Environmental Psychology and Sustainable Development: Expansion, Maturation, and Challenges
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Full frame distilled prediction
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.
- Candidate categories
- none
- Consensus categories
- none
- Domain
- Candidate signal: noneConsensus signal: none
- Study design
- Candidate signal: ObservationalConsensus signal: none
- Genre
- Candidate signal: EmpiricalConsensus signal: Empirical
- Teacher disagreement score
- 0.564
- Threshold uncertainty score
- 0.547
- Validation status
machine_predicted_unvalidated·codex-gemma-dda1882f352a
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 | 0.000 | 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)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
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.
- Teacher spread
- 0.278 · how far apart the two teachers sit on this one work
- Validation status
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
Abstract
In this summary article, some advances of, the potential for, and challenges faced by environmental psychology as a contributor to sustainability science are outlined. In its first 40 years, it has evolved from a discipline primarily—but never solely—concerned with proximate architecture to one that adds concern with larger‐scale issues, particularly sustainability. This growth of interest has in turn led to increased interest within it in public policy, technology, cooperation with other disciplines, multilevel analyses of problems, the ingestion of new ideas, and concern with the health of the biotic and ecological world. Some challenges are that the central proponents of “sustainability science” itself have not acknowledged environmental psychology as a potential contributor, the field is comparatively young, that it needs to explore biotic and ecological issues more, needs to help discriminate facts from nonfacts about environmental problems, and needs to warn sustainability science about the daunting task of overcoming environmental numbness and self‐interest in individuals. Nevertheless, there is hope: sustainability scientists, including environmental psychologists, may be Adam Smith's “invisible hand.”
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.
The record
- Venue
- Journal of Social Issues
- Topic
- Environmental Education and Sustainability
- Field
- Environmental Science
- Canadian institutions
- University of Victoria
- Funders
- not available
- Keywords
- SustainabilityEnvironmental psychologySustainability scienceEnvironmental ethicsEngineering ethicsSustainable developmentSustainability organizationsPsychologySociologyPolitical scienceEnvironmental planningEcologyGeographySocial psychologyEngineering
- Has abstract in OpenAlex
- yes