Measuring Student Preferences for Stimulus-Response (Rote) 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
The study developed and distributed a survey to measure students’ preference for stimulus-response learning.The responses of undergraduate and graduate students suggest the desire to maximize grades fosters a strongpreference for instructors who tell students what they need to know and exam questions that incorporate termsand keywords similar to those used in course materials. Although graduate students exhibit a strong partiality foradditional elements of stimulus-response learning, they are less likely than undergraduates to prefer courses inwhich complex assignments are accompanied by step-by-step instructions and most of the required readings arecovered by lectures. They also are less prone to focus their exam preparation on items discussed in class. Giventhe students’ predisposition to replicate information and problem solving strategies conveyed to them, thedevelopment of creativity and critical thinking is dependent on students assuming greater responsibility forlearning. Instructional strategies for achieving the outcome are discussed.
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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 | 0.017 | 0.015 |
| 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 | 0.001 |
| 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