Cultures of the Internet: Identity, community and mental health
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
The Internet and World Wide Web have woven together humanity in new ways, creating global communities, new forms of identity and pathology, and new modes of intervention. This issue of Transcultural Psychiatry presents selected papers from the annual McGill Advanced Study Institute (ASI) in Cultural Psychiatry on ‘‘Cultures of the Internet’’ which took place in Montreal, April 26–29, 2011. The ASI addressed four broad areas: (a) how the Internet is transforming human functioning, personhood, and identity through the engagement with electronic media; (b) how electronic networking gives rise to new groups and forms of community, with shifting notions of public and private, local and distant; (c) the emergence of new pathologies of the Internet, e.g., Internet addiction, group suicide, cyberbullying, and disruptions of neurodevelopment; and finally, (d) the use of the Internet in mental health care, for example, by consumer advocacy and support groups, aswell as for the delivery of health information, web-based consultation, treatment intervention, and mental health promotion. In addition to some of the ASI papers, this issue includes other recent contributions to the journal on related themes. In this introductory essay, we set out some of the broad implications of the Internet and related new media and information communication technologies (ICT) for cultural psychiatry.
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 | 0.001 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| 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