Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This chapter examines psychological perspectives on intergroup relations, their implications for reducing bias and conflict, and their potential applications for enhancing social integration. Psychological research on social conflict, harmony, and integration has adopted one of two general perspectives. One perspective places an emphasis on functional relations between groups, typically pointing to competition and consequent perceived threat as a fundamental cause of intergroup prejudice and conflict (e.g., realistic group conflict theory). Another approach focuses on the roles of social categorization and collective identity, indicating that whereas different group identities tend to promote conflict, a common ingroup identity promotes harmony (e.g., social identity theory). Although functional and social categorization theories propose different psychological mechanisms, these approaches offer complementary rather than necessarily competing perspectives. For example, within the context of the Contact Hypothesis, appropriately structured intergroup contact can reduce bias and conflict by creating cooperative relations between groups while producing more individuated and personalized perceptions of others (decategorization) or creating a shared sense of identity (recategorization). Pragmatically, understanding the nature of bias and the processes that underlie it can suggest ways that these forces can be harnessed and redirected to promote social harmony.
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.
Full frame distilled prediction
Teacher imitationNot 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.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it