0.0005614207,0.0002420921,0.0008537188,0.000008309583],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004210589,"about_ca_system_score_gemma":0.00008733846,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006493792,"about_ca_topic_score_gemma":0.000143229,"domain_scores_codex":[0.9965199,0.001967756,0.0003129669,0.0004065059,0.0004904327,0.0003023926],"domain_scores_gemma":[0.9897583,0.009329569,0.0002231868,0.0001863236,0.0004087774,0.00009387737],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.004132523,0.000556114,0.9455633,0.001216985,0.00009292707,0.000002902709,0.03009912,0.0002819152,0.00003598977,0.01415202,0.00009575879,0.003770471],"study_design_scores_gemma":[0.00168944,0.002952104,0.2037398,0.000564817,0.0000287345,0.00002799839,0.7593302,0.0003098638,0.00004703876,0.0005746676,0.03055873,0.0001766091],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9880168,0.0003101398,0.0001615315,0.0003104749,0.00003501124,0.0002994945,0.000003724598,0.00003077267,0.01083204],"genre_scores_gemma":[0.9741821,0.0001313891,0.0001504989,0.000002323779,0.00001842884,0.00003937326,0.000006265399,0.0000150584,0.02545459],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7418235,"threshold_uncertainty_score":0.9988111,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4280547705","doi":"10.1111/ldrp.12277","title":"Online Learning for Students with Learning Disabilities and Their Typical Peers: The Association between Basic Psychological Needs and Outcomes","year":2022,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta; University of Manitoba","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Competence (human resources); Burnout; Autonomy; Self-efficacy; Association (psychology); Clinical psychology; Applied psychology; Developmental psychology; Social psychology; Psychotherapist","retraction":null,"screen_n_in":null,"score":{"opus":0.1905863257599311,"gpt":0.5318333435712284,"spread":0.3412470178112972,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.007972299,0.0002364376,0.0003817915,0.0001396137,0.002767588,0.0003026006,0.0002568279,0.0001230387,0.0002782995],"category_scores_gemma":[0.01774254,0.0001574853,0.00005584399,0.0003525412,0.0007722605,0.0002865535,0.0005217779,0.002974371,0.000007478706],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004085781,"about_ca_system_score_gemma":0.00007854891,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007344109,"about_ca_topic_score_gemma":0.00009410418,"domain_scores_codex":[0.9921165,0.005345925,0.0003340167,0.0006001497,0.0008069306,0.0007965448],"domain_scores_gemma":[0.9371899,0.06204901,0.000171752,0.000223613,0.0001599481,0.0002057588],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.002228323,0.000467756,0.926827,0.0001048055,0.0001840521,0.000001408409,0.05221565,0.00005107881,0.000004982909,0.001409109,0.0002308321,0.01627506],"study_design_scores_gemma":[0.001090935,0.004419684,0.3782207,0.00001291879,0.00003608862,0.00002361217,0.4775862,0.00004991623,4.155607e-7,0.0004946106,0.137925,0.0001398978],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9804293,0.0007134713,0.00005585684,0.01623617,0.0001018286,0.0008780865,0.00003563112,0.00008300646,0.001466624],"genre_scores_gemma":[0.9785083,0.0002252218,0.00006351618,0.0003874046,0.000190077,0.000380643,0.00007827997,0.00003776721,0.0201288],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5486063,"threshold_uncertainty_score":0.9993258,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2157960821","doi":"10.1111/j.1540-5826.2004.00097.x","title":"Turner Syndrome: Genetic and Hormonal Factors Contributing to a Specific Learning Disability Profile","year":2004,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Genetic and Clinical Aspects of Sex Determination and Chromosomal Abnormalities","field":"Biochemistry, Genetics and Molecular Biology","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"University of Toronto","keywords":"Neurocognitive; Psychology; Learning disability; Developmental psychology; Psychosocial; Turner syndrome; Short stature; Clinical