Bibliographic record
Abstract
Theory testing within small-N research designs is problematic. Developments in the philosophy of social science have opened up new methodological possibilities through, among other things, a novel notion of contingent causality that allows for contextualized hypothesis generation, hypothesis testing and refinement, and generalization. This article contributes to the literature by providing an example of critical realist (one such new development in the philosophy of social science) theory development for a small-N comparative case study that includes hypothesis testing. The article begins with the key ontological assumptions of critical realism and its relation to theory and explanation. Then, the article presents an illustrative example of an e-government comparative case study, focusing on the concept of trust, which follows these ontological assumptions. The focus of the example is on the nature and process of theory and hypothesis development, rather than the actual testing that occurred. Essential to developing testable hypotheses is the generation of tightly linked middle-range and case-specific theories that provide propositions that can be tested and refined. The link provides a pathway to feed back the concrete empirical data to the higher level (more abstract) and generalizable middle-range theories.
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 | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".