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 popular notion that emotion and reason are incompatible is no longer defensible. Recent research in psychology and cognitive science has established emotion as a key element in numerous aspects of perception and cognition, including attention, memory, decision-making, risk perception, and creativity. This dissertation centers around the observation that emotion influences many aspects of perception and cognition that are crucial for effective visualization. First, I demonstrate that emotion influences accuracy in fundamental visualization tasks by combining a classic graphical perception experiment (from Cleveland and McGill) with emotion induction procedures from psychology (chapter 3). Next, I expand on the experiments in the first chapter to explore additional techniques for studying emotion and visualization, resulting in an experiment that shows that performance differences between primed individuals persist even as task difficulty increases (chapter 4). In a separate experiment, I show how certain emotional states (i.e. frustration and engagement) can be inferred from visualization interaction logs using machine learning (chapter 5). I then discuss a model for individual cognitive differences in visualization, which situates emotion into existing individual differences research in visualization (chapter 6). Finally, I propose an preliminary model for emotion in visualization (chapter 7).
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) | 0.000 | 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