Effects of practicing episodic versus scripted recall on children's subsequent narratives of a repeated event.
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
Children (N = 240) ages 5 to 8 years participated in 1 or 4 activity sessions involving interactive tasks (e.g., completing a puzzle); children with single-event participation served as a control group. One week after their last/only session, all children were practiced in episodic recall of unrelated experiences by asking about either the (a) a single-experience event, (b) a specific instance of a repeated event, or (c) scripted recall of a series of events. Children were subsequently interviewed in an open-ended, nonsuggestive manner about 1 of the activity sessions; children with repeated experience were permitted to nominate the session they wanted to talk about. For children who participated 4 times, practice recalling a specific instance benefited 5- and 6-year-old children most; they reported more target details than other conditions and showed awareness of the repeated nature of the activity sessions. Accuracy levels were maintained regardless of practice type. Children with single-event experience were largely unaffected by manipulation of practice condition. Practical implications for interviews with child victim/witnesses and theoretical implications on children's ability to recall specific incidents of repeated events are discussed. © 2011 American Psychological Association.
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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 | 0.002 |
| 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 | 0.001 |
| 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