{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":115,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":115,"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":"88c230cca48f","filters":{"venue":"Studies in Second Language Acquisition"}},"results":[{"id":"W2120409145","doi":"10.1017/s0272263102002024","title":"FREQUENCY EFFECTS IN LANGUAGE PROCESSING","year":2002,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Reading and Literacy Development","field":"Psychology","cited_by":2185,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University College of the North","funders":"","keywords":"Linguistics; Phonology; Computer science; Language acquisition; Grammaticality; Sentence processing; Syntax; Connectionism; Second-language acquisition; Comprehension approach; Psychology; Natural language processing; Artificial intelligence; Grammar; Natural language; Sentence","retraction":null,"screen_n_in":null,"score":{"opus":0.0206994523975456,"gpt":0.3393352178174015,"spread":0.3186357654198559,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002838678,0.0001660022,0.0002611805,0.0002642044,0.0000566316,0.00002125744,0.000110069,0.00008298066,0.003355045],"category_scores_gemma":[0.00006409371,0.0001522522,0.00003399677,0.000350204,0.00006203513,0.000153497,0.00003912746,0.0001972621,0.0002547507],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001546449,"about_ca_system_score_gemma":0.000004696193,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000911552,"about_ca_topic_score_gemma":0.0001867756,"domain_scores_codex":[0.9987463,0.0001412649,0.0003108312,0.00033248,0.0001156571,0.0003534346],"domain_scores_gemma":[0.9995164,0.0001426961,0.00007664449,0.0002092949,0.00002367306,0.00003125373],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00002059657,0.0002572283,0.0163401,0.0004393746,0.00007088231,0.002429674,0.8071976,0.000002521332,0.002645327,0.0004742871,0.004005672,0.1661167],"study_design_scores_gemma":[0.009644501,0.0004506569,0.5667468,0.003460771,0.00006452701,0.0003301434,0.4089292,0.0003268634,0.003556024,0.002186916,0.002266991,0.002036506],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8841116,0.07110841,0.00001606788,0.00006686807,0.0005116303,0.0002195861,0.000004596116,0.00006300071,0.04389827],"genre_scores_gemma":[0.9944412,0.00003920824,0.0005017733,0.0008284997,0.0001552745,0.0001477055,0.00001588637,0.00001886261,0.003851597],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5504068,"threshold_uncertainty_score":0.997556,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2130372131","doi":"10.1017/s0272263109990520","title":"ORAL FEEDBACK IN CLASSROOM SLA","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":788,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Foreign language; Mathematics education; Second language; Second-language acquisition; Developmental psychology; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.03112185635317966,"gpt":0.3122535723202192,"spread":0.2811317159670396,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005086224,0.0001356389,0.000216427,0.0001690526,0.0001745674,0.00006657502,0.0001077223,0.00005768762,0.007316451],"category_scores_gemma":[0.00009643838,0.0001203224,0.00004470746,0.00005288599,0.0001953161,0.0002186938,0.00006068308,0.0005882008,0.0001302718],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004425136,"about_ca_system_score_gemma":0.000009690624,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003351928,"about_ca_topic_score_gemma":0.03449731,"domain_scores_codex":[0.999091,0.0000966855,0.0002328958,0.0002145601,0.0001060837,0.0002587224],"domain_scores_gemma":[0.9995897,0.0001186033,0.00006315006,0.0001682873,0.00003594709,0.00002425716],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005453743,0.0001651221,0.006895061,0.0001655865,0.00006838192,0.000210876,0.9152235,0.00001753079,0.003668365,0.03956824,0.008684857,0.02527796],"study_design_scores_gemma":[0.003065252,0.0002414718,0.02557859,0.0003798351,0.00003324396,0.000025643,0.7310381,0.0002021095,0.0006041304,0.006011251,0.2318792,0.0009411601],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9231419,0.001581033,0.0000016074,0.0001698331,0.000995598,0.00009311108,0.00001058718,0.00006510133,0.07394124],"genre_scores_gemma":[0.991617,0.00001621654,0.0001237595,0.0006875498,0.0006969649,0.00002043609,0.00002601244,0.00001708688,0.006794937],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2231944,"threshold_uncertainty_score":0.993591,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2111297065","doi":"10.1017/s0272263101003035","title":"WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, ANDLANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":626,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa; Cape Breton University","funders":"","keywords":"Willingness to communicate; Friendship; Psychology; Situated; French immersion; Social psychology; Comprehension; Reading (process); Mathematics education; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.04452180729787452,"gpt":0.3653209173458818,"spread":0.3207991100480073,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005479377,0.000137076,0.0002676025,0.000164234,0.0005867525,0.00005395989,0.0002082388,0.0000388881,0.003709423],"category_scores_gemma":[0.00006272509,0.0001311531,0.00006334554,0.0001196711,0.0001618105,0.0001822035,0.0001656108,0.0002751221,0.00004602147],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007038866,"about_ca_system_score_gemma":0.000008775422,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003083061,"about_ca_topic_score_gemma":0.001069814,"domain_scores_codex":[0.9988156,0.0002165921,0.0003279379,0.0001880949,0.0002197292,0.0002320599],"domain_scores_gemma":[0.9994313,0.0001373338,0.000147572,0.0001507964,0.0001004799,0.00003247793],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000680079,0.000142421,0.01319615,0.00008549684,0.00009227254,0.00004856284,0.9762896,0.00007039673,0.0008100445,0.001512729,0.00147347,0.006210849],"study_design_scores_gemma":[0.0008705946,0.0002362345,0.007887105,0.0001584582,0.00003806303,0.000005944954,0.9725559,0.00001549978,0.0001702383,0.00006415338,0.01775082,0.0002469363],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9797388,0.001134801,0.00002767269,0.0001187587,0.0002793927,0.0001511455,0.00001624395,0.00005760105,0.01847557],"genre_scores_gemma":[0.9944388,0.00006404411,0.0000672231,0.0004400001,0.0003021995,0.00002350619,0.0001026815,0.00001941069,0.004542144],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01627734,"threshold_uncertainty_score":0.9972013,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2020887156","doi":"10.1017/s0272263106060013","title":"LEARNING SECOND LANGUAGE SUPRASEGMENTALS: <i>Effect of L2 Experience on Prosody and Fluency Characteristics of L2 Speech</i>","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":567,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"","keywords":"Stress (linguistics); Fluency; Psychology; Duration (music); Prosody; Stress (linguistics); Linguistics; Residence; Speech production; Foreign language; Second language; Mathematics education; Demography; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.01312344016244904,"gpt":0.3560821173047609,"spread":0.3429586771423118,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005078281,0.0001903985,0.0004627746,0.0001796252,0.00007165955,0.000009880721,0.0001323176,0.0001176744,0.002395936],"category_scores_gemma":[0.00009083307,0.0001700736,0.00004937447,0.0001922729,0.0003902757,0.00006493364,0.0001137335,0.000279629,0.00001889218],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004095399,"about_ca_system_score_gemma":0.000008996048,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002263866,"about_ca_topic_score_gemma":0.0001615501,"domain_scores_codex":[0.9984563,0.0003058326,0.0004169738,0.0003394478,0.0001671122,0.0003143599],"domain_scores_gemma":[0.9990185,0.0004233057,0.0002047127,0.0002685243,0.00005279111,0.00003214234],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","study_design_scores_codex":[0.0009874733,0.0004743161,0.07603158,0.0009732859,0.0002364875,0.0006039581,0.3013856,0.000003063349,0.5997253,0.0002584128,0.001083402,0.01823715],"study_design_scores_gemma":[0.003527261,0.003475454,0.4181121,0.0003409554,0.00004668313,0.00008422065,0.09265194,0.00001655652,0.4809503,0.0001672028,0.0001719854,0.0004553311],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9882199,0.006182629,0.000001908691,0.00001472956,0.0002464229,0.0003489254,0.0001336053,0.00001954125,0.004832302],"genre_scores_gemma":[0.9984466,0.00007096479,0.00003681868,0.00008524009,0.0001070025,0.00007203522,0.00008115573,0.00001919516,0.001080967],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3420806,"threshold_uncertainty_score":0.998516,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2114448935","doi":"10.1017/s0272263106060268","title":"ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":543,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Toronto; Université de Montréal","funders":"","keywords":"Corrective feedback; Grammar; Psychology; Possessive; Intervention (counseling); Mathematics education; Language proficiency; Grammaticality; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.03564695377511055,"gpt":0.2867695289804893,"spread":0.2511225752053787,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004279299,0.0001487265,0.000236374,0.00008651541,0.000364968,0.0001018496,0.00005939058,0.00004533438,0.002151445],"category_scores_gemma":[0.0001271868,0.0001432713,0.0000359683,0.0000355002,0.0001770553,0.0002048518,0.00006989706,0.0003405235,0.0000326818],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000051815,"about_ca_system_score_gemma":0.000005819576,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004058973,"about_ca_topic_score_gemma":0.002013534,"domain_scores_codex":[0.9989598,0.0001547285,0.0002378147,0.0002584585,0.0001288104,0.000260383],"domain_scores_gemma":[0.999468,0.0002562248,0.000100734,0.0001060499,0.00004594319,0.00002309179],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001076491,0.0003027128,0.003962283,0.0008469941,0.000320572,0.0002173452,0.8955007,0.0001652686,0.004848089,0.04825179,0.01262965,0.03284699],"study_design_scores_gemma":[0.004008058,0.0009291075,0.03871528,0.001598611,0.0001968376,0.00004697198,0.588849,0.0003054095,0.0008907117,0.01063932,0.3519808,0.001839924],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9376261,0.01367151,0.000003604493,0.0002273898,0.000217425,0.0001327812,0.000009328948,0.0001281825,0.04798371],"genre_scores_gemma":[0.9831957,0.0001207002,0.0001675439,0.0004386772,0.0008937927,0.00002341307,0.00004250798,0.00002206783,0.01509564],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3393511,"threshold_uncertainty_score":0.9987607,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2133128016","doi":"10.1017/s0272263106060128","title":"INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":508,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Pedagogy; Mathematics education; Immersion (mathematics)","retraction":null,"screen_n_in":null,"score":{"opus":0.01784910289532613,"gpt":0.2811062125811725,"spread":0.2632571096858464,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0001438682,0.00009529709,0.0001234048,0.00008240007,0.0002203763,0.00006506873,0.00003741397,0.00002243792,0.002851748],"category_scores_gemma":[0.00002117899,0.00008707008,0.00002427095,0.00002220851,0.0002016357,0.0002495504,0.00003248986,0.0001675575,0.00002852902],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000603551,"about_ca_system_score_gemma":0.000005372945,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001992807,"about_ca_topic_score_gemma":0.001672322,"domain_scores_codex":[0.9994096,0.00004261136,0.0001641357,0.0001606651,0.00009593646,0.0001270211],"domain_scores_gemma":[0.9997245,0.00009871825,0.00006013042,0.00006104551,0.00004392391,0.00001166074],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002243202,0.0002857608,0.01566683,0.000536593,0.0002879096,0.0001730033,0.4419934,0.0001951521,0.002376884,0.4501202,0.05589086,0.03224916],"study_design_scores_gemma":[0.002937341,0.0002281201,0.07547779,0.0006814189,0.00004651757,0.0002489604,0.3859117,0.0004661742,0.0002924028,0.01546777,0.5172792,0.0009625344],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9463497,0.004139587,0.000007080977,0.0001434551,0.0006414519,0.00004785701,0.00002587113,0.0000475678,0.04859736],"genre_scores_gemma":[0.9918183,0.00002225142,0.0001153929,0.0004295785,0.001170535,0.00001196543,0.00005244922,0.000008636477,0.006370892],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4613884,"threshold_uncertainty_score":0.9980598,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2143149791","doi":"10.1017/s0272263106060049","title":"THE MUTUAL INTELLIGIBILITY OF L2 SPEECH","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":489,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta; Simon Fraser University","funders":"","keywords":"Active listening; Intelligibility (philosophy); Psychology; Mandarin Chinese; Linguistics; Pronunciation; Foreign