{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":8,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":8,"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","author_layer_release":"2026-06-26"},"query_hash":"5dfb096496e5","filters":{"venue":"the Journal of Thought"}},"results":[{"id":"W260196296","doi":"","title":"Textbook Publishing, Textbooks, and Democracy: A Case Study","year":2007,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Curriculum; Indoctrination; Context (archaeology); Sociology; Publishing; Pedagogy; Ideology; Mathematics education; Psychology; Politics; Political science; Law","authors":[{"name":"Laura Elizabeth Pinto","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1035483488651405,"gpt":0.4025886960399687,"spread":0.2990403471748282,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009021141,0.00008039184,0.0001722322,0.0001151392,0.001079875,0.0001762707,0.0003416777,0.00006155844,0.00006389243],"category_scores_gemma":[0.000794508,0.00005160543,0.00005406676,0.0001963589,0.0002608761,0.0004312004,0.00003902682,0.000464295,0.000005455467],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001220478,"about_ca_system_score_gemma":0.0002675918,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002536379,"about_ca_topic_score_gemma":0.006086078,"domain_scores_codex":[0.9984712,0.0004021041,0.00034538,0.00007610703,0.0004350952,0.0002701077],"domain_scores_gemma":[0.998296,0.0008498959,0.0003011105,0.0001346973,0.0001730942,0.0002451801],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001869901,0.0006506991,0.05524052,0.000009594683,0.0001550615,0.003692907,0.7700771,0.000003480787,0.00004560377,0.007116462,0.08275655,0.080065],"study_design_scores_gemma":[0.0005442052,0.0003481129,0.004539599,0.00001933122,0.0001480885,0.003037782,0.51802,0.000001157359,0.000007122337,0.002613109,0.4705878,0.0001336993],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9535102,0.0015001,0.0001896116,0.007073896,0.0008726308,0.0001239153,5.28961e-7,0.00001960612,0.0367095],"genre_scores_gemma":[0.9917632,0.00006404935,0.0003241557,0.0003435806,0.001493788,2.90477e-7,3.357653e-8,0.000009170942,0.006001676],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3878312,"threshold_uncertainty_score":0.8305633,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2144043630","doi":"","title":"Critical Vulnerability: An Imperative Approach to Educational Leadership","year":2007,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Social Work Education and Practice","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Harm; Solidarity; Psychology; Rumor; Vulnerability (computing); Sociology; Lying; Illusion; Social psychology; Aesthetics; Criminology; Law; Political science; Philosophy; Cognitive psychology","authors":[{"name":"Marlene Ruck Simmonds","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1506439978653001,"gpt":0.4603399336666178,"spread":0.3096959358013177,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00996176,0.00006307627,0.0001085199,0.00006260385,0.001001394,0.00009860843,0.0003774632,0.00006145292,0.0006728354],"category_scores_gemma":[0.006462234,0.00004451304,0.00005631995,0.000580881,0.0002801043,0.0005095048,0.00001268776,0.0003688384,0.00005315972],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001491191,"about_ca_system_score_gemma":0.0005976328,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007422751,"about_ca_topic_score_gemma":0.0001495658,"domain_scores_codex":[0.997716,0.001218838,0.0002628388,0.000073421,0.0004836217,0.0002453123],"domain_scores_gemma":[0.9956933,0.003245793,0.0001259429,0.0001204704,0.000524621,0.0002898604],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003004448,0.0008007401,0.001092987,0.00000715818,0.0000379578,9.351765e-7,0.2553484,0.00002727258,0.000250664,0.6865396,0.04679869,0.008795072],"study_design_scores_gemma":[0.0002136449,0.0001710333,0.02055563,0.0000140105,0.0000966908,0.00005245354,0.50768,0.000004891167,0.000391553,0.03389011,0.4367217,0.0002083208],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.09389646,0.0004857194,0.01102709,0.6528628,0.002850832,0.0002774816,0.000001797675,0.00001933856,0.2385784],"genre_scores_gemma":[0.9800773,0.00001152626,0.006693259,0.003931036,0.003530744,0.000001577309,5.288101e-7,0.000006951455,0.00574703],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.8861809,"threshold_uncertainty_score":0.7736364,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2991700924","doi":"","title":"Qualities