Bibliographic record
Abstract
This special issue of Bilingualism: Language and Cognition is devoted to syntactic aspects of bilingual acquisition. For the purposes of this issue, bilingual acquisition is defined as the acquisition of two languages during the period of primary language development, extending from birth onward. Bilingual acquisition can entail the acquisition of more than two languages (see Cenoz and Jessner, 2000) as well as the acquisition of a spoken and signed language (e.g., Richmond-Welty and Siple, 1999) or of two spoken languages; only studies of the simultaneous acquisition of two spoken languages are reported in this volume. An ideal definition of bilingual acquisition would include not only reference to the age of first exposure to two languages, but also reference to the regularity and extent of exposure to each language. While such stipulations are not necessary in defining the context for monolingual acquisition since virtually all children receive sufficient language exposure to fully acquire one language, they are important considerations in cases of bilingual acquisition since some children have insufficient exposure to two languages, either in terms of amount or continuity, to attain full bilingual proficiency.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.455 | 0.284 |
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".