language; Communication; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.03350608786377575,"gpt":0.4048593983310245,"spread":0.3713533104672487,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007110274,0.00008709702,0.0001738358,0.00006897517,0.00008588421,0.00000753567,0.0001766385,0.00007422613,0.00172686],"category_scores_gemma":[0.00006895047,0.00006240389,0.00004691934,0.0001859293,0.000499111,0.00002569002,0.0001032996,0.0001819745,0.00009090619],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004294387,"about_ca_system_score_gemma":0.000010353,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004755264,"about_ca_topic_score_gemma":0.002414152,"domain_scores_codex":[0.9989609,0.0001813034,0.0002887755,0.0002009503,0.0001095017,0.0002586136],"domain_scores_gemma":[0.9989601,0.0005273002,0.00006965372,0.0003534384,0.00007552579,0.00001398757],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.002450357,0.002098768,0.06335916,0.0004843014,0.001359832,0.001096278,0.4500268,0.00002638605,0.06863119,0.04940218,0.1837888,0.177276],"study_design_scores_gemma":[0.002329794,0.0006540451,0.7372879,0.00007643326,0.00003583295,0.00009079665,0.1440657,0.00003511361,0.05193252,0.05668004,0.006358116,0.0004537348],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9530872,0.01796797,0.000009051236,0.0001146058,0.0004886164,0.0001567472,0.00002655542,0.00001339043,0.02813587],"genre_scores_gemma":[0.9966584,0.00008624027,0.00003742398,0.00008783576,0.0001526719,0.00002940099,0.00001395578,0.0000071836,0.002926921],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6739287,"threshold_uncertainty_score":0.9991857,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2134029840","doi":"10.1017/s027226310423306x","title":"QUESTIONNAIRES IN SECOND LANGUAGE RESEARCH: CONSTRUCTION, ADMINISTRATION, AND PROCESSING","year":2004,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Linguistic Education and Pedagogy","field":"Arts and Humanities","cited_by":472,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba","funders":"","keywords":"Psychology; Reliability (semiconductor); Applied psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.09907802680421016,"gpt":0.4132749103371971,"spread":0.3141968835329869,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005953481,0.0001305332,0.0001875981,0.0003207918,0.0003111082,0.000131079,0.00007298044,0.00005384614,0.002429108],"category_scores_gemma":[0.0003349626,0.0001243333,0.00001925881,0.0001230288,0.0006991615,0.0002597374,0.00004002028,0.0002318732,0.00002148266],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000148562,"about_ca_system_score_gemma":0.0001466408,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004013753,"about_ca_topic_score_gemma":0.04151352,"domain_scores_codex":[0.9988559,0.0001161956,0.0003391345,0.0002746339,0.0001644952,0.0002495931],"domain_scores_gemma":[0.9993674,0.0001359852,0.00008003506,0.0001338147,0.0002385238,0.00004425344],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003584224,0.0001184685,0.001061794,0.0004209596,0.00002204791,0.0001098999,0.8825372,0.000003308761,0.0001961499,0.108161,0.0008630794,0.006470221],"study_design_scores_gemma":[0.001261713,0.0001318094,0.006220237,0.0005668875,0.00001069285,0.00006360831,0.9558101,0.000007559707,0.0008516946,0.02321515,0.0115641,0.0002964779],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9600648,0.01099111,0.000006236335,0.0007498784,0.0006391032,0.0002196349,0.0000331248,0.0000474874,0.02724862],"genre_scores_gemma":[0.996393,0.00008011694,0.0002320905,0.0004949057,0.0009098112,0.00005745222,0.00004834448,0.00001313031,0.001771193],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08494584,"threshold_uncertainty_score":0.9984828,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2937156297","doi":"10.1017/s0272263117000304","title":"ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE","year":2017,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":421,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Anxiety; Multilevel model; Social psychology; Mathematics education; Developmental psychology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.03287737951262137,"gpt":0.2923387393490925,"spread":0.2594613598364712,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002910412,0.00006642473,0.0001291439,0.00003796276,0.0004902901,0.00004141195,0.0001762403,0.00001849511,0.0002821455],"category_scores_gemma":[0.00005177797,0.00004947052,0.00002249769,0.00000937996,0.0002604176,0.00009533183,0.000243051,0.0001514439,0.000005498976],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000309225,"about_ca_system_score_gemma":0.000002668758,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003976734,"about_ca_topic_score_gemma":0.005586862,"domain_scores_codex":[0.9995028,0.0000918631,0.0001419794,0.0001004882,0.00006158742,0.0001012173],"domain_scores_gemma":[0.9994867,0.00006103387,0.00008859205,0.0003417028,0.00001006911,0.00001186575],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001683594,0.00008743774,0.02080559,0.00007766376,0.00004311458,0.000004527877,0.9485767,0.0001221737,0.00205534,0.0117079,0.000153181,0.01634955],"study_design_scores_gemma":[0.0008684244,0.000105584,0.4197623,0.0006478524,0.00002624873,0.000002814752,0.5476664,0.0001524536,0.0004947669,0.004742983,0.02525464,0.0002755706],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9843418,0.002939,0.000001493177,0.0004662634,0.00009173628,0.0001047026,0.00001236867,0.000006945056,0.01203568],"genre_scores_gemma":[0.9986687,0.00009636462,0.00004256744,0.0001769714,0.00006905071,0.00001316855,0.000002613671,0.000006137076,0.0009244837],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4009103,"threshold_uncertainty_score":0.3770965,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2790358757","doi":"10.1017/s0272263117000407","title":"INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING","year":2018,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":418,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Meaning (existential); Recall; Reading (process); Psychology; Affect (linguistics); Vocabulary development; Incidental learning; Relevance (law); Linguistics; Vocabulary learning; Cognitive psychology; Communication","retraction":null,"screen_n_in":null,"score":{"opus":0.05865963095785165,"gpt":0.3269661330565205,"spread":0.2683065020986689,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002737723,0.0002173773,0.000301349,0.0001183842,0.0004886941,0.0001073554,0.00007970336,0.00006246514,0.004509166],"category_scores_gemma":[0.00006457054,0.0001768835,0.0000658473,0.00006333384,0.0004339329,0.0005984738,0.0001495921,0.0001826174,0.00007360083],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008653247,"about_ca_system_score_gemma":0.000006832676,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001492768,"about_ca_topic_score_gemma":0.0006758923,"domain_scores_codex":[0.9988536,0.0001198047,0.0002224877,0.0003173352,0.0002019816,0.0002847458],"domain_scores_gemma":[0.9994572,0.000199401,0.000114403,0.0001294512,0.00006280887,0.00003671549],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007416674,0.00007561745,0.01290244,0.0003150532,0.0001555251,0.0001143927,0.9666026,0.000001667911,0.004049567,0.001914775,0.002056887,0.01173734],"study_design_scores_gemma":[0.001738561,0.001188933,0.04614256,0.001317256,0.0001144785,0.0000429698,0.9058389,0.0001250846,0.01399392,0.001511817,0.02703213,0.0009533867],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9792736,0.01255871,0.0000186366,0.00003949559,0.0009305927,0.0001951958,0.00001671474,0.00008624927,0.006880831],"genre_scores_gemma":[0.9970387,0.0003647461,0.00004467335,0.0005801593,0.001213925,0.00001562407,0.00007457763,0.00002601375,0.0006416151],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06076366,"threshold_uncertainty_score":0.9964008,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1844626013","doi":"10.1017/s0272263101004041","title":"THE EFFECT OF EXPERIENCE ON ADULTS' ACQUISITION OF A SECONDLANGUAGE","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":398,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Grammaticality; Psychology; Second-language acquisition; Test (biology); First language; Residence; Active listening; Language acquisition; Developmental psychology; Linguistics; Mathematics education; Demography; Grammar; Communication","retraction":null,"screen_n_in":null,"score":{"opus":0.01791040338130306,"gpt":0.3834489516547618,"spread":0.3655385482734588,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006621558,0.0001550298,0.0003291166,0.0001560167,0.00009823084,0.000006423632,0.0002519917,0.0001061143,0.002607763],"category_scores_gemma":[0.0001140873,0.0001071523,0.00008389825,0.0003139967,0.0004684516,0.00004937904,0.00008998126,0.0002029191,0.00004251712],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004555543,"about_ca_system_score_gemma":0.000007392219,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001755877,"about_ca_topic_score_gemma":0.0003066841,"domain_scores_codex":[0.9984477,0.0003811358,0.0003776923,0.0002739885,0.0001905708,0.0003288873],"domain_scores_gemma":[0.9982197,0.001031283,0.0001677155,0.0004788497,0.00007142744,0.00003105139],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.01272402,0.0005609139,0.04561057,0.0006349416,0.0008459838,0.000887625,0.7756791,0.00002364237,0.08508543,0.002344805,0.003966149,0.0716368],"study_design_scores_gemma":[0.01005982,0.00919251,0.5389543,0.000771044,0.00006334504,0.0001758783,0.2386683,0.00006649466,0.1999668,0.0008605348,0.000586383,0.0006345707],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9784482,0.01276076,0.000004852121,0.0000534481,0.0004782557,0.0003486305,0.00003635007,0.00001553506,0.007854034],"genre_scores_gemma":[0.9988204,0.0002028842,0.00000843823,0.0001063786,0.00009650802,0.0001532781,0.00001664337,0.00001326435,0.0005822651],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5370108,"threshold_uncertainty_score":0.998304,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2168943479","doi":"10.1017/s0272263101004016","title":"MODELING PERCEPTIONS OF THE ACCENTEDNESS ANDCOMPREHENSIBILITY OF L2 SPEECH The Role of Speaking Rate","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":358,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta; Simon Fraser University","funders":"","keywords":"Psychology; Stress (linguistics); Pronunciation; Sentence; Perception; Linguistics; Variety (cybernetics); Cognitive psychology; Speech recognition; Computer science; Mathematics; Statistics","retraction":null,"screen_n_in":null,"score":{"opus":0.04452519935697673,"gpt":0.3866953191996264,"spread":0.3421701198426496,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005940765,0.00008371053,0.000233146,0.00007196551,0.00007438157,0.00000281947,0.0002525288,0.0000615598,0.00138167],"category_scores_gemma":[0.00005726644,0.00005261604,0.00007782005,0.0002891655,0.0003733568,0.00003581572,0.0001882994,0.000181618,0.000003549031],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000253605,"about_ca_system_score_gemma":0.00001395949,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007244002,"about_ca_topic_score_gemma":0.001219224,"domain_scores_codex":[0.9988735,0.0003315098,0.000339681,0.0001661443,0.0001132518,0.0001758903],"domain_scores_gemma":[0.9990585,0.0001868966,0.000115283,0.000465679,0.0001620622,0.00001153812],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0006439462,0.000734772,0.1057527,0.0002470715,0.0005948009,0.00002327459,0.5503647,0.001792206,0.3177021,0.0009606222,0.0001914895,0.02099232],"study_design_scores_gemma":[0.001229308,0.0001381103,0.5639054,0.0001736488,0.00005707989,0.00003388355,0.408962,0.00365433,0.01577086,0.005861139,0.00005473558,0.000159535],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.990733,0.005497396,0.00003464629,0.00005917046,0.0002300236,0.0002285388,0.0000475033,0.000005073806,0.003164629],"genre_scores_gemma":[0.9996244,0.0001290263,0.0000287379,0.00005970254,0.0000461165,0.00001225349,0.00000617766,0.000006817286,0.00008681597],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4581527,"threshold_uncertainty_score":0.9995312,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2111353204","doi":"10.1017/s0272263109990519","title":"EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":343,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Past tense; Psychology; Control (management); Mathematics education; Linguistics; Computer