Bibliographic record
Abstract
Citation (2007), "Subject Index", Scruggs, T.E. and Mastropieri, M.A. (Ed.) International Perspectives (Advances in Learning and Behavioral Disabilities, Vol. 20), Emerald Group Publishing Limited, Bingley, pp. 339-342. https://doi.org/10.1016/S0735-004X(07)20015-1 Publisher: Emerald Group Publishing Limited Copyright © 2007, Emerald Group Publishing Limited Book Chapters List of Contributors Working Memory and Early Mathematics: Possibilities for Early Identification of Mathematics Learning Disabilities Reading Development and Reading Disabilities: Focus on Norway Ecological Perspectives on Student Behaviour: Why Teachers in Training Need to See the Bigger Picture Reading Comprehension Instruction for Students with Learning Disabilities Goal Orientations and Classroom Goal Structures as Predictors of Classroom Behaviors for Greek Students with and Without Learning Difficulties: Clarifying The Differential Role of Motivational Orientations Parenting Stress in Families of Children with Attention-Deficit/Hyperactivity Disorder: The Impact of ADHD Subtype and Oppositional Defiant Disorder Comorbidity The Problem of Measuring Socio-Cultural Level in Psychological Research Students with Mathematical Disabilities in Belgium: From Definition, Classification and Assessment to STICORDI Devices ADHD at Five: A Diagnosis-Intervention Program Evaluation of Social Abilities in Educational Contexts: A Challenge for Students with Communication Difficulties Focus on International Schools: Serving Students with Learning Disabilities The Development of Numerical Intelligence in Preschool Children with Cochlear Implants: A Hypothesis on Mathematical, Verbal, and Non-Verbal Cognitive Competence Co-Teaching in Inclusive Classrooms: Results of Qualitative Research from the United States, Canada, and Australia Subject Index
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.010 | 0.013 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.013 | 0.008 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.753 | 0.756 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".