Bibliographic record
Abstract
Preadolescent Internet usage is prevalent today. This thesis examined how Canadian \npreadolescents use the Internet, what they do when they are on the Internet, and why \npreadolescents are fascinated with the Internet. Eight quahtative categories were derived \nfrom the data. The categories are Downloading, Information Hunting, Consumerism, \nVirtual Nurturing, Gaming, Expressions of Violence, Chatting, and Music. By critically \ndistilling and analyzing preadolescent Internet behaviour through the lens of behavioural \nand cognitive psychology, and explicating the amount of psychological, cognitive, and \nsocial learning that preadolescents may be exposed to on the Internet, and the attraction \nthat is cumulatively a profound draw for a preadolescent audience, an argument will be \nmade that Internet usage in preadolescents may impair their cognitive, social, and \npsychological development because of the impulse seeking and gratification priming that \nhas been reinforced during the formative period of preadolescence.
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How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".