science; Verb; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.00924998366632261,"gpt":0.2710516176968373,"spread":0.2618016340305147,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000658737,0.0002005461,0.0003757378,0.0001896403,0.0002112753,0.00004132042,0.00006964702,0.00008311339,0.0001826989],"category_scores_gemma":[0.000348245,0.0001523944,0.00005493069,0.00006114117,0.0004364627,0.0004231897,0.00007641623,0.000342991,0.000003242754],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001928533,"about_ca_system_score_gemma":0.000006130517,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007294776,"about_ca_topic_score_gemma":0.0002637924,"domain_scores_codex":[0.9989119,0.0001383418,0.0003070106,0.0002564472,0.0001869507,0.0001993069],"domain_scores_gemma":[0.9987588,0.0006169718,0.0002719237,0.0002013049,0.0001118929,0.00003911083],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0008520834,0.0004779408,0.002265172,0.003068223,0.0004512951,0.0001233246,0.8444051,0.00001292185,0.07837598,0.03487959,0.0006093152,0.0344791],"study_design_scores_gemma":[0.01722605,0.005668237,0.1532255,0.00371739,0.0007708039,0.0002174343,0.7556567,0.0003784793,0.03067821,0.01542902,0.01484178,0.002190397],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9912608,0.003544398,0.000006914194,0.0001873887,0.0002384302,0.000263659,0.00001423935,0.00003474391,0.004449429],"genre_scores_gemma":[0.99854,0.0001046087,0.0002391777,0.0003089798,0.0003007286,0.00001865947,0.00002129173,0.00002282616,0.0004436965],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1509603,"threshold_uncertainty_score":0.6214461,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2101762660","doi":"10.1017/s0272263112000150","title":"DECONSTRUCTING COMPREHENSIBILITY","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":305,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Linguistics; Fluency; Pronunciation; Language proficiency; First language","retraction":null,"screen_n_in":null,"score":{"opus":0.08280571269649538,"gpt":0.4455188807632038,"spread":0.3627131680667084,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005989742,0.0001038537,0.0001996122,0.0001064914,0.00008387564,0.000006580215,0.00009936199,0.00008560392,0.007837513],"category_scores_gemma":[0.00005997718,0.00009754601,0.00003878006,0.0001622608,0.000238803,0.00009257031,0.0001140862,0.0002225693,0.0002857298],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006527192,"about_ca_system_score_gemma":0.000006526264,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007306736,"about_ca_topic_score_gemma":0.0001431558,"domain_scores_codex":[0.9988408,0.0002004583,0.0002184339,0.0002041665,0.00007991394,0.0004562009],"domain_scores_gemma":[0.999282,0.0002836636,0.00005098285,0.0002872896,0.00004169071,0.00005437251],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0002102086,0.000502078,0.3951611,0.0001706073,0.0004746302,0.0001481762,0.5295792,0.000001910791,0.01720155,0.004352558,0.007559303,0.04463873],"study_design_scores_gemma":[0.00103788,0.00007577792,0.8894076,0.00002981226,0.00001347349,0.0001318726,0.1045756,0.000006519158,0.002169761,0.001552532,0.000764145,0.0002349915],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.954122,0.02206057,0.00001081778,0.00003847036,0.001329899,0.0001388204,0.0000154576,0.00003316648,0.02225077],"genre_scores_gemma":[0.9985561,0.00002326934,0.0002288708,0.0003775372,0.0003057394,0.00003707722,0.00001208293,0.000009918216,0.0004494037],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4942465,"threshold_uncertainty_score":0.9930695,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2160299577","doi":"10.1017/s027226310426209x","title":"THE LANGUAGE CONTACT PROFILE","year":2004,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":303,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Concordia University","funders":"","keywords":"The arts; Demographics; Library science; Research council; Sociology; Second-language acquisition; Psychology; Pedagogy; Engineering ethics; Political science; Engineering; Linguistics; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.04316394488710109,"gpt":0.4608752895259736,"spread":0.4177113446388725,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006320982,0.00008239206,0.0001093652,0.00005306345,0.0005711593,0.00004979362,0.0001554647,0.00004962569,0.00106369],"category_scores_gemma":[0.0004334365,0.00006131135,0.00004046254,0.0002137565,0.0002282958,0.0001220117,0.00003278874,0.0001153523,0.0001241152],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002384571,"about_ca_system_score_gemma":0.0001296192,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002531253,"about_ca_topic_score_gemma":0.0192161,"domain_scores_codex":[0.999112,0.0001338361,0.0001709484,0.0001395525,0.0001647474,0.0002789383],"domain_scores_gemma":[0.9994475,0.0002179486,0.00006558701,0.0001593678,0.00006204934,0.00004758588],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001748323,0.00004795506,0.0001729862,0.00002202201,0.00002754931,0.00002372159,0.9436833,0.000002999531,0.0007689089,0.03428248,0.002051992,0.01889854],"study_design_scores_gemma":[0.0006618414,0.0000343466,0.003803382,0.00005783449,0.000007125319,0.000002313138,0.9461784,0.000001624489,0.001783578,0.001419987,0.04588941,0.0001602082],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8857328,0.009229988,0.000003063929,0.001861381,0.0007318304,0.0002839576,0.0000130176,0.00006068941,0.1020833],"genre_scores_gemma":[0.9912422,0.0003038062,0.00008071542,0.00155732,0.0006388716,0.0000534568,0.00001128789,0.000007322806,0.006105032],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1055094,"threshold_uncertainty_score":0.9998495,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2157982303","doi":"10.1017/s0272263109990015","title":"THE RELATIONSHIP BETWEEN L1 FLUENCY AND L2 FLUENCY DEVELOPMENT","year":2009,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":286,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Brock University; Simon Fraser University; University of Alberta","funders":"","keywords":"Fluency; Mandarin Chinese; Linguistics; Psychology; Slavic languages; Vowel; Neuroscience of multilingualism; Second language","retraction":null,"screen_n_in":null,"score":{"opus":0.07634284774516137,"gpt":0.4212998918763987,"spread":0.3449570441312373,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006183092,0.0001131324,0.0001565209,0.000102019,0.0003649296,0.00002218217,0.0001388448,0.00009533267,0.0003143278],"category_scores_gemma":[0.0001605285,0.00008587893,0.00002025141,0.00019413,0.0001776134,0.00005526856,0.00006244943,0.0002594668,0.00009750637],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005786827,"about_ca_system_score_gemma":0.00001918561,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001836956,"about_ca_topic_score_gemma":0.0001372208,"domain_scores_codex":[0.9989001,0.0001671699,0.0002680261,0.0002398559,0.0001097416,0.0003151325],"domain_scores_gemma":[0.9988376,0.0007846923,0.00005529201,0.0002382345,0.00004438861,0.00003972266],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001656425,0.0001463681,0.4667992,0.00006545644,0.000312967,0.0001817028,0.3802493,8.875459e-7,0.001202247,0.01193896,0.008545062,0.1303922],"study_design_scores_gemma":[0.0004130126,0.00009041982,0.9797372,0.00002372544,0.000006841106,0.000008713997,0.008692566,4.333873e-7,0.0001448989,0.009978111,0.0008016031,0.0001025293],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9641058,0.02819229,0.00001045924,0.0005736671,0.0002088774,0.0001859109,0.000008171807,0.00002379116,0.006691045],"genre_scores_gemma":[0.9976252,0.00009570119,0.0001155293,0.0003635173,0.0001279296,0.00004140082,0.00001948883,0.000007024144,0.001604151],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.512938,"threshold_uncertainty_score":0.3502041,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3096782588","doi":"10.1017/s0272263120000480","title":"A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Grit, Self-Efficacy, and Motivation","field":"Psychology","cited_by":263,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"","keywords":"Mindset; Grit; Psychology; Foreign language; Mathematics education; Language acquisition; First language; Social psychology; Linguistics; Computer science; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.02186930437438194,"gpt":0.3173249355279411,"spread":0.2954556311535592,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002742527,0.0002427083,0.0003989578,0.0001387421,0.000079725,0.00001176367,0.0001434069,0.0001414209,0.002606529],"category_scores_gemma":[0.0001270996,0.0002245857,0.00007955641,0.0002272436,0.000164828,0.0001191202,0.0001875188,0.000184749,0.00007914373],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008482893,"about_ca_system_score_gemma":0.00001180454,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001265732,"about_ca_topic_score_gemma":0.0002703739,"domain_scores_codex":[0.9983824,0.0001614637,0.0004351109,0.0004682555,0.0002237979,0.0003289059],"domain_scores_gemma":[0.9991881,0.0001817892,0.0001920514,0.0002927074,0.00005107407,0.00009432108],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0008293387,0.0005523511,0.03345137,0.0006539839,0.0008011501,0.0006324722,0.8931351,0.000006173719,0.04110058,0.001582903,0.01985604,0.007398492],"study_design_scores_gemma":[0.008420529,0.001596204,0.2533554,0.0002564026,0.0002334228,0.00006028962,0.7077031,0.00002086956,0.02483885,0.0002203207,0.002545438,0.0007491629],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9743445,0.01354513,0.00001439751,0.0002732787,0.0002894191,0.0005543528,0.0001823687,0.00007112786,0.01072545],"genre_scores_gemma":[0.9959038,0.00007746991,0.0001044692,0.001941161,0.0003927609,0.00006684333,0.0002568832,0.00003087555,0.001225659],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2199041,"threshold_uncertainty_score":0.9983052,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2133384666","doi":"10.1017/s0272263112000356","title":"PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":244,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Fluency; Corrective feedback; Psychology; Context (archaeology); Control (management); Peer feedback; Second language; Intervention (counseling); Peer group; Mathematics education; Developmental psychology; Pedagogy; Linguistics; Computer science; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.05367314576425078,"gpt":0.3443162921514894,"spread":0.2906431463872386,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004405196,0.000101206,0.0001333457,0.00007942806,0.0003108445,0.00005447996,0.00002396462,0.00002499354,0.0004719232],"category_scores_gemma":[0.0002159632,0.00008721611,0.00001569515,0.00001560433,0.00008416189,0.0004210387,0.00004228968,0.0001210362,0.000008903187],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005943198,"about_ca_system_score_gemma":0.000005196286,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003771697,"about_ca_topic_score_gemma":0.0003805923,"domain_scores_codex":[0.9994307,0.00004704771,0.0001439607,0.0001326668,0.00007186025,0.0001737384],"domain_scores_gemma":[0.9994892,0.0002826897,0.00006695519,0.00005029535,0.00008374308,0.00002708789],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003573224,0.00003286864,0.001336865,0.0001144982,0.0000576263,0.000001214742,0.9491295,7.04142e-7,0.0001292114,0.002360183,0.002032023,0.04476955],"study_design_scores_gemma":[0.0007302844,0.00009248251,0.01458436,0.0001872244,0.00002798435,0.00001394149,0.8298673,0.00002772356,0.0004651959,0.0002402314,0.1534972,0.0002660264],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.982548,0.007998738,0.00003173489,0.0001221334,0.0006976502,0.0001723398,0.000008404676,0.00003261984,0.008388385],"genre_scores_gemma":[0.9948371,0.000033878,0.0002771602,0.0003069665,0.0004957189,0.0000531606,0.00002712,0.00001054244,0.003958343],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1514652,"threshold_uncertainty_score":0.5167229,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2137853422","doi":"10.1017/s027226311200071x","title":"COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH","year":2013,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":229,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta; McGill University","funders":"","keywords":"Corrective feedback; Counterpoint; Variety (cybernetics); Representation (politics); Linguistics; Computer science; Psychology; Cognitive psychology; Cognitive science; Mathematics education; Artificial intelligence; Political science; Pedagogy; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.08911202397848735,"gpt":0.3835218359167329,"spread":0.2944098119382456,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001736464,0.0001172682,0.0001815371,0.0001415397,0.0006236614,0.000151275,0.0001145846,0.00004087434,0.004148798],"category_scores_gemma":[0.0002929776,0.00008117648,0.0000473865,0.000081018,0.0003694922,0.0002334822,0.00008843504,0.0004873451,0.00008041513],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001767661,"about_ca_system_score_gemma":0.00001572216,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003295888,"about_ca_topic_score_gemma":0.01890027,"domain_scores_codex":[0.9987466,0.0003361952,0.000229665,0.0002300808,0.0001258946,0.0003315185],"domain_scores_gemma":[0.9984416,0.001073761,0.0000570827,0.0001855668,0.0002213324,0.00002066982],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003908512,0.00006424475,0.0001437276,0.0001062719,0.00004813364,0.0001548081,0.9557781,0.00001828019,0.00006346482,0.01018566,0.02787406,0.005524214],"study_design_scores_gemma":[0.0005869602,0.0001484102,0.0007807951,0.0001354358,0.000007053466,0.00005003026,0.9853255,0.0005506758,0.00003521579,0.003229673,0.009010664,0.0001395578],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9683756,0.00327849,0.00001813407,0.0005629843,0.0005420817,0.0006730516,0.00002707062,0.00003438695,0.02648823],"genre_scores_gemma":[0.9948072,0.00002317457,0.00004186593,0.0006879354,0.0005340489,0.000389102,0.00001601629,0.00001658529,0.003484047],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02954748,"threshold_uncertainty_score":0.9990022,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2057164727","doi":"10.1017/s0272263105050175","title":"EFFECTS