The Leopard Cannot Change His Spots, or Can He? Culture and the Development of Lay Theories of Change
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
Chinese and Canadian children were compared to examine cultural and developmental differences in lay theories of change: implicit beliefs about how the world develops and changes over time. Chinese and Canadian children (ages 7, 9, and 11 years) made predictions about future performance, relationships, happiness, and parental incomes based on a series of scenarios. Overall, the Chinese children predicted greater change than did the Canadian children, indicating that they believed more in change than did the Canadians. Moreover, cultural differences increased significantly with age: In comparison with their Canadian counterparts, Chinese children made no more change predictions at age 7, made slightly more change predictions at age 9, and made significantly more change predictions at age 11. This was true for questions starting with an extremely positive or negative state and those starting with a neutral state. Reasons for cultural and developmental differences were discussed.
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 | 0.002 |
| 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