Evidence for a generate-recognize model of episodic influences on word-stem completion.
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
Application of the process-dissociation procedure has shown that conceptual encoding episodes do not lead to automatic influences of memory on purportedly data-driven indirect tests of memory. Using 2 variants of the process-dissociation procedure with the word-stem completion task, the procedure is shown to underestimate automatic influences of memory when prior encoding includes a conceptual component. The underestimation is attributed to an awareness of past occurrence that is particularly likely with conceptually encoded items. This effect occurs even in the absence of the signature of a generate-recognize strategy and suggests that prior conceptual encoding may contribute to automatic influences of memory in stem completion. A multinomial generate-recognize model is presented that fits these results and previous results typically taken as support for the assumption that controlled and automatic influences of memory are independent.
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) | 0.000 | 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