OF ACOUSTIC VARIABILITY ON SECOND LANGUAGE VOCABULARY LEARNING","year":2005,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":187,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Vocabulary; Lexicon; Psychology; Linguistics; Mental lexicon; Second language; Variation (astronomy); Recall; Presentation (obstetrics); Speech recognition; Computer science; Natural language processing; Cognitive psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.0144397280212565,"gpt":0.353129515628489,"spread":0.3386897876072325,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008724261,0.0001895371,0.0003881948,0.0002156671,0.00008481659,0.000008191416,0.000184306,0.000173428,0.007579167],"category_scores_gemma":[0.0003248257,0.0001785106,0.00007530556,0.0002350602,0.0002367789,0.00006298241,0.0001245989,0.0005383643,0.0001977774],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001113843,"about_ca_system_score_gemma":0.00001791273,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00004909087,"about_ca_topic_score_gemma":0.0002640546,"domain_scores_codex":[0.9981005,0.0005745855,0.0003364232,0.0004071151,0.000168567,0.0004128057],"domain_scores_gemma":[0.9980848,0.001325363,0.0001142887,0.0003635507,0.00006063576,0.00005135443],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.001026861,0.001641325,0.004654326,0.001764379,0.001006231,0.001155148,0.5318964,0.0004196029,0.4030922,0.0008228324,0.006889681,0.04563107],"study_design_scores_gemma":[0.01136585,0.003599745,0.6695493,0.000707789,0.00022403,0.0001376187,0.1043348,0.0005660507,0.2037329,0.001925244,0.002357729,0.001498946],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9759644,0.0101497,0.00004555805,0.00006196064,0.0004441706,0.0003410048,0.00002710721,0.00004529254,0.01292086],"genre_scores_gemma":[0.9961647,0.00005196288,0.00008442594,0.000495807,0.0002828084,0.00008288388,0.00002809123,0.00002301083,0.002786245],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6648949,"threshold_uncertainty_score":0.993328,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2144425798","doi":"10.1017/s0272263114000606","title":"HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM?","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":169,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Reading (process); Affect (linguistics); Psychology; Vocabulary learning; Vocabulary development; Set (abstract data type); Term (time); Extensive reading; Test (biology); Word (group theory); Foreign language; Linguistics; Mathematics education; Computer science; Communication","retraction":null,"screen_n_in":null,"score":{"opus":0.04165403979136326,"gpt":0.3972143078418069,"spread":0.3555602680504436,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001324426,0.0004194623,0.0006349634,0.0006496942,0.0001728132,0.0001696465,0.0002722189,0.0002546016,0.002703573],"category_scores_gemma":[0.0003892106,0.0003528214,0.0001061873,0.0007320427,0.0002949326,0.0006598302,0.0001678897,0.0007656455,0.0001041979],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003092833,"about_ca_system_score_gemma":0.00005192284,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000357576,"about_ca_topic_score_gemma":0.0006361799,"domain_scores_codex":[0.9964157,0.001195697,0.0004697481,0.0008624526,0.0002513276,0.0008050551],"domain_scores_gemma":[0.9984522,0.0003500945,0.0002527206,0.0005028655,0.000251651,0.0001904423],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0006144753,0.0009448946,0.0375839,0.0003406996,0.0002496727,0.004736294,0.5905583,0.000021634,0.0006835791,0.0005335242,0.001429164,0.3623039],"study_design_scores_gemma":[0.00473297,0.00115389,0.09858634,0.0006201806,0.00005464158,0.0001904829,0.8896319,0.0001818066,0.0004870187,0.0001609124,0.003306119,0.0008937039],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9121994,0.08138894,0.00001572378,0.0001736756,0.001092451,0.0009237403,0.000007136096,0.0003621574,0.003836733],"genre_scores_gemma":[0.9941481,0.00002780764,0.0006441958,0.000965433,0.0007344846,0.0006156371,0.0001572403,0.00007578828,0.002631312],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3614102,"threshold_uncertainty_score":0.9998924,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2945854349","doi":"10.1017/s0272263119000020","title":"INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":157,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Active listening; Vocabulary; Meaning (existential); Psychology; Collocation (remote sensing); Vocabulary learning; Appreciative listening; Linguistics; Cognitive psychology; Communication; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.01989880753150786,"gpt":0.3610573823177168,"spread":0.341158574786209,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0005929383,0.0003042608,0.0004665405,0.0003050332,0.0001710242,0.00005426967,0.0002431657,0.0001624728,0.1327951],"category_scores_gemma":[0.0001579123,0.0003107305,0.0001299007,0.0005114576,0.00007682892,0.0003687855,0.0002263766,0.0005596922,0.004048929],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002038811,"about_ca_system_score_gemma":0.00001847524,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000226022,"about_ca_topic_score_gemma":0.0001106424,"domain_scores_codex":[0.9976114,0.0003381891,0.000481881,0.0006807848,0.0002656276,0.0006221231],"domain_scores_gemma":[0.9988962,0.0003459417,0.0001618737,0.0004316305,0.00007642827,0.00008795752],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0004253569,0.0001896269,0.01010088,0.0002573216,0.0004356157,0.002129729,0.9419879,0.00050985,0.01917929,0.001808906,0.01192052,0.01105505],"study_design_scores_gemma":[0.002486307,0.0005259092,0.0278434,0.0003688742,0.00003513915,0.0002964588,0.9558257,0.00003663661,0.001230189,0.0001456716,0.0104478,0.0007578784],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9171835,0.02454694,0.00009694781,0.0001261188,0.00144935,0.0004455572,0.000009027592,0.0002009036,0.05594162],"genre_scores_gemma":[0.9715409,0.00001867807,0.0004860687,0.01184248,0.0004697785,0.00009663557,0.00009421807,0.0000583412,0.01539292],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1287462,"threshold_uncertainty_score":0.9999345,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2914806154","doi":"10.1017/s0272263118000189","title":"THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":144,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université Laval; University of Alberta","funders":"","keywords":"Psychology; Feeling; Competence (human resources); Reciprocal; Autonomy; Social psychology; Self-determination theory; Mathematics education; Latent growth modeling; Structural equation modeling; Developmental psychology; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.0169522386697086,"gpt":0.3578421511498378,"spread":0.3408899124801292,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009883069,0.0001264864,0.0001810181,0.00003297076,0.0002040126,0.00001803043,0.0002095451,0.00006789458,0.002221822],"category_scores_gemma":[0.00003139352,0.00007700505,0.00004750708,0.0001796224,0.0001310732,0.00008033822,0.00008205925,0.0001401043,0.0001338879],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007251648,"about_ca_system_score_gemma":0.00002303525,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001191539,"about_ca_topic_score_gemma":0.0003742643,"domain_scores_codex":[0.9987907,0.0001334347,0.0004153345,0.0002104025,0.0001965692,0.0002535453],"domain_scores_gemma":[0.9989375,0.0003412907,0.0002236804,0.0003930965,0.00008716484,0.0000172895],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004748971,0.0001255214,0.01537205,0.00006673247,0.0001542206,0.00001986882,0.9342442,0.000002520468,0.0004788047,0.001117681,0.001564839,0.04680604],"study_design_scores_gemma":[0.0008847186,0.00005307744,0.2047698,0.00005488667,0.00001395519,0.00001073722,0.7865836,0.000009509781,0.00116075,0.00006800889,0.006228832,0.0001621486],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9830555,0.0045186,0.00001914051,0.0001114096,0.0009955354,0.0004143749,0.00001170403,0.00004326288,0.01083042],"genre_scores_gemma":[0.994921,0.00002005702,0.0002088094,0.0004402061,0.00009507426,0.0000841781,0.00002489652,0.00001271594,0.004193092],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1893978,"threshold_uncertainty_score":0.9986903,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2595780488","doi":"10.1017/s0272263114000035","title":"BRIDGING THE GAP","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":140,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Bridging (networking); Cognition; Sociocultural evolution; Psychology; Cognitive linguistics; Applied linguistics; Ethnography; Qualitative research; Educational research; Sociology; Epistemology; Cognitive science; Linguistics; Pedagogy; Social science; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.04209521466189541,"gpt":0.3049691618604332,"spread":0.2628739471985377,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006882308,0.00009527324,0.0001317523,0.00005781121,0.0004511782,0.00007532968,0.0001022377,0.00001804991,0.0024159],"category_scores_gemma":[0.0001145175,0.00006384681,0.00004207296,0.0000273209,0.0001847093,0.0001154402,0.00005205419,0.0002110714,0.00009358878],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003075794,"about_ca_system_score_gemma":0.000003239469,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000111335,"about_ca_topic_score_gemma":0.001090125,"domain_scores_codex":[0.9992613,0.0001709634,0.0001473999,0.00014209,0.00009660027,0.0001816873],"domain_scores_gemma":[0.99954,0.0001929302,0.00005814922,0.0001655559,0.00002984424,0.000013493],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001140679,0.00002703254,0.0003461502,0.00009210003,0.00006387056,0.00001579717,0.8553385,0.00004813808,0.0002181105,0.08760677,0.01401266,0.04221954],"study_design_scores_gemma":[0.001015767,0.0001729456,0.002576644,0.0003823556,0.00005026254,0.00001913301,0.588967,0.001363846,0.0002839694,0.005349185,0.3992657,0.0005532085],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8235697,0.004632363,0.00006591295,0.0006098013,0.0006738478,0.00008513975,0.00000415438,0.00009420136,0.1702649],"genre_scores_gemma":[0.9896739,0.00001570403,0.00002191767,0.002132315,0.001587154,0.00001515189,0.000009412271,0.00001191014,0.006532578],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.385253,"threshold_uncertainty_score":0.9984961,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2980590671","doi":"10.1017/s0272263119000494","title":"LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":137,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Active listening; Vocabulary; Reading (process); Psychology; Vocabulary learning; Checklist; Vocabulary development; Control (management); Linguistics; Mathematics education; Computer science; Cognitive psychology; Communication; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.0290354508299254,"gpt":0.3004149156144041,"spread":0.2713794647844787,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0001844709,0.0001210723,0.000222418,0.00006030861,0.0001438673,0.00005688588,0.00005143334,0.00003211946,0.005365824],"category_scores_gemma":[0.00004241166,0.0001036031,0.00003665398,0.00003319682,0.0001245227,0.0002784723,0.00008026151,0.0001571519,0.0001276881],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003390645,"about_ca_system_score_gemma":0.000004624467,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007145226,"about_ca_topic_score_gemma":0.000172574,"domain_scores_codex":[0.9992809,0.00004758342,0.0001720936,0.0002100425,0.00009726455,0.0001921067],"domain_scores_gemma":[0.9996705,0.0001091192,0.00006803819,0.00009937708,0.00003434696,0.00001858807],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002103975,0.00002481421,0.003271034,0.0003544637,0.00009304524,0.00007576493,0.9750788,0.000005823942,0.001188109,0.01064756,0.001975886,0.007263636],"study_design_scores_gemma":[0.001175706,0.0004162724,0.002153438,0.0008427857,0.0000453887,0.00002500651,0.7682884,0.0001059299,0.0007573286,0.001315546,0.2243482,0.0005260193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9132622,0.01629769,0.000001730441,0.00004915823,0.0006210135,0.0001208478,0.000004547506,0.00004943208,0.06959333],"genre_scores_gemma":[0.9858414,0.0003595874,0.00005856712,0.0007537915,0.0005031162,0.00001274959,0.00001973386,0.00001682342,0.01243421],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2223723,"threshold_uncertainty_score":0.9955434,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2063201340","doi":"10.1017/s0272263115000194","title":"THE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":132,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; McGill University","keywords":"Corrective feedback; Perception; Psychology; Speech perception; Contrast (vision); Cognitive psychology; Mathematics education; Audiology; Computer science; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.03242163360092198,"gpt":0.380785343441937,"spread":0.348363709841015,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004419107,0.0001109982,0.0001971619,0.0001168212,0.00008110513,0.000008444335,0.0001470549,0.000099171,0.0003927021],"category_scores_gemma":[0.0003143495,0.00008030072,0.00003719972,0.0002428361,0.0003165522,0.00003544891,0.00007939045,0.0002435902,0.0001447501],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001208996,"about_ca_system_score_gemma":0.00001844143,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001464068,"about_ca_topic_score_gemma":0.0003597553,"domain_scores_codex":[0.9988589,0.0003291634,0.0001921596,0.0002117297,0.0001627287,0.0002453064],"domain_scores_gemma":[0.9988179,0.0006307403,0.00008106551,0.0002857624,0.0001464818,0.00003804085],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.002192415,0.0004592753,0.004398983,0.0001910578,0.0006277682,0.000334268,0.7204993,0.000005353479,0.03922496,0.001026155,0.05716126,0.1738792],"study_design_scores_gemma":[0.004565174,0.002414959,0.7256682,0.000166887,0.00003258303,0.00006727401,0.2499953,0.00002539923,0.01270712,0.003329792,0.0007330217,0.0002943124],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9780988,0.004175297,0.000003172176,0.00007580381,0.002000042,0.000308157,0.00001253805,0.00001799919,0.01530817],"genre_scores_gemma":[0.9980353,0.0001237787,0.0000279811,0.0002312756,0.0001403567,0.00006057884,0.00001465008,0.00001122208,0.001354844],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7212692,"threshold_uncertainty_score":0.4299813,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3190275308","doi":"10.1017/s0272263121000401","title":"GROWTH, FIXED, AND MIXED MINDSETS","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":128,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal; University of Victoria; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mindset; Psychology; Persistence (discontinuity); Foreign language; Function (biology); Aptitude; Anxiety; Mathematics education; Developmental psychology; Computer science; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.03052589108787619,"gpt":0.3721816384210679,"spread":0.3416557473331918,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000237571,0.0001285376,0.0001975817,0.00009478921,0.000096566,0.00001826999,0.00006420562,0.00007489742,0.004420928],"category_scores_gemma":[0.0000821933,0.0001293394,0.00003218511,0.0002118593,0.0001174463,0.00009688786,0.00006554842,0.0001063442,0.00005381594],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004263403,"about_ca_system_score_gemma":0.00001694164,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006230632,"about_ca_topic_score_gemma":0.0009544096,"domain_scores_codex":[0.9989703,0.0001655082,0.0002174461,0.0003327617,0.00008650063,0.0002274284],"domain_scores_gemma":[0.9993905,0.0001711192,0.00006498365,0.0002336435,0.0001013722,0.00003842751],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0001500306,0.001089462,0.2702578,0.000726948,0.0009195459,0.00133026,0.5787054,6.556414e-7,0.008453749,0.01575524,0.09295201,0.0296589],"study_design_scores_gemma":[0.001939133,0.00009532751,0.5526489,0.0001107703,0.00005567701,0.00008919918,0.4329745,9.210688e-7,0.006482522,0.00274439,0.002485209,0.000373446],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9571363,0.02803605,0.0000101623,0.0004073523,0.001610476,0.0001107894,0.00003440821,0.00002734283,0.01262714],"genre_scores_gemma":[0.9935091,0.0002138833,0.0001685545,0.001492068,0.0003031592,0.00006876034,0.0001231982,0.000013544,0.004107768],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2823911,"threshold_uncertainty_score":0.9964892,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2171280975","doi":"10.1017/s0272263113000041","title":"THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE","year":2013,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":128,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Windsor","funders":"","keywords":"Grammaticality; Psychology; Cognitive psychology; Construct validity; Stimulus (psychology); Construct (python library); Linguistics; Grammar; Psychometrics; Developmental psychology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.07662801396268411,"gpt":0.3340088410711095,"spread":0.2573808271084254,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006945804,0.000109095,0.0002560408,0.00004963218,0.000244245,0.00003993046,0.00008788943,0.00002836823,0.0007422004],"category_scores_gemma":[0.0002521111,0.00007234024,0.00004536135,0.00002985321,0.000490393,0.000102968,0.00008321725,0.0001325894,0.00001044026],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002632594,"about_ca_system_score_gemma":0.0000108534,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005450117,"about_ca_topic_score_gemma":0.0008808084,"domain_scores_codex":[0.9990402,0.0002118383,0.000334895,0.0001364366,0.0001196776,0.0001569325],"domain_scores_gemma":[0.9988561,0.000648847,0.0001471785,0.0001763599,0.0001472789,0.00002429512],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000355557,0.0001716215,0.006098275,0.0008587139,0.0002863909,0.000004687084,0.7376087,0.000003059683,0.006696092,0.1913994,0.003131384,0.05370608],"study_design_scores_gemma":[0.001450324,0.0005940186,0.04119162,0.0006987863,0.0001167301,0.00001839054,0.890979,0.000107577,0.007853656,0.04643358,0.01004394,0.0005123696],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.979087,0.005954138,0.000007319946,0.0001214801,0.0001472814,0.000203885,0.00001238006,0.00001963265,0.01444689],"genre_scores_gemma":[0.9990773,0.0000874427,0.00003497052,0.0000900068,0.0001113901,0.00003475184,0.000003949224,0.000007299068,0.0005528695],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1533703,"threshold_uncertainty_score":0.8126574,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2167794130","doi":"10.1017/s0272263103000056","title":"<b>THE LEARNING OF SOCIOLINGUISTIC VARIATION BY ADVANCED FSL LEARNERS</b>","year":2003,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"French Language Learning Methods","field":"Social Sciences","cited_by":124,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta; York University","funders":"","keywords":"Referent; Variation (astronomy); French immersion; Linguistics; Psychology; Romance languages; Alternation (linguistics); Second-language acquisition; Language acquisition; AP French Language; French; Mathematics education; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.02055809894151095,"gpt":0.371097305890519,"spread":0.350539206949008,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.003328526,0.0001205301,0.000225076,0.00007178284,0.0006390944,0.00002866294,0.0001578299,0.00009819074,0.0005129017],"category_scores_gemma":[0.009546777,0.0001053748,0.0000593094,0.0003596148,0.000476035,0.0001162799,0.00003083889,0.0003078064,0.00001164314],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002166394,"about_ca_system_score_gemma":0.00006259846,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002792504,"about_ca_topic_score_gemma":0.0005253016,"domain_scores_codex":[0.9971057,0.001694593,0.0003179711,0.0002279627,0.000298231,0.0003555967],"domain_scores_gemma":[0.9978631,0.001539211,0.0002500347,0.0001656653,0.0001436995,0.00003825697],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005744839,0.00009651342,0.002730093,0.0001785143,0.0001641916,0.00004263821,0.867444,0.0009134369,0.02536867,0.04861646,0.001605926,0.05278211],"study_design_scores_gemma":[0.001488274,0.0002230582,0.002557378,0.000185,0.00005827431,0.000003806818,0.8635113,0.000129844,0.004821714,0.007288752,0.1191991,0.0005334493],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8514932,0.06737942,0.002026243,0.0002445245,0.001317131,0.0004331977,0.000006600902,0.0001327987,0.07696687],"genre_scores_gemma":[0.9917607,0.0006059774,0.001721499,0.0001198456,0.0001400335,0.00003084461,0.000009013527,0.00001564709,0.005596405],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1402675,"threshold_uncertainty_score":0.9987962,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4220895812","doi":"10.1017/s0272263121000954","title":"Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus","year":2022,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":107,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McMaster University","funders":"Social Sciences and Humanities Research Council of Canada; Universiteit Gent; Saint Petersburg State University; Israel Science Foundation; Fonds Wetenschappelijk Onderzoek; Eesti Teadusagentuur","keywords":"Fluency; Reading (process); Reading comprehension; Computer science; Variety (cybernetics); Psychology; Resource (disambiguation); Comprehension; Language proficiency; Eye movement; Extensive reading; Eye tracking; Linguistics; Cognitive psychology; Artificial intelligence; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.02953301557774695,"gpt":0.369024896442975,"spread":0.339491880865228,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001676309,0.0003923416,0.0005288447,0.0003551853,0.0004717262,0.0000778826,0.0006372455,0.0001322382,0.2144475],"category_scores_gemma":[0.001054641,0.0003599872,0.0001483452,0.0007769357,0.000185988,0.0003338237,0.0005590475,0.001135587,0.0002462123],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004920139,"about_ca_system_score_gemma":0.00006128453,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002214257,"about_ca_topic_score_gemma":0.002523086,"domain_scores_codex":[0.9958566,0.001268183,0.0007619123,0.0009079368,0.0004802866,0.0007250222],"domain_scores_gemma":[0.9966133,0.002051823,0.0003420543,0.0008177394,0.00009387408,0.00008125001],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0005201158,0.0002604832,0.008984966,0.0000624995,0.0002788384,0.003230656,0.9576244,0.0001111549,0.007103636,0.0001657118,0.006050583,0.01560697],"study_design_scores_gemma":[0.002928591,0.0002488484,0.04770624,0.0002819677,0.00003634573,0.000054352,0.9406688,0.0000558793,0.001284056,0.0001143116,0.006078043,0.0005425258],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9013922,0.0871774,0.000004202944,0.0001333437,0.002146689,0.0006163573,0.0001952574,0.0001494546,0.008185071],"genre_scores_gemma":[0.9753902,0.00005715401,0.00006738544,0.01613352,0.0008249283,0.0004829507,0.0002469986,0.00006147482,0.00673537],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2142013,"threshold_uncertainty_score":0.9998852,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3081900102","doi":"10.1017/s0272263120000297","title":"HOW DOES MODE OF INPUT AFFECT THE INCIDENTAL LEARNING OF COLLOCATIONS?","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":96,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Active listening; Reading (process); Psychology; Vocabulary; Affect (linguistics); Word learning; Linguistics; Incidental learning; Vocabulary learning; Mode (computer interface); Cognitive psychology; Matching (statistics); Communication; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.02520463230377441,"gpt":0.3493806442952,"spread":0.3241760119914256,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003294726,0.0001639565,0.0003699867,0.0001317354,0.0001071386,0.00001868521,0.0002142006,0.00008466723,0.008031523],"category_scores_gemma":[0.0004343581,0.0001133329,0.0001119348,0.000439069,0.0002599914,0.0001511921,0.0001117592,0.0002995156,0.00001890945],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004254469,"about_ca_system_score_gemma":0.00001925425,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00008824086,"about_ca_topic_score_gemma":0.0001126171,"domain_scores_codex":[0.9984989,0.0004442665,0.0003673158,0.0002793652,0.0001930114,0.0002171982],"domain_scores_gemma":[0.9987289,0.0005589877,0.0003176443,0.0002521465,0.0001016317,0.00004063277],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0004484291,0.0002056542,0.008808079,0.0007176219,0.000731819,0.0002140827,0.8946434,0.0004918671,0.07538527,0.005732332,0.003371872,0.009249589],"study_design_scores_gemma":[0.002087778,0.0004852221,0.02119767,0.0001923483,0.00008445521,0.00003701265,0.9495707,0.000326501,0.0246727,0.0001684304,0.0008517677,0.0003254892],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9799702,0.01469817,0.0002322212,0.00079633,0.0002956761,0.0003076577,0.00003351025,0.00004770537,0.003618568],"genre_scores_gemma":[0.996169,0.00003459989,0.00009148141,0.002683243,0.0002270035,0.0000539536,0.00004661603,0.00002067554,0.0006734134],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05492726,"threshold_uncertainty_score":0.9928753,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2030490892","doi":"10.1017/s0272263109990040","title":"COMPREHENSION-BASED PRACTICE","year":2009,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":96,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"","keywords":"Comprehension; Psychology; Linguistics; Computer