Does more interpretation lead to greater outcomes? An assessment of the impacts of multiple layers of interpretation in a zoo context
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
This study investigates the relationship between the level of exposure to interpretive media and the cognition, affect and behaviour of zoo visitors, i.e. what they report knowing, feeling and doing following their interpretive experience at the zoo. Visitors were surveyed at the exit to a particular zoo experience, a recently opened lion exhibit that uses an array of static and face-to-face interpretive media to convey messages about the difficulties faced by lions, particularly when they come into contact with humans. A validated self-report instrument consisting of 29 items was used to capture ten cognitive, affective and behavioural indicators or outcomes of the interpretation. The 288 respondents experienced between one and four different interpretive media, and the results on every one of the ten indicators reveal that visitors' reported cognitive, affective and behavioural outcomes were greater, many with statistical significance, as the number of interpretive media increased. The findings confirm and extend previous research which found that the cognitive impact of interpretation was not only greater with multiple layers of interpretation but also suggested the need for further research with other types of interpretive media on other visitors and in a wider range of sustainable tourism contexts.
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 | 0.001 | 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