Sex-Specific Relationships Between Route-Learning Strategies and Abilities in a Large-Scale Environment
Why this work is in the frame
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Bibliographic record
Abstract
Spatial theories identify three aspects of the environment that are used to various degrees in route-learning tasks; namely, landmarks, routes, and configurations. Although research has demonstrated sex differences in the relative predominance of each aspect in route-learning strategies, it is unclear how these sex differences correspond to route-learning abilities in a large-scale environment. The present experiment addresses this void by examining route-learning abilities in an indoor environment. Participants are taken through an unfamiliar route and instructed to find the point of origin using one of three strategies: (a) direct, (b) retrace, and (c) choice. Results reveal sex differences in route-learning abilities in the direct condition. Furthermore, a landmark-biased strategy is used more by females and is associated with better route-learning abilities. The same relationship is not found in males. These findings suggest that sex-specific patterns of relationships exist between strategy use and route-learning abilities.
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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 | 0.000 | 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 | 0.000 |
| 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