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
Previous research asserts that teams working in routine situations pass through performance episodes characterized by action and transition phases, while other evidence suggests that certain team behaviors significantly influence team effectiveness during nonroutine situations. We integrate these two areas of research—one focusing on the temporal nature of team episodic performance and the other on interaction patterns and planning in teams—to more fully understand how teams working in dynamic settings successfully transition across routine and nonroutine situations. Using behavioral data collected from airline flight crews working in a flight simulator, we find that different interaction pattern characteristics are related to team performance in routine and nonroutine situations, and that teams engage in more contingency, in-process planning behavior during routine versus nonroutine situations. Moreover, we find that the relationship between this in-process planning and subsequent team adaptiveness is curvilinear (inverted U-shaped). That is, team contingency or in-process planning activity may initially increase team adaptiveness, but too much planning has adverse effects on subsequent performance.
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 | 0.001 |
| 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 | 0.001 |
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