Intergenerational effects of high neuroticism in parents and their public health significance.
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
ing intergroup bias: The common ingroup identity model. Philadelphia, PA: Psychology Press/Taylor & Francis. Honeycutt, J. M. (2010). Imagined interactions. American Psychologist, 65, 129–130. doi: 10.1037/a0018052 Lee, Y.-T., & Jussim, L. (2010). Back in the real world. American Psychologist, 65, 130–131. doi:10.1037/a0018195 Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A critical look at evidence from the field and the laboratory. Annual Review of Psychology, 60, 339–367. doi: 10.1146/annurev.psych.60.110707.163607 Pettigrew, T. F., & Tropp, L. R. (2006). A metaanalytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751–783. doi:10.1037/0022-3514.90.5.751 Turner, R. N., & Crisp, R. J. (2009). Imagining intergroup contact reduces implicit prejudice. British Journal of Social Psychology. doi: 10.1348/014466609X419901 Turner, R. N., Crisp, R. J., & Lambert, E. (2007). Imagining intergroup contact can improve intergroup attitudes. Group Processes and Intergroup Relations, 10, 427–441. doi: 10.1177/1368430207081533
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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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