science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.03971126333992763,"gpt":0.4353504833598216,"spread":0.3956392200198939,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003880334,0.0001147033,0.0001954792,0.0001521803,0.00008134085,0.00001140955,0.0001261615,0.0000935648,0.00379575],"category_scores_gemma":[0.0001268348,0.0001056397,0.00003895524,0.0002288777,0.000122094,0.00006873057,0.00003261121,0.0002468534,0.0002984002],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005555772,"about_ca_system_score_gemma":0.00001591478,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00005129685,"about_ca_topic_score_gemma":0.00005755884,"domain_scores_codex":[0.9988573,0.0002449656,0.0001996145,0.0002667691,0.0001265378,0.0003048167],"domain_scores_gemma":[0.9989586,0.0005283347,0.0000629385,0.0003139174,0.00009786503,0.00003834033],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.003996329,0.004139135,0.00237353,0.0002232348,0.0009965913,0.00859833,0.4863364,0.0002033574,0.09261902,0.01290009,0.2147631,0.1728508],"study_design_scores_gemma":[0.01370552,0.004085543,0.690257,0.0003551157,0.0001445047,0.0004326055,0.2201043,0.0005138334,0.01020597,0.01340894,0.04513126,0.001655438],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9324853,0.019596,0.00005097259,0.001855617,0.000631036,0.0002227351,0.00001658916,0.00005681069,0.04508493],"genre_scores_gemma":[0.9904087,0.0000451031,0.0003758475,0.008240202,0.0001434743,0.00002527574,0.00002680202,0.000008185686,0.0007263871],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6878834,"threshold_uncertainty_score":0.9971149,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2158773143","doi":"10.1017/s0272263115000297","title":"LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":92,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University; Western University","funders":"","keywords":"Lexis; Linguistics; Lexical choice; Fluency; Lexical density; Psychology; Lexical item; Vocabulary; Variation (astronomy); Lexicology; Computer science; Natural language processing","retraction":null,"screen_n_in":null,"score":{"opus":0.05742282413847523,"gpt":0.3836705367306295,"spread":0.3262477125921543,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008022561,0.0003187421,0.0006465944,0.0004067208,0.00007664876,0.0000254695,0.0002759136,0.0002133659,0.08464856],"category_scores_gemma":[0.0002059082,0.0003009039,0.0001406069,0.0004868628,0.0003140188,0.0002267436,0.000163645,0.0004029216,0.0004512104],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001298463,"about_ca_system_score_gemma":0.00005466521,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001593167,"about_ca_topic_score_gemma":0.0003182213,"domain_scores_codex":[0.9974836,0.0004268143,0.0006771615,0.0005440323,0.0003333364,0.0005351246],"domain_scores_gemma":[0.9984258,0.0003647158,0.0002728706,0.0005963419,0.0001912171,0.0001489852],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.001223861,0.001156102,0.004961345,0.001066504,0.001093588,0.005468365,0.8057312,0.00005262336,0.0544611,0.007652088,0.09289208,0.02424116],"study_design_scores_gemma":[0.006365301,0.0007266154,0.01886797,0.0003384135,0.00008093662,0.0005342111,0.937059,0.00004545545,0.02789608,0.0006045607,0.006579114,0.0009023219],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.871884,0.05444294,0.00002458524,0.00007281052,0.0009439609,0.0003522148,0.00008635686,0.0001273819,0.07206571],"genre_scores_gemma":[0.9884591,0.00001316901,0.0006642258,0.003333374,0.0005227848,0.00007011708,0.0001715063,0.00004738107,0.006718405],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1313278,"threshold_uncertainty_score":0.9999443,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2965795630","doi":"10.1017/s027226311900010x","title":"WHAT CAN L2 WRITERS’ PAUSING BEHAVIOR TELL US ABOUT THEIR L2 WRITING PROCESSES?","year":2019,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":91,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"York University","funders":"","keywords":"Keystroke logging; Task (project management); Second language writing; Psychology; Writing process; Professional writing; Linguistics; Cognition; Computer science; Second language; Cognitive psychology; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.03159882529744945,"gpt":0.3628656920095223,"spread":0.3312668667120728,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001057002,0.0001828586,0.000277281,0.0001587672,0.0005395774,0.0003248517,0.0001825919,0.000120458,0.0007102754],"category_scores_gemma":[0.000242599,0.0001829099,0.00005617973,0.0004397526,0.0002070961,0.0007698286,0.00006762648,0.0002186969,0.00003993404],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002965113,"about_ca_system_score_gemma":0.0001326423,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006174651,"about_ca_topic_score_gemma":0.006957465,"domain_scores_codex":[0.9982967,0.0001958284,0.0003455454,0.0003897399,0.0002760038,0.0004962112],"domain_scores_gemma":[0.9989523,0.000349318,0.0001773109,0.0002069631,0.0002491544,0.00006494598],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000207718,0.0002029486,0.06964552,0.0007684645,0.00005512506,0.00005878051,0.9001501,0.00000972326,0.00520537,0.0003979644,0.0005200499,0.02296521],"study_design_scores_gemma":[0.0004570291,0.00005205863,0.02936726,0.001424215,0.00002862357,0.000009684812,0.9648672,0.000005459219,0.001920015,0.0001474801,0.001371013,0.000349907],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9772924,0.01192254,0.000002587323,0.0003166151,0.00121461,0.0004530715,0.0000213172,0.0001213323,0.008655581],"genre_scores_gemma":[0.9955145,0.0008936305,0.0001143631,0.0009250406,0.0009252873,0.0000862079,0.00005482966,0.00002422794,0.001461903],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06471717,"threshold_uncertainty_score":0.7777017,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2161321278","doi":"10.1017/s0272263112000691","title":"THE ROLE OF SEMANTIC TRANSFER IN CLITIC DROP AMONG SIMULTANEOUS AND SEQUENTIAL CHINESE-SPANISH BILINGUALS","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Language Development and Disorders","field":"Psychology","cited_by":86,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Clitic; Linguistics; Negation; Psychology; Context (archaeology); Argument (complex analysis); Meaning (existential); Object (grammar); Null (SQL); Computer science; History; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.01114551219196078,"gpt":0.3200672524002697,"spread":0.3089217402083089,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005385499,0.0001647665,0.000273377,0.0001229088,0.000083627,0.00001440739,0.0001019276,0.00008993116,0.0006976625],"category_scores_gemma":[0.0001444226,0.0001170284,0.00004480448,0.0002243191,0.0002609963,0.0001277573,0.00005265666,0.00014099,0.00001165983],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003761954,"about_ca_system_score_gemma":0.000009981783,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002344418,"about_ca_topic_score_gemma":0.002481915,"domain_scores_codex":[0.9987214,0.0001689297,0.0003777526,0.0002054593,0.0001236635,0.0004027516],"domain_scores_gemma":[0.9991506,0.0005389434,0.00005346545,0.0001853122,0.00003402492,0.00003770882],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002151606,0.0002710544,0.3782361,0.0001435412,0.0002660688,0.0001824041,0.5966923,0.00001342415,0.00621975,0.001541696,0.00006699867,0.01615154],"study_design_scores_gemma":[0.003313514,0.0001717932,0.3489719,0.0001657775,0.00007127086,0.00004885757,0.6421353,0.0001288778,0.002427748,0.001685555,0.0003043823,0.0005750363],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9548726,0.0407186,0.00000907095,0.00001974806,0.0004421596,0.0002885675,0.00001222456,0.0000219502,0.003615051],"genre_scores_gemma":[0.999148,0.0001459058,0.00001579914,0.0001295038,0.000119867,0.00004321539,0.00001847959,0.00001745004,0.0003617787],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.04544297,"threshold_uncertainty_score":0.7638915,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1898875485","doi":"10.1017/s0272263115000236","title":"DOES STUDYING VOCABULARY IN SMALLER SETS INCREASE LEARNING?","year":2015,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":81,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Vocabulary learning; Learning effect; Vocabulary; Psychology; Artificial intelligence; Computer science; Natural language processing; Cognitive psychology; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.04794064054124444,"gpt":0.3683131560368892,"spread":0.3203725154956448,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001586297,0.0003234128,0.0005074086,0.0005605891,0.0001157084,0.00004302462,0.0002275547,0.000189238,0.02741524],"category_scores_gemma":[0.0005387256,0.0002488719,0.00008694441,0.0005371899,0.0001479071,0.0002840476,0.0001902694,0.0006768946,0.0004454142],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002704523,"about_ca_system_score_gemma":0.00004383844,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005562401,"about_ca_topic_score_gemma":0.001111758,"domain_scores_codex":[0.9969679,0.0009087789,0.0005876291,0.0006392013,0.0002824746,0.0006140618],"domain_scores_gemma":[0.9987255,0.0004133494,0.0001848385,0.0004200611,0.0001066688,0.0001495551],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0009751088,0.0008101908,0.07581889,0.0002497552,0.0004756336,0.01131526,0.874372,0.0004188745,0.0009945674,0.0007888218,0.00962428,0.02415663],"study_design_scores_gemma":[0.00606109,0.0003387581,0.08604158,0.0002742515,0.00003685538,0.0001340373,0.9012029,0.000096314,0.0001820595,0.0004440119,0.004463055,0.0007251307],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9427592,0.0310255,0.00001536602,0.0001497666,0.001240548,0.0003616241,0.00001073865,0.0001627724,0.02427454],"genre_scores_gemma":[0.9899315,0.00003597834,0.0001597402,0.005053771,0.0003790767,0.0001575711,0.0001036356,0.00004954615,0.004129214],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.04717232,"threshold_uncertainty_score":0.9999964,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2999945694","doi":"10.1017/s0272263119000688","title":"HOW DO DIFFERENT FORMS OF GLOSSING CONTRIBUTE TO L2 VOCABULARY LEARNING FROM READING?","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":79,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Reading comprehension; Vocabulary learning; Gloss (optics); Vocabulary; Reading (process); Psychology; Language proficiency; Computer science; Linguistics; Moderation; Mathematics education; Chemistry","retraction":null,"screen_n_in":null,"score":{"opus":0.02916359628605077,"gpt":0.3251109453439344,"spread":0.2959473490578837,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002892249,0.0003105968,0.0006774646,0.0002073206,0.0001475865,0.0000817179,0.0002317584,0.0001558108,0.01614835],"category_scores_gemma":[0.0004968033,0.0002778325,0.0001471228,0.0003934229,0.0001095881,0.0002192273,0.0001824255,0.0004472402,0.00009238842],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000110967,"about_ca_system_score_gemma":0.00001296822,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00005440975,"about_ca_topic_score_gemma":0.00004140422,"domain_scores_codex":[0.9978551,0.0003098058,0.0004938868,0.0006004294,0.0002591943,0.0004815378],"domain_scores_gemma":[0.9986719,0.0004627618,0.0002744941,0.0003206531,0.0001032425,0.0001669255],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.001374024,0.0002734136,0.01311296,0.0004619359,0.001324114,0.001879533,0.8212926,0.0001755898,0.1039437,0.00260707,0.007168663,0.04638635],"study_design_scores_gemma":[0.006417467,0.001307277,0.06789745,0.0008982605,0.0001810776,0.00004837191,0.895155,0.0001930095,0.02036162,0.0005583481,0.005756548,0.001225536],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9632822,0.03050308,0.00111908,0.001004233,0.0004431288,0.0003529048,0.00008112453,0.000128782,0.003085478],"genre_scores_gemma":[0.9892206,0.00002897468,0.0001892583,0.009203143,0.0005475903,0.0000554035,0.0002045117,0.00004304117,0.0005075084],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08358207,"threshold_uncertainty_score":0.9999674,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3139488153","doi":"10.1017/s0272263121000036","title":"INCIDENTAL ACQUISITION OF MULTIWORD EXPRESSIONS THROUGH AUDIOVISUAL MATERIALS","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":79,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Repetition (rhetorical device); Comprehension; Cued speech; Recall; Test (biology); Computer science; Multimedia; Cued recall; Psychology; Cognitive psychology; Free