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
Emotional stimuli are thought to gain rapid and privileged access to processing resources in the brain. The structures involved in this enhanced access are thought to support subconscious, reflexive processes. Whether these pathways contribute to the phenomenological experience of emotional visual awareness (i.e., conscious perception) is unclear. In this review, it is argued that subcortical networks associated with the rapid detection of emotionally salient stimuli also play a key role in shaping awareness. This proposal is based on the idea that awareness of visual stimuli should be considered along a continuum, having intermediate levels, rather than as an all-or-none construct. It is also argued that awareness of emotional stimuli requires less input from frontoparietal structures that are often considered crucial for visual awareness. Evidence is also presented that implicates a region of the medial prefrontal cortex, involved in emotion regulation, in modulating amygdala output to determine awareness of emotional visual stimuli; when emotional stimuli are present, the conscious perception of alternative stimuli requires greater regulatory influences from cortical structures. Thus, emotional stimuli are privileged not only for neuronal representation and impact on subconscious processes, but also for awareness, allowing humans to deal flexibly rather than merely reflexively to biologically significant stimuli.
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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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