Bibliographic record
Abstract
06–451 Baquedano-López, Patricia (U California, Berkeley, USA; pbl@berkeley.edu ), Jorge L. Solís & Shlomy Kattan, Adaptation: The language of classroom learning . Linguistics and Education (Elsevier) 16.1 (2005), 1–26. 06–452 Brooks, Patricia, J. (City U New York, USA; pbrooks@mail.csi.cuny.edu ), Vera Kempe & Ariel Sionov, The role of learner and input variables in learning inflectional morphology . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 185–209. 06–453 Clahsen, Harald & Claudia Felser (U Essex, UK; harald@essex.ac.uk ), Grammatical processing in language learners . Applied Psycholinguistics (Cambridge University Press) 27.1 (2006), 3–42. 06–454 Cleland, Alexandra A. (U York, UK; a.cleland@psych.york.ac.uk ) & Martin J. Pickering, Do writing and speaking employ the same syntactic representations? Journal of Memory and Language (Elsevier) 54.2 (2006), 185–198. 06–455 Devescovi, Antonella (U Rome, Italy; antonella.devescovi@uniroma1.it ), Maria Cristina Caselli, Daniela Marchione, Patrizio Pasqualetti, Judy Reilly & Elisabeth Bates, A cross-linguistic study of the relationship between grammar and lexical development . Journal of Child Language (Cambridge University Press) 32.4 (2005), 759–786. 06–456 Fomin, Maxim & Gregory Toner (U Ulster, UK; gj.toner@ulster.ac.uk ), Digitizing a dictionary of Medieval Irish: The eDIL Project . Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 83–90. 06–457 Geeslin, Kimberly L. (Indiana U, USA; kgeeslin@indiana.edu ) & Pedro Guijarro-Fuentes, Second language acquisition of variable structures in Spanish by Portuguese speakers . Language Learning (Blackwell) 56.1 (2006), 53–107. 06–458 Gullberg, Marianne (Max Planck Institute for Psycholinguistics, the Netherlands; marianne.gullberg@mpi.nl ), Handling discourse: Gestures, reference tracking, and communication strategies in early L2 . Language Learning (Blackwell) 56.1 (2006), 155–196. 06–459 Hickmann, Maya (U René Descartes Paris 5, France) & Henriette Hendriks, Static and dynamic location in French and in English . First Language (Sage) 26.1 (2006), 103–135. 06–460 Hohlfeld, Annette (U Complutense, Spain; ahohlfeld@isciii.es ), Accessing grammatical gender in German: The impact of gender-marking regularities . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 127–142. 06–461 Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie ), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/deletion in French . Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24. 06–462 Huong, Le Pham Hoai (Hue U of Foreign Languages, Vietnam; quangandhuong@yahoo.com ), Learning vocabulary in group work in Vietnam . RELC Journal (Sage) 37.1 (2006), 105–121. 06–463 Jie, Li (Chinese U Hong Kong, China; lijie@cuhk.edu.hk ) & Qin Xiaoqing, Language learning styles and learning strategies of tertiary-level English learners in China . RELC Journal (Sage) 37.1 (2006), 67–90. 06–464 Kiefer, Kate (Colorado State U, USA; Kate.Kiefer@colostate.edu ), Complexity, class dynamics, and distance learning . Computers and Composition (Elsevier) 23.1 (2006), 125–138. 06–465 Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu ), How do English L1 learners of advanced Japanese infer unknown Kanji words in authentic texts? Language Learning (Blackwell) 56.1 (2006), 109–153. 06–466 Leonard, Lawrence B. (Purdue U, USA; xdxl@purdue.edu ), Anita M.-Y. Wong, Patricia Deevy, Stephanie F. Stokes & Paul Fletcher, The production of passives by children with specific language impairment: Acquiring English or Cantonese . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 267–299. 06–467 Leong, Che Kan (U Saskatchewan, Canada; leong@sask.usask.ca ), Kit Tai Hau, Pui Wan Cheng & Li Hai Tan, Exploring two-wave reciprocal-structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students . Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 591–600. 06–468 Macizo, Pedro & M. Teresa Bajo (U Granada, Spain; mbajo@ugr.es ), Reading for repetition and reading for translation: Do they involve the same processes? Cognition (Elsevier) 99.1 (2006), 1–34. 06–469 Mackay, Ian R. & James E. Fleger (U Alabama, USA; jeflege@uab.edu ) & Satomi Imai, Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 157–183. 06–470 Pavlik Jr., Philip I. & John R. Anderson (Carnegie Mellon U, USA), Practice and forgetting effects on vocabulary memory: An activationbased model of the spacing effect . Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 29.4 (2005), 559–586. 06–471 Ram, Frost (Hebrew U, Israel; frost@mscc.huji.ac.il ), Tamar Kugler, Avital Deutsch & Kenneth I. Foster, Orthographic structure versus morphological structure: Principles of lexical organization in a given language . Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 31.6 (2005), 1293–1396. 06–472 Roberts, Theresa, A. (California State U, USA; robertst@csus.edu ), Articulation accuracy and vocabulary size contributions to phonemic awareness and word reading in English language learners . Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 601–616. 06–473 Treiman, Rebecca (Washington U, USA; rtreiman@wustl.edu ), Brett Kessler & Tatiana Cury Pollo, Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian pre-schoolers . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 211–227. 06–474 Vandergrift, Larry (U Ottawa, Canada; lvdgrift@uottawa.ca ), Second language listening: Listening ability or language proficiency? The Modern Language Journal (Blackwell) 90.1 (2006), 6–18.
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 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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.055 | 0.002 |
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; both teacher heads 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".