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World War<scp>I</scp>and Clinical Psychology

2015· other· en· W1495334831 on OpenAlexaff
Jennifer L. Bazar

Bibliographic record

VenueThe Encyclopedia of Clinical Psychology · 2015
Typeother
Languageen
FieldPsychology
TopicAcademic and Historical Perspectives in Psychology
Canadian institutionsYork University
Fundersnot available
KeywordsWorld War IIPsychologyPeriod (music)PersonalityApplied psychologyHistory of psychologyVocational educationSocial psychologyManagementPublic relationsCriminologyPolitical sciencePedagogyPsychoanalysisLaw

Abstract

fetched live from OpenAlex

Abstract World War I served as a critical period in the development of the discipline of psychology. Psychologists' contributions to the war effort, particularly through the development and administration of intelligence, vocational, and personality tests to Army recruits and soldiers, resulted in widespread recognition of the specialized expertise and applied usefulness of psychology. In the years immediately following the end of World War I, psychologists were found in increasingly diversified work environments, including business, education, and medicine.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.007
metaresearch head score (Gemma)0.005
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow), Science and technology studies, Research integrity, Insufficient payload (model declined to judge)
Consensus categoriesResearch integrity, Insufficient payload (model declined to judge)
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Other · Consensus signal: Other
Teacher disagreement score0.031
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0070.005
Meta-epidemiology (narrow)0.0010.001
Meta-epidemiology (broad)0.0040.001
Bibliometrics0.0010.001
Science and technology studies0.0000.009
Scholarly communication0.0000.000
Open science0.0030.001
Research integrity0.0060.007
Insufficient payload (model declined to judge)0.0070.005

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.138
GPT teacher head0.508
Teacher spread0.369 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; both teacher heads agree on what is shown here.

Study designNot applicable
Domainnot available
GenreOther

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations2
Published2015
Admission routes1
Has abstractyes

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