Bibliographic record
Abstract
03–204Bilash, Olenka S. E. (U. of Alberta, Canada). The challenges and successes of developing a literacy community in a minority language in Western Canada: An action research study. Foreign Language Annals (New York, USA), 35, 3 (2002), 307–19. 03–205Capirci, Olga (Inst. of Psychology, Nat. Research Council (CNR), Rome, Italy; Email: capirci@ip.rm.cnr.it ), Iverson, Jana M., Montanari, Sandro and Volterra, Virginia. Gestural, signed and spoken modalities in early language development: The role of linguistic input. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 25–37. 03–206Francis, Norbert (Northern Arizona U., USA; Email: norbert.francis@nau.edu ). Modular perspectives on bilingualism. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 141–61. 03–207Ghadessy, Mohsen (Zhongshan U., Guangzhou, P. R. China; Email: mghadessy@hotmail.com ) and Nicol, Mary. Attitude change in bilingual education: The case of Brunei Darussalam. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 2 (2002), 113–28. 03–208Gutiérrez-Clellen, Vera F. (San Diego State U., CA, USA; Email: vclellen@mail.sdsu.edu ). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education (New York, USA), 13, 2 (2002), 175–97. 03–209Helot, Christine and Young, Andrea (Université Marc Bloch, Strasbourg, France; Emails: christine.helot@alsace.iufm.fr ; andrea.young@alsace.iufm.fr ). Bilingualism and language education in French primary schools: Why and how should migrant languages be valued? International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 2 (2002), 96–112. 03–210Holowka, Siobhan, Brosseau-Lapré, Françoise (McGill U., Canada) and Petitto, Laura Ann (Dartmouth Coll., Hanover, USA; Email: Laura-Ann.Petitto@Dartmouth.edu ). Semantic and conceptual knowledge underlying bilingual babies' first signs and words. Language Learning (Malden, MA, USA), 52, 2 (2002), 205–62. 03–211Huver, Emmanuelle (Université Nancy 2, France). Quelle scolarisation pour les enfants de migrants? [What kind of schooling do immigrants' children receive?] Mélanges CRAPEL (Nancy, France), 26 (2001), 111–36. 03–212Jake, Janice L. (Midlands Tech. Coll., USA; Email: jakej@midlandstech.com ), Myers-Scotton, Carol and Gross, Steven. Making a minimalist approach to codeswitching work: Adding the Matrix Language. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 69–91. 03–213Montrul, Silvina (U. of Illinois at Urbana.Champaign, USA; Email: montrul@uiuc.edu ). Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 39–68. 03–214Pavlenko, Aneta (Temple U., Philadelphia, USA). Bilingualism and emotions. Multilingua (Berlin, Germany), 21, 1 (2002), 45–78. 03–215Piske, Thorsten (U. of Kiel, Germany), Flege, James Emil, MacKay, lan R. A. and Meador, Diane. The production of English vowels by fluent early and late Italian-English bilinguals. Phonetica (Basel, Switzerland), 59, 1 (2002), 49–71. 03–216Silliman, Elaine R. (U. of South Florida, USA; Email: silliman@chuma1.cas.usf.edu ), Bahr, Ruth Huntley, Brea, Maria R., Hnath-Chisolm, Theresa and Mahecha, Nancy R. Spanish and English proficiency in the linguistic encoding of mental states in narrative retellings. Linguistics and Education (New York, USA), 13, 2 (2002), 199–234. 03–217Tse, Lucy (California State U., Los Angeles, USA; Email: ltse@calstatela.edu ). Heritage language literacy: A study of US biliterates. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 256–68. 03–218Uribe de Kellett, Angela (U. of Newcastle, UK). The recovery of a first language: A case study of an English/Spanish bilingual child. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 162–81. 03–219von Studnitz, Roswitha E. and Green, David W. (U. College, London, UK; Email: d.w.green@ucl.ac.uk ). Interlingual homograph interference in German-English bilinguals: Its modulation and locus of control. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 1–23. 03–220Westby, Carol (Wichita State U., USA; Email: carol-westby@worldnet.at.net ), Moore, Celia and Roman, Rosario. Reinventing the enemy's language: Developing narratives in Native American children. Linguistics and Education (New York, USA), 13, 2 (2002), 235–69. 03–221Youssef, Valerie (The U. of the West Indies, St Augustine, Trinidad and Tobago; Email: youssef@carib-lin.net ). Issues of bilingual education in the Caribbean: The cases of Haiti, and Trinidad and Tobago. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 182–93.
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 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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.067 | 0.010 |
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".