Evidence for the differential impact of time and emotion on personal and event memories for September 11, 2001
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
Abstract One week and six months following 9/11, University of Toronto students completed a questionnaire that assessed memory for that day's events. Questions assessed personal autobiographical information and event‐related information. Recently, Pezdek ( 2003 ) reported that ‘flash‐bulb memories’ for event and autobiographical information varied with the extent of participant involvement: as emotional involvement increased, event memory improved whereas autobiographical memory declined. This dichotomy was further explored in this study with a Canadian sample, a group expected to be less personally involved in the events. In accordance with Pezdek's hypothesis, the consistency of recall was better for autobiographical information than for event information. The two types of memories were also differentially affected by (1) emotion: event memory was better for those who experienced higher levels of emotion, whereas autobiographical memory was unaffected by emotion; and (2) the passage of time: over the six‐month interval, the accuracy of event memory declined, whereas the number of personal information details actually increased. Copyright © 2003 John Wiley & Sons, Ltd.
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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 | 0.001 |
| 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