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
Prior evidence has indicated that the act of producing a word aloud is more effortful than reading a word silently, and this effort is related to the subsequent memory advantage for produced words. In the current study, we further examined the contributions of reading effort to the overall production effect by making silent reading more effortful. To do this, participants studied words that were presented in standard lowercase font format and words that were presented in an aLtErNaTiNg CaSe font format (which should be more effortful to read). Half of the words in each font condition were read aloud, and half were read silently. Participants completed an old/new recognition test. Experiment 1 was conducted online; Experiment 2 was conducted in-lab and recorded reading times at study to confirm that alternating case font slows reading. In both experiments, we found a production effect in recognition that was uninfluenced by font type. We also found that alternating case font selectively increased recollection (but not familiarity) relative to lowercase font. Thus, the additional time to read words in a disfluent font does not appear to interact with memory benefit of producing words aloud.
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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 0.006 |
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