Cultivating credibility with probability words and numbers
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 Recent research suggests that communicating probabilities numerically rather than verbally benefits forecasters’ credibility. In two experiments, we tested the reproducibility of this communication-format effect. The effect was replicated under comparable conditions (low-probability, inaccurate forecasts), but it was reversed for low-probability accurate forecasts and eliminated for high-probability forecasts. Experiment 2 further showed that verbal probabilities convey implicit recommendations more clearly than probability information, whereas numeric probabilities do the opposite. Descriptively, the findings indicate that the effect of probability words versus numbers on credibility depends on how these formats convey directionality differently, how directionality implies recommendations even when none are explicitly given, and how such recommendations correspond with outcomes. Prescriptively, we propose that experts distinguish forecasts from advice, using numeric probabilities for the former and well-reasoned arguments for the latter.
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 | 0.004 | 0.001 |
| 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 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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