Visualizing Causal Semantics Using Animations
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Bibliographic record
Abstract
Michotte's theory of ampliation suggests that causal relationships are perceived by objects animated under appropriate spatiotemporal conditions. We extend the theory of ampliation and propose that the immediate perception of complex causal relations is also dependent on a set of structural and temporal rules. We designed animated representations, based on Michotte's rules, for showing complex causal relationships or causal semantics. In this paper we describe a set of animations for showing semantics such as causal amplification, causal strength, causal dampening, and causal multiplicity. In a two part study we compared the effectiveness of both the static and animated representations. The first study (N=44) asked participants to recall passages that were previously displayed using both types of representations. Participants were 8% more accurate in recalling causal semantics when they were presented using animations instead of static graphs. In the second study (N=112) we evaluated the intuitiveness of the representations. Our results showed that while users were as accurate with the static graphs as with the animations, they were 9% faster in matching the correct causal statements in the animated condition. Overall our results show that animated diagrams that are designed based on perceptual rules such as those proposed by Michotte have the potential to facilitate comprehension of complex causal relations.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 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