Co‐occurrence matrices and their applications in information science: Extending ACA to the Web environment
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
Abstract Co‐occurrence matrices, such as cocitation, coword, and colink matrices, have been used widely in the information sciences. However, confusion and controversy have hindered the proper statistical analysis of these data. The underlying problem, in our opinion, involved understanding the nature of various types of matrices. This article discusses the difference between a symmetrical cocitation matrix and an asymmetrical citation matrix as well as the appropriate statistical techniques that can be applied to each of these matrices, respectively. Similarity measures (such as the Pearson correlation coefficient or the cosine) should not be applied to the symmetrical cocitation matrix but can be applied to the asymmetrical citation matrix to derive the proximity matrix. The argument is illustrated with examples. The study then extends the application of co‐occurrence matrices to the Web environment, in which the nature of the available data and thus data collection methods are different from those of traditional databases such as the Science Citation Index . A set of data collected with the Google Scholar search engine is analyzed by using both the traditional methods of multivariate analysis and the new visualization software Pajek, which is based on social network analysis and graph theory.
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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 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| 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