Object Locations, Identity and Absent Reference Understanding at 12 Months
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
Spatial and contextual information plays an organizing role in many cognitive processes including object individuation and memory retrieval. Recently, attention has been drawn to the fact that changes in an object's location negatively affect infants' learning in different domains. One example is that prestudy exposure to a target object in a nontest location disrupts infants' ability to locate that object when it is hidden in a test room. In the current study, we investigate the possibility that infants' difficulty finding the object is the result of confusion about the identity of the target object. In the current research, infants were familiarized with an object in one room and tested in the other. Infants who were shown a characteristic identifying feature on the object in both locations and who were thus able to track the object identity could later locate the absent referent. In contrast, when infants' attention was drawn to different features on the object in the two locations or to the object itself via pointing, infants were unable to find the object.
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) | 0.003 | 0.002 |
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