The Role of Justice in Historical Negotiations
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Bibliographic record
Abstract
Abstract This study explores the role of justice in eleven historical cases of inter‐governmental negotiation. Building on results obtained in several recent studies on justice in negotiation, we examine a set of hypotheses about relationships among negotiating process (as distributive bargaining or problem solving), justice (as procedural and distributive), outcomes (as compromise or integrative), and the duration of the agreements. The process variables were coded from negotiators’ statements with categories from the bargaining process analysis system. The justice variables were coded with a system developed in recent studies on peace agreements. Similar to the results obtained by Hollander‐Blumoff and Tyler (2008: 473) in a simulated legal setting, we find correlations between procedural justice, problem solving, and integrative outcomes. Similar to the results obtained by Druckman and Albin (2011: 1137) on peace agreements, we find a strong relationship between distributive justice and the durability of the agreement. In these cases, problem‐solving processes were shown to mediate the relationship between procedural justice and integrative outcomes. The findings suggest that justice plays an important role across a variety of negotiation settings. We present these results as heuristic, suggesting avenues for further research on larger and more diverse samples of cases.
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| 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