On using distributional analysis techniques for determining the onset of the influence of experimental variables
Why this work is in the frame
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Bibliographic record
Abstract
Much of the investigation of eye-movement control in visual cognition has focused on the influence of experimental variables on mean fixation durations. In the present paper we explored the convergence between two distributional analysis techniques that were recently introduced in this domain. First, Staub, White, Drieghe, Hollway and Rayner, (2010) proposed fitting the ex-Gaussian distribution to individual participants' data in order to ascertain whether a variable has a rapid or a slow influence on fixation durations. Second, the Divergence Point Analysis (DPA) procedure was introduced by Reingold, Reichle, Glaholt and Sheridan (2012, Reingold & Sheridan, 2014) in order to determine more precisely the earliest discernible impact of a variable on the distribution of fixation durations by contrasting survival curves across two experimental conditions and determining the point at which the two curves begin to diverge. In the present paper we introduced a new version of the DPA procedure which is based on ex-Gaussian fitting. We evaluated this procedure by re-analysing data obtained in previous empirical investigations as well as by conducting a simulation study. We demonstrated that the new ex-Gaussian DPA technique produced estimates that were consistent with estimates produced by prior versions of DPA procedure, and in the present simulation, the ex-Gaussian DPA procedure produced somewhat more accurate individual participant divergence point estimates. Based on the present findings we also suggest guidelines for best practices in the use of DPA techniques.
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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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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