An Encoding-Complex Approach to Numerical Cognition in Chinese-English Bilinguals.
Why this work is in the frame
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Bibliographic record
Abstract
We present a model of the cognitive architecture of basic numerical skills in adult Chinese-English bilinguals. The model is based on data reported by Campbell, Kanz, and Xue (1999) and combines Dehaene and Cohen's triple-code theory with Campbell and Clark's encoding-complex approach to modeling number processing. Participants were required to name, add or multiply Arabic or Mandarin numerals and to respond in English or Chinese. They also performed magnitude comparisons on pairs of Arabic or Mandarin numerals. The proposed model of their performance on this set of tasks assumes 1) that number processing is modular with respect to representational code (e.g., visual, visuo-spatial, verbal) rather than with respect to numerical function, 2) task-specific communication between representational codes is interactive rather than additive, and 3) memory for arithmetic facts is at least partially language-based and our Chinese-English bilinguals possessed both Chinese and English-language number-fact representations. We provide new analyses of the arithmetic data and a review of research on the role of language in simple arithmetic to substantiate our claims about linguistic codes for number-fact memory.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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