Stress and coping in the waking and dreaming states during an examination period.
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
Dream diaries were kept by 35 female undergraduates for two ten-day periods, one of preparation for midterm or final examinations, and an exam-free one. Research questions were whether the stress and negative emotions induced by preparing for exams were reflected in dreams and what types of coping were used both in the waking and dreaming states. There was no consistent impact of the stressful situation on dreams, in terms of incorporation and negative emotions. However, 22 dreamers had incorporation dreams. They reported significantly less active problem-solving strategies in waking than the ones who had no such dreams. While a significant negative correlation was found between harm/threat emotions in waking and negative emotions in dream imagery, a positive correlation was found between positive reappraisal in waking and active problem-solving in dreams. Findings are discussed from the perspective of Lazarus and Folkman's theory of adaptation to stress in waking life.
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) | 0.000 | 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