of Democracy: Links to Democratic Leadership","year":2006,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Democracy; Politics; Accountability; Democratic ideals; Sociology; Political science; Public administration; Law","authors":[{"name":"JoAnn Franklin Klinker","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1963092073015131,"gpt":0.395835813466649,"spread":0.199526606165136,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002655616,0.00007346226,0.000194447,0.00008884705,0.0002514865,0.00002380105,0.0003824977,0.00006778207,0.00008736778],"category_scores_gemma":[0.0004967632,0.00004798391,0.0000930524,0.0002899574,0.0002886271,0.0001229147,0.00001677998,0.0002922779,0.00001691958],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005985053,"about_ca_system_score_gemma":0.000185634,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004503869,"about_ca_topic_score_gemma":0.000845712,"domain_scores_codex":[0.9982275,0.0006975412,0.0003946537,0.00004625969,0.0004209461,0.0002130493],"domain_scores_gemma":[0.9986623,0.0006196167,0.0003300599,0.0001134252,0.0002086747,0.00006594058],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001093983,0.0002109395,0.01364499,0.00005864823,0.0001086748,0.000002332372,0.7628739,0.0001580182,0.0007747905,0.02873529,0.189967,0.003356015],"study_design_scores_gemma":[0.0002539353,0.0001069631,0.02151578,0.000119377,0.0001153569,0.000009290174,0.9013157,0.000001562411,0.001692442,0.02042381,0.05429598,0.0001497574],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.3590133,0.003675121,0.000956742,0.6213619,0.0009404371,0.0001729975,0.00000171969,0.00002369734,0.01385411],"genre_scores_gemma":[0.9821916,0.00005781468,0.000863656,0.001091999,0.001135881,7.857607e-7,1.346974e-7,0.000006906715,0.01465124],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.6231782,"threshold_uncertainty_score":0.1956727,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2169641666","doi":"","title":"Teaching for Democracy: The Risks and Benefits of Teaching in the Danger Zone","year":2007,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Critical and Liberation Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Democracy; Commit; Sociology; Democratic education; Covert; Context (archaeology); Pedagogy; Law; Politics; Political science; Philosophy","authors":[{"name":"Teresa C. Placha","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0782484506770099,"gpt":0.3982606728447293,"spread":0.3200122221677194,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0137174,0.00004946422,0.0001108335,0.00003724167,0.0007166188,0.00004114956,0.0003263598,0.00003673082,0.000009797617],"category_scores_gemma":[0.0007271497,0.00002093402,0.00005428151,0.00007361525,0.0001610823,0.0001474794,0.00002587604,0.0004234609,3.686631e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001509307,"about_ca_system_score_gemma":0.00002867922,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005113591,"about_ca_topic_score_gemma":0.001880654,"domain_scores_codex":[0.9986358,0.0005892339,0.000292511,0.00003963635,0.0002796123,0.0001631882],"domain_scores_gemma":[0.9968543,0.002823676,0.0001577726,0.00008466042,0.00004619775,0.00003336898],"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":[0.0002450902,0.0001782646,0.003132595,0.00001893052,0.00003882977,0.000003705401,0.211581,0.0001695928,0.0009051383,0.5457479,0.004054363,0.2339245],"study_design_scores_gemma":[0.001535201,0.0004160714,0.07200711,0.0002165785,0.000304715,0.0001556502,0.1587683,0.000260645,0.0009464868,0.1153335,0.6497788,0.0002768597],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9261435,0.0009816239,0.005137962,0.05650976,0.0001764877,0.0001773312,0.000002890353,0.000003519312,0.01086691],"genre_scores_gemma":[0.9965797,0.00008122258,0.0008186736,0.0008225198,0.0008322375,6.640332e-7,1.495955e-7,0.000004105399,0.0008607071],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6457245,"threshold_uncertainty_score":0.5511725,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W286032172","doi":"","title":"The