Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
06–127 Ameel, Eef (U Leuven, Belgium; eef.ameel@psy.kuleuven.ac.be ), Gert Storms, Barbara C. Malt & Steven A. Sloman, How bilinguals solve the naming problem . Journal of Memory and Language (Elsevier) 53.1 (2005), 60–80. 06–128 Choi, Jinny K. (U Texas at Arlington, USA), Bilingualism in Paraguay: Forty years after Rubin's study . Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.3 (2005), 233–248. 06–129 Echeverria, Begoña (U of California, Riverside, USA), Language attitudes in San Sebastian: The Basque vernacular as challenge to Spanish language hegemony . Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.3 (2005), 249–264. 06–130 Enright Villalva, Kerry (U North Carolina at Chapel Hill, USA), Hidden literacies and inquiry approaches of bilingual high school writers . Written Communication (Sage) 23.1 (2006), 91–129. 06–131 Gentil, Guillaume (Carleton U, Canada), Commitments to academic biliteracy: Case studies of Francophone university writers . Written Communication (Sage), 22.4 (2005), 421–471. 06–132 Lasagabaster, David (U the Basque Country, Vitoria-Gasteiz, Spain), Attitudes towards Basque, Spanish and English: An analysis of the most influential variables . Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.4 (2005), 296–316. 06–133 Malcolm, Ian G. (Edith Cowan U, Mount Lawley, Australia) & Farzad Sharifian, Something old, something new, something borrowed, something blue: Australian Aboriginal students' schematic repertoire . Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 512–532. 06–134 Mishina-Mori, Satomi (Rikkyo U, Japan; morisato@rikkyo.ac.jp ), Autonomous and interdependent development of two language systems in Japanese/English simultaneous bilinguals: Evidence from question formation . First Language (Sage) 25.3 (2005), 291–315. 06–135 Pickford, Steve (Charles Sturt U, Australia), Emerging pedagogies of linguistic and cultural continuity in Papua New Guinea . Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 139–153. 06–136 Sebastián-Gallés, Núria (U Barcelona, Spain; nsebastian@ub.edu ), Sagrario Echeverría & Laura Bosch, The influence of initial exposure on lexical representation: Comparing early and simultaneous bilinguals . Journal of Memory and Language (Elsevier) 52.2 (2005), 240–255. 06–137 Starks, Donna (U Auckland, New Zealand), The effects of self-confidence in bilingual abilities on language use: Perspectives on Pasifika language use in South Auckland . Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 533–550. 06–138 Yang, Jian (Seattle U, USA; yangj@seattleu.edu ), Lexical innovations in China English . World Englishes (Blackwell) 24.4 (2005), 425–436.
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.
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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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