Openness to (reporting) experiences that one never had: Overclaiming as an outcome of the knowledge accumulated through a proclivity for cognitive and aesthetic exploration.
Bibliographic record
Abstract
Overclaiming-in which individuals overstate their level of familiarity with items-has been proposed as a potential indicator of positive self-presentation. However, the precise nature and determinants of overclaiming are not well understood. Herein, we provide novel insights into overclaiming through 4 primary studies (comprising 6 samples) and a meta-analysis. Based on past empirical work and theoretical discussions suggesting that overclaiming may be the result of several processes-including an egoistic tendency to self-enhance, intentional impression managing behavior, and memory biases-we investigate various potential dispositional bases of this behavior. We hypothesized that overclaiming would best be predicted by a dispositional tendency to be curious and explorative (i.e., high Openness to Experience) and by a dispositional tendency to be disingenuous and self-centered (i.e., low Honesty-Humility). All studies provided support for the first hypothesis; that is, overclaiming was positively associated with Openness. However, no study supported the hypothesis that overclaiming was associated with Honesty-Humility. The third and fourth studies, where multiple mechanisms were compared simultaneously, further revealed that overclaiming can be understood as a result of knowledge accumulated through a general proclivity for cognitive and aesthetic exploration (i.e., Openness) and, to a lesser extent, time spent in formal education. (PsycINFO Database Record
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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 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".