recall; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.05168215026503659,"gpt":0.3423231998349617,"spread":0.2906410495699251,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0001740887,0.0001705763,0.0003844877,0.00008003433,0.0001548226,0.00004516347,0.00009575264,0.000059014,0.02555633],"category_scores_gemma":[0.00008467955,0.0001510473,0.00008662591,0.00007719143,0.0002739648,0.0003510487,0.0001630202,0.0000910689,0.00006776366],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006673292,"about_ca_system_score_gemma":0.00002428915,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001236111,"about_ca_topic_score_gemma":0.0009624323,"domain_scores_codex":[0.9987304,0.0001261027,0.0004316402,0.0002663219,0.0002090725,0.0002364267],"domain_scores_gemma":[0.9992844,0.0001506492,0.0001619905,0.000213501,0.0001610225,0.00002837917],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","study_design_scores_codex":[0.000120658,0.0004147325,0.0002220498,0.0005503363,0.0002490165,0.0004463056,0.4631658,0.000004766738,0.5052871,0.02027085,0.007294612,0.00197378],"study_design_scores_gemma":[0.001627721,0.0001651658,0.002505846,0.0008213401,0.00006864124,0.00003112337,0.4696629,0.000004036069,0.515924,0.002279099,0.006476971,0.0004331091],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9820044,0.007620782,0.000009570036,0.00007172155,0.001474665,0.000144934,0.0002619346,0.00004181109,0.008370159],"genre_scores_gemma":[0.9961616,0.0002355551,0.0001977799,0.000599044,0.0009243372,0.00004210051,0.0002210107,0.00002073842,0.001597865],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02548857,"threshold_uncertainty_score":0.9753345,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2612477337","doi":"10.1017/s027226311700016x","title":"LINGUISTIC DIMENSIONS OF L2 ACCENTEDNESS AND COMPREHENSIBILITY VARY ACROSS SPEAKING TASKS","year":2017,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":75,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"","keywords":"Linguistics; Lexis; Psychology; Phonology; Fluency; Grammar; Task (project management); Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.08509668058563165,"gpt":0.4647345851159868,"spread":0.3796379045303552,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004829555,0.0001185692,0.0003170491,0.00006305716,0.0003382288,0.0000245184,0.0002174945,0.00009707182,0.0004896628],"category_scores_gemma":[0.0003240993,0.0001022236,0.00003748066,0.00005743851,0.0007878384,0.00005818046,0.0005011699,0.0002269386,0.00001433479],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003005086,"about_ca_system_score_gemma":0.00001022014,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000670894,"about_ca_topic_score_gemma":0.00122795,"domain_scores_codex":[0.998861,0.000132178,0.0002679936,0.0003286653,0.00009659679,0.0003136006],"domain_scores_gemma":[0.9987159,0.0002865783,0.0001593913,0.0006694678,0.0001269982,0.00004162191],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0006274903,0.0006061549,0.1267997,0.0005824651,0.000681286,0.0009232328,0.8154075,0.000004737393,0.02386373,0.001004635,0.0007550493,0.02874396],"study_design_scores_gemma":[0.0012262,0.0001112658,0.9690115,0.0001156986,0.00001821354,0.00002741812,0.02652376,0.00003319775,0.001090457,0.001513539,0.0001781856,0.0001505175],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9858351,0.008956472,0.000008383815,0.00005025175,0.0009126968,0.0001883669,0.0001116969,0.00001465967,0.00392236],"genre_scores_gemma":[0.9993452,0.0001300618,0.00006978022,0.0001179078,0.000115419,0.00001718812,0.00001628008,0.00001090149,0.000177268],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8422118,"threshold_uncertainty_score":0.5361465,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2046787963","doi":"10.1017/s0272263101001048","title":"ALERTNESS, ORIENTATION, AND DETECTION","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":74,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Trois-Rivières","funders":"","keywords":"Operationalization; Alertness; Psychology; Cognitive psychology; Perspective (graphical); Function (biology); Orientation (vector space); Task (project management); Epistemology; Cognitive science; Computer science; Artificial intelligence; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.03380206595950909,"gpt":0.3394948702633542,"spread":0.3056928043038451,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001577839,0.0001132804,0.0001432397,0.0001185146,0.0001378,0.00001707316,0.00006597301,0.00005255725,0.0002973872],"category_scores_gemma":[0.0002518626,0.00009940147,0.00002252489,0.0002422449,0.0002028497,0.0002035881,0.00005972444,0.0001056656,0.00002035968],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000305316,"about_ca_system_score_gemma":0.000005014056,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001741111,"about_ca_topic_score_gemma":0.0002781712,"domain_scores_codex":[0.9990774,0.0001132182,0.0001794551,0.0003566392,0.00008182872,0.0001914367],"domain_scores_gemma":[0.9995604,0.0001879369,0.00006110193,0.0001386051,0.00002605546,0.000025873],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","study_design_scores_codex":[0.00008061285,0.00005003731,0.001148124,0.00004779692,0.00000927251,0.002057994,0.02190991,0.000002807186,0.9521947,0.0001383563,0.0001500923,0.02221032],"study_design_scores_gemma":[0.0022483,0.0003358612,0.009291193,0.00008856685,0.00002873498,0.003430321,0.03795384,0.00007617367,0.9401607,0.002756781,0.003064177,0.0005653652],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9952508,0.002410471,0.00003270172,0.0001111893,0.0004181742,0.0001503252,0.000006256643,0.00006735341,0.001552743],"genre_scores_gemma":[0.9963779,0.000437621,0.00003178643,0.002446217,0.0001672107,0.0000228345,0.000004987209,0.000009145293,0.0005023003],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02164496,"threshold_uncertainty_score":0.4053474,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3188908452","doi":"10.1017/s0272263121000474","title":"INCIDENTAL LEARNING OF SINGLE WORDS AND COLLOCATIONS THROUGH VIEWING AN ACADEMIC LECTURE","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":72,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Psychology; Vocabulary development; Recall; Meaning (existential); Vocabulary learning; English for academic purposes; Mathematics education; Linguistics; Computer science; Teaching method; Cognitive psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.0427562204047628,"gpt":0.3843261624448966,"spread":0.3415699420401338,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003788438,0.0001832413,0.0003551441,0.0001494673,0.0001711283,0.00002200807,0.0001017463,0.000174407,0.01767783],"category_scores_gemma":[0.0002907096,0.0001929229,0.00005843285,0.000472927,0.0001643157,0.0003274248,0.0001090351,0.0004798632,0.00001978656],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008922352,"about_ca_system_score_gemma":0.00003006317,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00005535386,"about_ca_topic_score_gemma":0.0002015712,"domain_scores_codex":[0.998243,0.0004627226,0.0004315131,0.0004215152,0.0001522464,0.000289053],"domain_scores_gemma":[0.9990787,0.0003267394,0.0001846194,0.0002576479,0.0001031101,0.00004917283],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00008349282,0.0002210104,0.004274855,0.0002307895,0.000250872,0.0005902877,0.8630437,0.0001338137,0.1130188,0.001710474,0.0003729123,0.01606896],"study_design_scores_gemma":[0.001781096,0.0003019639,0.0217627,0.0003940271,0.00007762098,0.0004785775,0.9589476,0.00004510834,0.01372861,0.0005944039,0.001457234,0.0004310546],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8690889,0.1250128,0.0003465605,0.00007129533,0.0003552697,0.0001237937,0.00001274093,0.00005890732,0.00492962],"genre_scores_gemma":[0.9948627,0.0001905992,0.0004990972,0.003204457,0.0002431246,0.00003511844,0.0001438337,0.00002762584,0.0007934187],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1257737,"threshold_uncertainty_score":0.9832202,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2936899595","doi":"10.1017/s0272263116000036","title":"VARIABILITY IN SECOND LANGUAGE LEARNING","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":68,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Dalhousie University","funders":"","keywords":"Grammaticality; Psychology; Task (project management); Variety (cybernetics); Cognitive psychology; Sentence; Explicit knowledge; Implicit learning; Procedural memory; Linguistic sequence complexity; Cognition; Variance (accounting); Language acquisition; Linguistics; Task analysis; Natural language processing; Artificial intelligence; Computer science; Grammar; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.02387645084807697,"gpt":0.2958126464444575,"spread":0.2719361955963805,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001751282,0.0001997679,0.0003253228,0.0002068746,0.0002342869,0.00005666433,0.0001359429,0.00006899559,0.0212912],"category_scores_gemma":[0.0005457665,0.0001466487,0.0000693754,0.00007089059,0.0002400923,0.0003449766,0.0001035161,0.0004060831,0.0001396817],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001905659,"about_ca_system_score_gemma":0.00001556447,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001945547,"about_ca_topic_score_gemma":0.006039218,"domain_scores_codex":[0.9981599,0.0005724206,0.0003670763,0.0003752517,0.0001479174,0.000377446],"domain_scores_gemma":[0.9988577,0.0007040113,0.0001171402,0.0002363874,0.00004807811,0.00003667241],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00006506148,0.000128185,0.009934852,0.0002750061,0.00008617074,0.0002099296,0.9361997,0.00001540504,0.005102525,0.01088529,0.001486936,0.035611],"study_design_scores_gemma":[0.004136516,0.0003832561,0.02068191,0.001355513,0.00004444484,0.00002484332,0.8684641,0.0001008059,0.001775048,0.00414486,0.09760083,0.001287911],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9284834,0.002696876,0.00002507142,0.0001665838,0.0004232982,0.0001416006,0.00002493326,0.000123177,0.06791509],"genre_scores_gemma":[0.9802924,0.00002981183,0.00005014799,0.0003993648,0.0005925263,0.00003580505,0.00001956853,0.000024911,0.01855549],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0961139,"threshold_uncertainty_score":0.9796035,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2941147522","doi":"10.1017/s0272263114000011","title":"L2 ENGLISH INTONATION","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":65,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Intonation (linguistics); Psychology; Sentence; Linguistics; Meaning (existential); Perception; Context (archaeology); Focus (optics); Mandarin Chinese; Prosody; Cognitive psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.03008232994674621,"gpt":0.3907335085253114,"spread":0.3606511785785652,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005881876,0.00009606068,0.0001667467,0.0001625855,0.00006403932,0.00001130258,0.0001252886,0.00009799847,0.005224052],"category_scores_gemma":[0.0001930524,0.00009165846,0.00003126522,0.0001825422,0.0001411473,0.00006018266,0.00007882955,0.0001934993,0.0002382957],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005466913,"about_ca_system_score_gemma":0.000006032125,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00005707415,"about_ca_topic_score_gemma":0.0003196457,"domain_scores_codex":[0.9989995,0.0002106816,0.0001828572,0.0002447976,0.0001027382,0.000259396],"domain_scores_gemma":[0.9993289,0.0002396088,0.00004666933,0.0002516145,0.0001033225,0.00002991661],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0002409765,0.0003545216,0.006122648,0.0001470728,0.0003602099,0.0001381328,0.8211592,0.00001171127,0.009993994,0.0221365,0.04692681,0.09240822],"study_design_scores_gemma":[0.007812674,0.001306337,0.6825913,0.0001865358,0.00005793036,0.0000610473,0.2088119,0.0002790721,0.00920523,0.03428154,0.05419279,0.001213598],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9201655,0.00418506,0.00005457911,0.0001054119,0.001313531,0.000126107,0.00001030091,0.00004691488,0.07399257],"genre_scores_gemma":[0.9965937,0.0000413513,0.00007087774,0.0007116234,0.0004806056,0.00006914973,0.00003668782,0.00001166555,0.001984301],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6764687,"threshold_uncertainty_score":0.9956853,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3017172981","doi":"10.1017/s0272263120000091","title":"YOUNG LEARNERS’ PROCESSING OF MULTIMODAL INPUT AND ITS IMPACT ON READING COMPREHENSION","year":2020,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":62,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Carleton University","funders":"Universitat de Barcelona","keywords":"Reading (process); Reading comprehension; Comprehension; Active listening; Variety (cybernetics); Eye movement; Computer science; Psychology; Test (biology); Cognitive psychology; Listening comprehension; Linguistics; Multimedia; Communication; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.04942730584518776,"gpt":0.4079959791253038,"spread":0.358568673280116,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001242991,0.0001479582,0.0002716364,0.00008791293,0.00007673532,0.00001173249,0.00005668888,0.0000637663,0.0005278593],"category_scores_gemma":[0.0001061632,0.0001206334,0.00003578987,0.0002093872,0.00007906734,0.0001146967,0.00006433082,0.0001988836,0.00002735662],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002451416,"about_ca_system_score_gemma":0.000008594009,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002707892,"about_ca_topic_score_gemma":0.00000779212,"domain_scores_codex":[0.9991052,0.0001100488,0.0002023088,0.0002897598,0.0001083439,0.0001843755],"domain_scores_gemma":[0.999566,0.0001215476,0.0001225048,0.00005892836,0.00008862643,0.00004235419],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.001973324,0.0003114284,0.01947949,0.001471679,0.0003680344,0.0003341697,0.7730214,0.0001783668,0.07192491,0.0003450442,0.000654715,0.1299374],"study_design_scores_gemma":[0.007070515,0.004610925,0.3801041,0.002399137,0.0001243279,0.0001118523,0.574439,0.003294169,0.02620765,0.0002691856,0.0002211448,0.001148036],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.983606,0.0127119,0.00002257742,0.000125784,0.00008944789,0.0001380963,0.00001407826,0.000043043,0.003249114],"genre_scores_gemma":[0.9986926,0.00006554779,0.00003931168,0.0009076471,0.000136253,0.00001385315,0.00001589971,0.00001587277,0.0001130685],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3606246,"threshold_uncertainty_score":0.5779689,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4200450853","doi":"10.1017/s0272263121000784","title":"THE