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
Past research suggests that our ability to recall information increases when atypical items are presented within otherwise homogeneous sets. We investigated whether this effect applied to performance on practical, everyday tasks. In a computer-simulated restaurant scenario, participants acted as virtual servers, delivering “plates of food orders” to tables set up in different “rooms.” Plate destination was communicated using either a distinctive alphanumeric code or a homogeneous numeric code, both of which indicated the room and table number for delivery of food orders. We examined accuracy of plate delivery when two (low load) or three (high load) coded assignments were given per delivery trial. As expected, performance declined from the low- to high-load condition. Importantly, performance declined less with alphanumeric compared with all-numeric communication of assignments. Results suggest that increasing the distinctiveness of assignments, by using alphanumeric codes, can boost performance in real-life situations to significantly improve memory-related task performance, particularly when cognitive load is taxed.
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) | 0.064 | 0.032 |
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