Senior/Junior Recipient Status and Reward Allocation
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
This study examines senior/junior recipient status as a possible determinant of perceived fairness of given allocations and allocation preference. Considering status as a feature associated with the cultural dimension of power distance, female university students from India (a high power distance, relatively collectivistic culture) and Canada (a low power distance, individualistic culture) were compared with regard to perceived fairness and allocation preferences in scenarios involving an organisational or an academic setting, with varying senior/junior recipient status, allocation rule combinations, nature of allocation, and the allocator/recipient role. Overall, recipient status effects were incongruent with the expected power distance differences. Further, Canadians perceived more fairness and less unfairness than Indians. They favoured seniority to a greater extent than Indians, possibly because they treated seniority as a component of merit. Indians manifested an equality orientation, and gave variable responses to seniority depending on the nature of allocation, allocator/recipient role, rule combination and their interactive effects. Allocation preferences were affected more by rule combination than by recipient status in both cultures. The need to examine status effects with a modified research design was underlined.
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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