LEMMA DILEMMA","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":61,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Operationalization; Lemma (botany); Linguistics; Dilemma; CobB; Affect (linguistics); Value (mathematics); Lexical item; Word (group theory); Vocabulary development; Computer science; Psychology; Artificial intelligence; Mathematics; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.03453225994763668,"gpt":0.3790429950785935,"spread":0.3445107351309568,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006251974,0.0001932639,0.0002546265,0.00009283378,0.0003727261,0.00007520668,0.0001948646,0.0001032523,0.07949069],"category_scores_gemma":[0.0003440742,0.0001504749,0.0001127322,0.0004033408,0.0001980208,0.0001326903,0.0001325058,0.0003264472,0.0006123667],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009449186,"about_ca_system_score_gemma":0.00003439242,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003679637,"about_ca_topic_score_gemma":0.0004803005,"domain_scores_codex":[0.9980577,0.0004490538,0.0004058172,0.0004237339,0.000182526,0.0004812137],"domain_scores_gemma":[0.9982242,0.0008841181,0.0001145901,0.0005821393,0.0001399111,0.00005501386],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0005339824,0.0006310755,0.002584795,0.0003005619,0.001783817,0.0217475,0.4581234,0.00005086629,0.01460225,0.1103531,0.1827714,0.2065172],"study_design_scores_gemma":[0.003091787,0.0001466436,0.04276163,0.0001779175,0.00005866976,0.0008920445,0.7937039,0.00001955119,0.003457482,0.001605008,0.1533727,0.0007127288],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7807882,0.1558666,0.00002940168,0.0006054278,0.001882862,0.0001512005,0.00001789902,0.0001016495,0.06055667],"genre_scores_gemma":[0.9735203,0.0001489561,0.0000894458,0.01033953,0.0006330639,0.000110377,0.00007171415,0.00003011135,0.01505645],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3355805,"threshold_uncertainty_score":0.9213508,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2139417735","doi":"10.1017/s0272263114000321","title":"MOOD SELECTION IN RELATIVE CLAUSES","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Syntax, Semantics, Linguistic Variation","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University; Université Laval","funders":"","keywords":"Linguistics; Syntax; Focus (optics); Semantics (computer science); Pragmatics; Fossilization; Contrast (vision); Psychology; Interface (matter); Phrase; Computer science; Mood; Second-language acquisition; Selection (genetic algorithm); Interpretation (philosophy); Artificial intelligence; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.02539843102587156,"gpt":0.2858509044261967,"spread":0.2604524734003251,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004301916,0.0001383339,0.0002306673,0.0002315754,0.0001363217,0.00004342704,0.00006650273,0.00005448684,0.001654471],"category_scores_gemma":[0.0005465423,0.0001337919,0.00003560166,0.00008629216,0.0001201121,0.0002548763,0.00003856396,0.0001557718,0.00007107103],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001660585,"about_ca_system_score_gemma":0.000009550895,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005837114,"about_ca_topic_score_gemma":0.03335111,"domain_scores_codex":[0.9989644,0.0001418053,0.0003186169,0.0002383207,0.0001297283,0.0002071233],"domain_scores_gemma":[0.9993715,0.0002729116,0.0001203419,0.0001018639,0.0001164123,0.00001701842],"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":[0.00004160371,0.0001031315,0.002805873,0.0001238763,0.00008095856,0.00001176982,0.5486499,0.00004402436,0.0003993177,0.4457156,0.0003260841,0.001697886],"study_design_scores_gemma":[0.003845001,0.0005537221,0.05044162,0.0007520761,0.0001176484,0.0000147611,0.4365928,0.002806271,0.002041859,0.4974725,0.00429993,0.001061806],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.947767,0.0006429845,0.0002170462,0.001088826,0.001132231,0.0002457465,0.00001567506,0.00008972856,0.04880072],"genre_scores_gemma":[0.9971795,0.00001803979,0.0002281332,0.0003597114,0.001137563,0.00003705215,0.00002649284,0.00001678425,0.0009966902],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1120571,"threshold_uncertainty_score":0.9992582,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2161048399","doi":"10.1017/s0272263109090329","title":"TESTING THE FUNDAMENTAL DIFFERENCE HYPOTHESIS","year":2009,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Syntax, Semantics, Linguistic Variation","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Linguistics; Psychology; Word order; First language; Object (grammar); Scrambling; Verb; Context (archaeology)","retraction":null,"screen_n_in":null,"score":{"opus":0.06511682702189289,"gpt":0.2851403440146068,"spread":0.2200235169927139,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002444928,0.000133005,0.0001682426,0.00006921295,0.0003330021,0.00009617915,0.0001306876,0.00002482992,0.001181067],"category_scores_gemma":[0.0005654531,0.00009473834,0.00003749284,0.00005485368,0.0001678058,0.00008637516,0.00003913674,0.0001030229,0.00004649966],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008892218,"about_ca_system_score_gemma":0.000008506243,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001698553,"about_ca_topic_score_gemma":0.001026903,"domain_scores_codex":[0.9991551,0.00006353221,0.0002413472,0.0001864788,0.0001483144,0.0002052068],"domain_scores_gemma":[0.9990938,0.0005092654,0.000107376,0.0001847768,0.000088623,0.00001619165],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003669153,0.0001712854,0.001278809,0.0000873567,0.0001172269,0.00007937352,0.8120186,0.000007549863,0.00477882,0.1248009,0.0006541591,0.05596925],"study_design_scores_gemma":[0.001034077,0.0003469105,0.203314,0.0003770771,0.000108584,0.00002371118,0.5486779,0.0003785903,0.001125918,0.2432507,0.0007439905,0.00061859],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9729414,0.001279495,0.00001186211,0.002849178,0.0007543237,0.0001885457,0.00002497508,0.0000725018,0.0218777],"genre_scores_gemma":[0.9960511,0.000009347899,0.0002494309,0.001706292,0.001213259,0.00001599004,0.0000092455,0.000009107829,0.0007362437],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2633407,"threshold_uncertainty_score":0.999732,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2395746401","doi":"10.1017/s0272263115000509","title":"LANGUAGE APTITUDE AND GRAMMATICAL DIFFICULTY","year":2016,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Aptitude; Grammaticality; Psychology; Linguistics; Foreign language; Cognitive psychology; Grammar; Mathematics education; Developmental psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.02983781606060974,"gpt":0.303412293670087,"spread":0.2735744776094773,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002749901,0.0001277366,0.0001924309,0.00007834003,0.0001918321,0.00005134195,0.00006514334,0.00003445153,0.002811448],"category_scores_gemma":[0.0001269037,0.00007881717,0.00003525165,0.00002116111,0.0002860567,0.0001746282,0.00006958161,0.0001233391,0.00007110545],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004483454,"about_ca_system_score_gemma":0.000003847539,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006328821,"about_ca_topic_score_gemma":0.001242368,"domain_scores_codex":[0.9992017,0.00009439975,0.0001828091,0.00020174,0.000105521,0.0002137917],"domain_scores_gemma":[0.9995353,0.000219244,0.0000505489,0.0001329589,0.00002732946,0.00003463566],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003716411,0.00008491342,0.0009167929,0.0002085003,0.0001198355,0.000164643,0.883993,8.13546e-7,0.00686593,0.05831715,0.003170272,0.04612103],"study_design_scores_gemma":[0.0038068,0.0003943132,0.01451946,0.001236902,0.00009225912,0.00005811391,0.9261498,0.00005115378,0.0012466,0.003803546,0.04755389,0.00108712],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9802295,0.004869374,0.00003117622,0.0003397034,0.0002338602,0.00009061457,0.00002148522,0.00009661177,0.01408766],"genre_scores_gemma":[0.9920702,0.00005892677,0.00008676608,0.0003920468,0.0005199856,0.00001819041,0.000009963253,0.00001351397,0.006830427],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05451361,"threshold_uncertainty_score":0.9981001,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2050075402","doi":"10.1017/s0272263108080182","title":"<b>DEVELOPING LITERACY IN SECOND-LANGUAGE LEARNERS: REPORT OF THE NATIONAL LITERACY PANEL ON LANGUAGE-MINORITY CHILDREN AND YOUTH</b>","year":2008,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Reading and Literacy Development","field":"Psychology","cited_by":54,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Literacy; Curriculum; Psychology; Pedagogy; Mathematics education; Medical education; Political science; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.03933635137813211,"gpt":0.3539641225199015,"spread":0.3146277711417694,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007629412,0.0002815432,0.0004301291,0.0003593539,0.0001498845,0.00003108379,0.0002176687,0.0001308322,0.0006360536],"category_scores_gemma":[0.000249974,0.0002257025,0.00008698074,0.000456984,0.0002096713,0.0002750178,0.000164472,0.0003992019,0.00001762441],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002257951,"about_ca_system_score_gemma":0.00005831823,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003560988,"about_ca_topic_score_gemma":0.0001296618,"domain_scores_codex":[0.9976722,0.000282341,0.0007570208,0.0005681718,0.0003537842,0.0003664838],"domain_scores_gemma":[0.9988639,0.0002668984,0.0003259098,0.0003770683,0.0001233493,0.00004290799],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0001139058,0.0001903479,0.07663487,0.0001140875,0.0001739225,0.0007201176,0.9121407,0.000005696149,0.0005271269,0.0005217771,0.0009213557,0.007936114],"study_design_scores_gemma":[0.001583677,0.00007043936,0.9391056,0.0004606049,0.00001584248,0.0008334731,0.05609388,0.000005648672,0.001073978,0.0001479482,0.0002371947,0.0003716572],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9822481,0.007313532,0.000004603991,0.0001302346,0.0004616347,0.0003675191,0.0001283597,0.00003967702,0.009306286],"genre_scores_gemma":[0.9929613,0.00006131086,0.0003736154,0.001281535,0.0002482843,0.0000481765,0.0002336378,0.00002226375,0.004769818],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8624708,"threshold_uncertainty_score":0.9203882,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2122444784","doi":"10.1017/s027226310707026x","title":"A DYNAMIC LOOK AT L2 PHONOLOGICAL LEARNING: Seeking Processing Explanations for Implicational Phenomena","year":2007,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":53,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Concordia University","funders":"","keywords":"Linguistics; Context (archaeology); Similarity (geometry); Psychology; Phonology; Multidimensional scaling; Natural language processing; Computer science; Artificial intelligence; History","retraction":null,"screen_n_in":null,"score":{"opus":0.04577798065468379,"gpt":0.4167382972701747,"spread":0.3709603166154909,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007613669,0.0001382997,0.0002076554,0.0002347763,0.0003269724,0.00001576763,0.0001487214,0.0001349011,0.002308057],"category_scores_gemma":[0.0001021337,0.0001318138,0.00005194051,0.0002405548,0.0002054003,0.00006298457,0.0001178096,0.0002533605,0.00008845771],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002876778,"about_ca_system_score_gemma":0.00002073589,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001572394,"about_ca_topic_score_gemma":0.0005033113,"domain_scores_codex":[0.9986349,0.00007446053,0.0003053171,0.0003897267,0.0001163972,0.0004792378],"domain_scores_gemma":[0.9990708,0.0004813887,0.0001131399,0.0001722093,0.0001159986,0.00004641316],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.002134076,0.001153268,0.01854744,0.0004880134,0.0009267864,0.0003709732,0.5017933,0.0001241262,0.1338877,0.006667632,0.006955395,0.3269512],"study_design_scores_gemma":[0.009264647,0.001494598,0.6746748,0.0002186774,0.0001079059,0.0003789486,0.2673353,0.002707352,0.002320103,0.01289416,0.02707606,0.001527442],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9763343,0.01077514,0.003969296,0.0002760238,0.0002643244,0.0004343074,0.00004236438,0.00005335621,0.007850823],"genre_scores_gemma":[0.9952101,0.00004845913,0.0006573586,0.0003165965,0.0001812045,0.0002751499,0.0002069704,0.00001836348,0.003085783],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6561274,"threshold_uncertainty_score":0.9986039,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}