Effects of self-esteem on electrophysiological correlates of easy and difficult math
Why this work is in the frame
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Bibliographic record
Abstract
The current study investigated the effects of easy versus difficult math on event-related potentials as a function of self-esteem in 28 undergraduate students. First, it was found that participants responded much more rapidly to an easy task. Second, the amplitude of P2 (150-300 ms) was more positive amplified in low self-esteem participants when compared to high self-esteem participants. Third, the difficult task elicited a greater N2 (300-450 ms) component than the easy task, but only in the low self-esteem participants. Finally, the easy task elicited a greater late positive component (LPC: 450-600 ms) compared with the difficult task and the difficult task elicited a greater LPC (900-1200 ms) components compared with the easy task separately, which were consistent with behavioral reaction times. We speculate that the difficult math might have induced more negative emotions in subjects with low self-esteem, and that low self-esteem individuals might be more susceptible to interpret the difficult task as threatening.
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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 | 0.000 | 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 | 0.000 |
| 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