psychology; Cognition; Neuroscience; Psychiatry; Medicine; Pediatrics","retraction":null,"screen_n_in":null,"score":{"opus":0.0405871310743607,"gpt":0.3530843553801347,"spread":0.312497224305774,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.001510381,0.0002044836,0.0002209721,0.00004170234,0.0007726437,0.0002412622,0.0001535699,0.0001531208,0.0001272082],"category_scores_gemma":[0.008589473,0.0001791253,0.00005473824,0.0001581631,0.000965034,0.00003374961,0.0004345487,0.0006643833,0.00002883815],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004947017,"about_ca_system_score_gemma":0.00006769019,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001406385,"about_ca_topic_score_gemma":0.00002019967,"domain_scores_codex":[0.9973142,0.0006221719,0.0003213236,0.0006171534,0.0004288244,0.0006963572],"domain_scores_gemma":[0.9976847,0.001392256,0.0000705948,0.0002195042,0.00027662,0.0003563207],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.003781301,0.001939725,0.8494317,0.0007497455,0.0004037704,0.0001108429,0.01447888,0.001933238,0.05710752,0.004890969,0.0005335027,0.0646388],"study_design_scores_gemma":[0.002652396,0.01461425,0.5655705,0.0001568452,0.00004831004,0.0007777491,0.1672661,0.00006466627,0.00979251,0.002800457,0.235057,0.001199231],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9938371,0.001177219,0.0001528605,0.001841967,0.00004609441,0.0003389257,0.00001143288,0.00002822902,0.00256614],"genre_scores_gemma":[0.9953447,0.0006291809,0.001035815,0.00009562832,0.0001503895,0.00004719733,0.00005102471,0.0000233586,0.002622733],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2838612,"threshold_uncertainty_score":0.9997616,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2208752034","doi":"10.1111/ldrp.12092","title":"University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well–Being and GPA?","year":2015,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Life satisfaction; Social support; Reading (process); Academic achievement; Mediation; Clinical psychology; Developmental psychology; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.08850386122912622,"gpt":0.439563751895798,"spread":0.3510598906666718,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002507622,0.0001957725,0.0002604353,0.0001456281,0.000790399,0.0002711985,0.0001546373,0.0001103808,0.00015085],"category_scores_gemma":[0.002140797,0.0001645995,0.00001856742,0.0001997437,0.001202451,0.0005701457,0.0003532799,0.0008751177,0.0000189919],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002865052,"about_ca_system_score_gemma":0.0001559555,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005558854,"about_ca_topic_score_gemma":0.0002662062,"domain_scores_codex":[0.9961753,0.00173684,0.0001849621,0.0005873322,0.0006919726,0.0006235856],"domain_scores_gemma":[0.992792,0.006109952,0.00008412631,0.0002460475,0.0002180051,0.0005498837],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.003987137,0.000401481,0.8196765,0.0003418757,0.0001149592,0.0001291484,0.169965,0.000008678509,0.00002927456,0.001346428,0.001719935,0.002279562],"study_design_scores_gemma":[0.001854037,0.002268462,0.2417461,0.0001184368,0.00003673184,0.0001803205,0.6885832,0.00002544198,0.000001918601,0.0000916714,0.06490641,0.0001872493],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9793692,0.0005070903,0.00001205369,0.001299225,0.00008680754,0.000480821,0.00001116206,0.00007406701,0.01815953],"genre_scores_gemma":[0.9772937,0.000998624,0.0001393024,0.00006811804,0.00007950151,0.00001341343,0.00002130794,0.00002310303,0.02136292],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5779304,"threshold_uncertainty_score":0.8403362,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4405076404","doi":"10.1177/09388982241295772","title":"Interventions Targeting Anxiety in Individuals with Learning Disabilities: A Scoping Review","year":2024,"lang":"en","type":"review","venue":"Learning Disabilities Research and Practice","topic":"Family and Disability Support Research","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Learning disability; Psychological intervention; Psychology; Anxiety; Clinical