Effective Maps, Easily Done: Visualizing Geo-Psychological Differences Using Distance Weights
Why this work is in the frame
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Bibliographic record
Abstract
Psychologists of many subfields are becoming increasingly interested in the geographical distribution of psychological phenomena. An integral part of this new stream of geo-psychological studies is to visualize spatial distributions of psychological phenomena in maps. However, most psychologists are not trained in visualizing spatial data. As a result, almost all existing geo-psychological studies rely on the most basic mapping technique: color-coding disaggregated data (i.e., grouping individuals into predefined spatial units and then mapping out average scores across these spatial units). Although this basic mapping technique is not wrong, it often leaves unleveraged potential to effectively visualize spatial patterns. The aim of this tutorial is to introduce psychologists to an alternative, easy-to-use mapping technique: distance-based weighting (i.e., calculating area estimates that represent distance-weighted averages of all measurement locations). We outline the basic idea of distance-based weighting and explain how to implement this technique so that it is effective for geo-psychological research. Using large-scale mental-health data from the United States ( N = 2,058,249), we empirically demonstrate how distance-based weighting may complement the commonly used basic mapping technique. We provide fully annotated R code and open access to all data used in our analyses.
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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 | 0.015 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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