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
11. An introduction to researching Second Language Writing Systems Vivian Cook & Benedetta Bassetti. Part 1 Writing a Second Language Writing System 2. L2 Japanese Kanji memory and retrieval N. Chikamatsu (de Paul University, USA) 3. The role of the phonological strategy in learning to spell in English as a second language A. van Berkel (Free University, Amsterdam) 4. Orthographic knowledge and first language reading M. Randall (British University, Dubai) 5. Learner corpora and handwriting H. Somers (UMIST, Manchester) 6. A corpus-based study of spelling errors of Japanese EFL writers with reference to errors occurring in word-initial and word-final positions T. Okada ((Tohoku University, Japan) 7. Spelling and pronunciation in migrant children S. Schmid (University of Zurich). Part 2 Reading a Second Language Writing System: 8. Are the L1 and L2 word reading processes affected more by writing system or instruction? P. Scholfield & G. S.-M. Chwo (University of Essex) 9. Effects of second language reading proficiency and first language orthography on second language word recognition N. Akamatsu (Doshisha University) 10. Bilingual Interactive Activation Models of word recognition in a second language W. Van Heuven (University of Nijmegen) 11. The effect of L1 reading processes on L2 M. Sasaki (Ibaraki University, Japan). Part 3 Awareness of language and Second Language Writing Systems: 12. Learning to read across writing systems K. Koda (Carnegie Mellon University, USA) 13. Effects of writing systems on second language awareness: Word awareness in English learners of Chinese as a Foreign Language B. Bassetti 14. Phonological awareness and spelling skill development in bilingual biscriptal children L.Lau & S. Rickard Liow (National University of Singapore. Part 4 Teaching a Second Language Writing System: 15. Different and differing views on conceptualising writing system research and education T. DuFresne & D. Masny (University of Ottawa) 16. Second language writing systems: Minority languages and reluctant readers T. Hickey (University College Dublin) 17. Written language and foreign language teaching V. Cook.
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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.086 | 0.005 |
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.
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