Bibliographic record
Abstract
algebra 80, 82, 83 time spent on introducing 84 word problems 5, 81 amygdalae 87, 88, 90, 91 analogy-making see fluid analogies Ando, J. 48 Ang, S. Y. 82 animal studies 48 Anmei, T. 51 ANOVAs (analyses of variance) 76 Ansari, D. 2, 36, 38 anti-aging methods 49 appraisal theory 5, 86, 88, 91, 92 see also cognitive appraisal; MRTE; SAMA Aristotle 9, 86 arithmetic 81, 82 mental 80 task design in 19 Arlington 4, 55, 66, 69 artificial intelligence 43 ASDs (autism spectrum disorders) 49 Asperger's Syndrome 31-2, 33 atrocities (9/11/2001) 98 attention 18, 19 regulating and inciting 99 attentional processes 30-1, 82-3 autism 30, 31, 49 babies 47, 52 Bailey, A. J. 90 Bandura, A. 31 Bargh, J. 90 basal ganglia 89 Bechara, A. 87 Beedie, C. J. 88 behavior 14, 18, 57 brain/body 90 important feature of 66 links between genes 48 modification through drugs 62 motivation for 87 role of mental reflection in understanding 26 subjective experience and changes in 1 behavioral factors 67, 93 development 48, 49 differences 82 genetics 56 infant laboratory for experiments 52 levels of appraisal 91 observation 52 patterns 75, 77 traits 49 behavioral science 17 behaviorist approach 30 Bennett, M. R. 26, 75 Berger, A. 18 Berninger, V. W. 74-5 Bidell, T. R. 30, 33, 59, 60, 61, 98 Bigdeli, S. 13 biological determinism 26 biological predispositions 99 biological risk factors 51 body regulation 97 Braeutigm, S. 90 brain-based programs 17, 40, 43, 86 brain-cognition relations 75 brain function(s) 2, 23, 32, 67, 68, 92 analyses of 57 children with learning disabilities 49 complexity of 44 development with regard to environmental and genetic factors 3 effects of culture on 39 elderly persons 49 embodied 86 evaluation by optical topography 51 first level of appraisal for incoming stimulus 87 integration of 47 non-invasive tools and techniques to measure 36 teachers' broader awareness of 25 understandings of 43, 45 brain-mind-behavior paradigm 2, 27 Brain, Neurosciences and Education (group) 66 brain-body interaction 92 chemicals that evoke or inhibit behavior 90 neuroscientific evidence of 93 Brain-Science & Society program 51, 52 Briner, R. B. 87
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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) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.737 | 0.455 |
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; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".