Paying attention to attention: New economies for learning
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
Challenging formal education's traditional monopoly over the mass‐scale acculturation of youth, the technological infrastructure of the new economy brings in its wake a new “ attentional economy” in which any “connected” adult or child owns and controls a full economic share of her or his own attention. For youth who have never known the text‐bound world from which their elders have come, new technologies afford them far greater power and greatly expanded rights that enable them to decide for themselves what they can see, think, and do, as their teachers grapple with ways to attract, rather than compel, students' voluntary attention. This paper reviews various formulations of “attentional economy,” and it urges the study of popular forms of technologically enabled play. These technologies effectively mobilize, direct, and sustain the engaged attention of youth, whose learning in and through play far exceeds the kind of glazed‐eyed button‐mashing complained of by those who have made little effort to understand the educative prospects of computer gaming.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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