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 Most contemporary North Americans take for granted the universality of their conceptions and experiences of themselves as individuals with uniquely valuable psychological lives. However, such psychological conceptions of selfhood are historically quite recent, dating mostly from the late eighteenth century. Perhaps more surprisingly, understandings of ourselves as creatively self-expressive and strategically self-managing individuals are, for the most part, products of twentieth-century innovations in Enlightenment-based social sciences, especially disciplinary psychology, in both its scientific and professional guises. This book examines the role that psychology (especially educational psychology) played in the transformation of American and Canadian classrooms and schools into sites for the self-development of students, creating an ideal image of the successful student as self-expressive, enterprising, and entitled to forms of education that recognize and cater to such expressivity and enterprise. Specific attention is given to each of the major programs of psychological research and intervention in American and Canadian schools from 1950 to 2000: self-esteem, self-concept, self-efficacy, and self-regulation. Critical consideration is provided with respect to definitions, conceptualizations, research measures and methods, intervention practices, and the sociocultural consequences of these programs of inquiry and practice. In light of these considerations, the backlash against what some have come to regard as a self-absorbed generation of young people may be interpreted, at least in part, as a reaction to the scientific and professional activities of psychologists, many of whom now appear to share in the general concern about where their activities have left students, schools, and society at large.
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 | 0.000 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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