Meaning of the Concept of Education: Searching for the Lost Arc","year":2006,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Pragmatism in Philosophy and Education","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Meaning (existential); Vocational education; Nothing; Sociology; Ideology; Politics; Democracy; Feeling; Epistemology; Aesthetics; Psychology; Social psychology; Pedagogy; Law; Philosophy; Political science","authors":[{"name":"James D. Marshall","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03202107178486362,"gpt":0.2747028371946881,"spread":0.2426817654098244,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001258877,0.00006400954,0.0001059971,0.00002163311,0.0007934593,0.0000601791,0.0005924632,0.00001418802,0.00006818819],"category_scores_gemma":[0.0001270332,0.00002308792,0.000129844,0.00004426758,0.0004242032,0.0001302035,0.00003893173,0.0001926667,0.000001549299],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001929534,"about_ca_system_score_gemma":0.0001610809,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000824635,"about_ca_topic_score_gemma":0.00007842045,"domain_scores_codex":[0.9990752,0.0001828064,0.0003658098,0.00003250692,0.0002394574,0.0001042741],"domain_scores_gemma":[0.997555,0.001317893,0.0006129842,0.0002353621,0.0002663716,0.00001240036],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00005425339,0.00006015088,0.0000281065,0.0000191646,0.00005984496,3.034386e-8,0.03423006,0.000283921,0.0002619026,0.9333055,0.02639917,0.005297903],"study_design_scores_gemma":[0.0003374588,0.0001313853,0.001227589,0.0003098019,0.0002821743,0.00004054303,0.03564197,0.0001629722,0.01075268,0.5941262,0.356886,0.0001012191],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4112282,0.03190071,0.0018393,0.2086646,0.01709244,0.001745875,0.00009356098,0.00001820243,0.3274172],"genre_scores_gemma":[0.9929383,0.000077512,0.00009969745,0.0001942006,0.00272233,0.000002946421,5.495311e-7,0.000007945672,0.003956538],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5817101,"threshold_uncertainty_score":0.6102728,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W33925755","doi":"10.3390/membranes11050320","title":"Engaging Community: Notes on the Necessity of Reflection","year":2005,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"Hrvatska Zaklada za Znanost","keywords":"Sociology; Cognitive dissonance; Pedagogy; Ideology; Narrative; Reflection (computer programming); Epistemology; Psychology; Mathematics education; Social psychology; Politics; Computer science; Political science","authors":[{"name":"David Stovall","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1054385394631054,"gpt":0.4385421471363569,"spread":0.3331036076732515,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01165339,0.00005217495,0.00009796935,0.00005674,0.001259919,0.00003954436,0.000544074,0.00003458502,0.00006417148],"category_scores_gemma":[0.003896519,0.00002677763,0.00005765034,0.0003110721,0.0002122191,0.0004291529,0.000032853,0.0008489657,0.000008916706],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001702461,"about_ca_system_score_gemma":0.0001244204,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000553488,"about_ca_topic_score_gemma":0.0007540511,"domain_scores_codex":[0.9945782,0.004676345,0.0002230779,0.0000281703,0.0003884326,0.0001057535],"domain_scores_gemma":[0.9936757,0.005167502,0.0006895306,0.0002041222,0.0002358528,0.00002729253],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0007539216,0.001128196,0.009771212,0.00002218709,0.0002732118,8.431124e-7,0.5752707,0.002142576,0.03629249,0.03940971,0.009334413,0.3256006],"study_design_scores_gemma":[0.0006207798,0.0006489991,0.03869,0.0003381386,0.0004074276,0.00006063186,0.1830272,0.0001612556,0.181889,0.06221773,0.5316343,0.0003046393],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8578483,0.0002160301,0.0006431872,0.05768825,0.0005400499,0.00008046446,3.04189e-7,0.000007211139,0.08297618],"genre_scores_gemma":[0.9968848,0.0003850575,0.0009546186,0.0005669632,0.0009045242,6.198415e-7,6.553781e-8,0.000004826989,0.0002984776],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5222998,"threshold_uncertainty_score":0.9690402,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W226956693","doi":"","title":"Autonomy