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
Two experiments investigated the role of inflections in verb learning. In Study I, 3- to 5-year-olds with typical language development were asked to extend novel verbs to new instances. They heard the verbs inflected with either -ed or -ing and were given a forced choice between events that maintained either the activity or the result of the original event. The younger children selected events according to the verb inflection: same-activity events for -ing and same-result events for -ed . Older preschoolers chose same-result events throughout. Study II was conducted to investigate the nature of this causal bias. A group of 4- to 5-year-olds with specific language impairment completed the same verb extension task. They were equivalent to the older Study I children in age and IQ but were at lower language levels than the younger group. Children in the SLI group used neither the inflectional strategy nor the same-result strategy. Findings from the two studies point to a developmental period during which children treat inflectional cues as reliable guides to verb meaning. The discussion focuses on the rise and fall of such inflectional bootstrapping and the linguistic character of the same-result bias that replaces it.
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) | 0.004 | 0.005 |
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