Presidentialism and Voter Turnout in Legislative Elections
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
What is the influence of presidentialism on legislative turnout? Does it matter for electoral participation if the presidential and legislative elections are held on the same day or not? If any, what is the confounding impact of the electoral system type? This article uses a sample of more than 450 democratic legislative elections between 1990 and 2010 to evaluate these three research questions. Distinguishing three types of regimes: (1) parliamentary systems, (2) presidential systems with concurrent presidential and legislative elections and (3) presidential systems with non-concurrent presidential and legislative elections, we first evaluate the impact of each of these three system types on legislative turnout in a multivariate framework. We find that the first two regime types have higher turnout figures than the third regime type. In a second step, we examine whether citizens' participation in any of the three system types interacts with the electoral formula in their country. Our results indicate that proportional representation has a moderate positive impact on turnout in presidential systems with non-concurrent presidential and legislative elections, a negative impact in presidential systems with concurrent legislative elections to the state's two highest offices and no impact in parliamentary systems.
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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 | 0.001 |
| 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