Bibliographic record
Abstract
In cross-cultural psychology, one of the major sources of the development and display of human behavior is the contact between cultural populations. Such intercultural contact results in both cultural and psychological changes. At the cultural level, collective activities and social institutions become altered, and at the psychological level, there are changes in an individual's daily behavioral repertoire and sometimes in experienced stress. The two most common research findings at the individual level are that there are large variations in how people acculturate and in how well they adapt to this process. Variations in ways of acculturating have become known by the terms integration, assimilation, separation, and marginalization. Two variations in adaptation have been identified, involving psychological well-being and sociocultural competence. One important finding is that there are relationships between how individuals acculturate and how well they adapt: Often those who integrate (defined as being engaged in both their heritage culture and in the larger society) are better adapted than those who acculturate by orienting themselves to one or the other culture (by way of assimilation or separation) or to neither culture (marginalization). Implications of these findings for policy and program development and for future research are presented.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.003 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".