Learning about successfully implemented sustainability policies abroad increases support for sustainable domestic policies
Bibliographic record
Abstract
Anthropogenic climate change poses an existential threat to life on Earth, hastening the need to generate support for sustainability policies. Four preregistered studies (total N = 2524) tested whether informing United States citizens about the successful implementation of sustainability policies abroad increased support for similar domestic policies. Studies 1 and 2 found that learning about the successful implementation of sustainability policies (reducing automobile use, using wind energy) abroad increased (1) support for similar domestic policies, (2) intentions to modify behavior to facilitate the adoption of sustainability policies, and (3) behavioral support for sustainability policies. Study 3 found that learning about sustainability policies in both WEIRD (Western, Educated, Industrialized, Rich, Democratic) (France) and non-WEIRD (Colombia) countries increased support for similar domestic policies. Study 4 found that learning about sustainability policies abroad increased support for domestic policy proposals that would impact participants' city of residence. Overall, these findings suggest that educating citizens about the implementation of sustainability policies abroad can bolster support for domestic policies that combat climate change.
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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 | 0.002 | 0.011 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
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".