as a Liberal Justification: Three Objections","year":2007,"lang":"en","type":"article","venue":"the Journal of Thought","topic":"Religious Education and Schools","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Pluralism (philosophy); Autonomy; Liberal education; Liberal democracy; Democracy; Cultural pluralism; Sociology; Democratic ideals; State (computer science); Liberalism; Law; Political science; Politics; Liberal arts education; Epistemology; Higher education","authors":[{"name":"Melissa Hagen","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02734856451383109,"gpt":0.3614263576140962,"spread":0.3340777931002651,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003110794,0.00004951266,0.00008330584,0.00007624005,0.00059254,0.00006989468,0.0003553367,0.00004584724,0.0002930487],"category_scores_gemma":[0.0002736548,0.00003260031,0.00008197266,0.0003421225,0.00009337117,0.00009779545,0.0000113095,0.000225132,0.0001508931],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001447896,"about_ca_system_score_gemma":0.000690811,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00010219,"about_ca_topic_score_gemma":0.0002406939,"domain_scores_codex":[0.9990678,0.0001272772,0.0002859413,0.00004308192,0.0003120145,0.0001638157],"domain_scores_gemma":[0.9990167,0.0002274673,0.0002563665,0.0001398105,0.0002326666,0.0001269971],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002043805,0.0001627467,0.006034046,0.00000665965,0.0001405945,0.00001431313,0.08293453,0.0001478781,0.0008039461,0.2789311,0.5626129,0.06800687],"study_design_scores_gemma":[0.000237083,0.00006187002,0.02326314,0.00002656629,0.00008469436,0.0001264182,0.01099895,0.000006113687,0.0005929797,0.07553646,0.8889461,0.0001195826],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.3113738,0.001669047,0.009435105,0.06032795,0.003813708,0.0002688115,9.389434e-7,0.00005316695,0.6130575],"genre_scores_gemma":[0.9506443,0.0004044231,0.001583659,0.0007781338,0.0025595,0.000001178673,2.642319e-7,0.000007402424,0.04402121],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.6392704,"threshold_uncertainty_score":0.4557398,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W49904913","doi":"","title":"For Novice and Informed Readers: A Review of Key Questions for Educators","year":2006,"lang":"en","type":"review","venue":"the Journal of Thought","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Curriculum; Sociology; Key (lock); Pedagogy; Psychology; Epistemology; Philosophy; Computer science","authors":[{"name":"Helenrose Fives","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.08895779704292085,"gpt":0.4547409195792963,"spread":0.3657831225363755,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003586183,0.0001229837,0.0007420802,0.00008848848,0.0002383424,0.00002830906,0.0003572036,0.00009995544,0.00002013758],"category_scores_gemma":[0.002695943,0.00007235512,0.0003051755,0.0002584505,0.0001794273,0.00009222948,0.00001723374,0.0001765391,0.000001464854],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001287614,"about_ca_system_score_gemma":0.002647331,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000271315,"about_ca_topic_score_gemma":0.00003820831,"domain_scores_codex":[0.9984418,0.000244977,0.000817825,0.0000624437,0.0002647214,0.000168263],"domain_scores_gemma":[0.9964413,0.002031087,0.0008414665,0.0001154659,0.0004813004,0.00008939974],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000008607308,0.00009499102,9.579295e-7,0.09418911,0.0001466643,1.457879e-7,0.005528934,7.215865e-8,2.873408e-8,0.04039929,0.167766,0.6918653],"study_design_scores_gemma":[0.00005876763,0.00003035622,8.79086e-7,0.06291822,0.000774362,0.00001272042,0.001036909,4.365581e-8,2.393691e-7,0.002777424,0.9323111,0.00007898547],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[6.927322e-7,0.9886522,0.0003965442,0.007922785,0.0006360139,0.0008244912,0.00001627286,0.000004533169,0.001546458],"genre_scores_gemma":[5.52266e-7,0.9870349,0.009918783,0.0006973133,0.0007067673,0.00004173968,0.000007358906,0.00001172858,0.001580926],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.7645451,"threshold_uncertainty_score":0.4696252,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}