'How Do I Choose Thee? Let Me Count the Ways': A Textual Analysis of Similarities and Differences in Modes of Decision-Making in China and the United States
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 This paper investigates the effect of decision-makers ’ culture on their implicit choice of how to make decisions. In a content analysis of major decisions described in American and Chinese twentieth-century novels, we test a series of hypotheses based on prior theoretical and empirical investigations of cross-cultural variation in human motivation and decision processes. The data show a striking degree of cultural similarity in the relationships between decision content, situational characteristics and the decision mode(s) employed, but also support several hypotheses about cultural differences. As predicted, Chinese decision-makers more frequently used role-based logic (a form of recognition-based decision-making) to arrive at decisions, by virtue of their greater awareness of and need for relational obligations. The hypothesis (based on conjectures about Chinese thinking style and personality differences) that Chinese decision-makers would show more rule- and case-based decision-making (two other variants of recognition-based decision-making) than decision-makers in American novels was also supported. After controlling for other predictor variables, there also was support for the hypothesis (based on
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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