psychology; Intervention (counseling); Response to intervention; Developmental psychology; Psychotherapist; Psychiatry","retraction":null,"screen_n_in":null,"score":{"opus":0.277055396630451,"gpt":0.5612733298233529,"spread":0.2842179331929019,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.02684744,0.0009458671,0.002744108,0.0009011462,0.0008867139,0.0009331563,0.0008746492,0.0006699542,0.005468035],"category_scores_gemma":[0.09127766,0.0007330878,0.0007476538,0.002914977,0.002705905,0.00103783,0.001261051,0.01143528,0.001695448],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006463652,"about_ca_system_score_gemma":0.001199233,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001491082,"about_ca_topic_score_gemma":0.0002824337,"domain_scores_codex":[0.9726573,0.0187555,0.00221957,0.002344775,0.001791015,0.002231788],"domain_scores_gemma":[0.942,0.05529147,0.0004741169,0.001162693,0.0005151997,0.0005565818],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"systematic_review","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001513703,0.0008295331,0.00584152,0.7362947,0.0005085471,0.00006935705,0.01248281,0.000004838138,6.280072e-8,0.002076464,0.00477669,0.236964],"study_design_scores_gemma":[0.0002491403,0.0008728217,0.00001091337,0.3394761,0.0004282805,0.0001813389,0.1158546,0.000001959175,2.064871e-8,0.000187139,0.5422235,0.0005141261],"study_design_candidate":"systematic_review","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.0001918662,0.9526352,0.000008852255,0.0009622068,0.0002132905,0.004935855,0.00005550975,0.0002334037,0.04076383],"genre_scores_gemma":[0.000298307,0.9766951,0.0002059089,0.00005922186,0.0002896548,0.004078174,0.0004530054,0.0002153333,0.0177053],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.5374469,"threshold_uncertainty_score":0.999512,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4387521023","doi":"10.1111/ldrp.12324","title":"The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD","year":2023,"lang":"en","type":"article","venue":"Learning Disabilities Research and Practice","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Mount Royal University; Bow Valley College","funders":"","keywords":"Psychology; Attention deficit hyperactivity disorder; Learning disability; Academic achievement; Inclusion (mineral); Gender gap; Accommodation; Clinical psychology; Developmental psychology; Medical education; Social psychology; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.2551144937174095,"gpt":0.4868970837674262,"spread":0.2317825900500167,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.006619656,0.0000644217,0.00009112521,0.00008085711,0.001695844,0.00009993413,0.0002480197,0.00004717839,0.00008794387],"category_scores_gemma":[0.01204042,0.00003571318,0.00001697488,0.0007729907,0.00338209,0.0003401493,0.0001093056,0.0004761922,0.000004061402],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001897513,"about_ca_system_score_gemma":0.0005456419,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.1842948,"about_ca_topic_score_gemma":0.04751347,"domain_scores_codex":[0.9970771,0.001783724,0.0001206602,0.0001708546,0.0005364872,0.000311187],"domain_scores_gemma":[0.9836219,0.01575633,0.00005897481,0.0001927049,0.0001860902,0.0001840258],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0007169055,0.00009228535,0.9164751,0.000049935,0.0000434017,1.837435e-7,0.06864922,0.00003701567,0.000002912971,0.008500037,0.0009621084,0.004470933],"study_design_scores_gemma":[0.0001153392,0.0004594347,0.4099096,0.00002136923,0.000006574566,7.524871e-7,0.5643339,0.00005230952,0.000002051778,0.0003564083,0.02469807,0.00004423478],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9721172,0.00004619507,9.866972e-8,0.02009278,0.00001607978,0.0003420516,0.00001067052,0.0000110254,0.007363863],"genre_scores_gemma":[0.9939775,0.003389406,0.000005872327,0.00001311457,0.00002437736,0.000009107305,0.000002965175,0.00000416503,0.002573442],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5065655,"threshold_uncertainty_score":0.9996038,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}