The past as a determinant of the present: Historical continuity, collective angst, and opposition to immigration
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 We propose that the perceived continuity between a group's past and present can be a psychological resource that provides confidence in the group's future vitality, thereby reducing the need to preserve identity. In two studies, English participants were told that there was continuity or discontinuity between England's past and present. Both studies showed that higher identifiers (but not lower identifiers) experienced more collective angst (i.e., concern for the group's future) and were more opposed to immigration when English history was presented as discontinuous compared with continuous. Importantly, collective angst mediated the effect of the historical continuity manipulation on opposition to immigration. We conclude that, particularly among those higher in group identification, perceived discontinuity of the group's past can undermine the perceived vitality of the future, thereby increasing the need to preserve current collective identity. Copyright © 2011 John Wiley & Sons, Ltd.
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 | 0.001 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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