Conformity to continuous and discrete ordered traits
Bibliographic record
Abstract
Models of conformity and anticonformity have typically focused on cultural traits with unordered variants, such as baby names, strategies (cooperate/defect), or the presence/absence of an innovation. There have been fewer studies of conformity to cultural traits with ordered variants, such as level of cooperation (low, medium, high) or proportion of time spent on a task (0% to 100%). In these studies of ordered cultural traits, conformity is defined as a preference for the mean trait value in a population even if no members of the population have variants near this mean; e.g., 50% of the population has variant 0 and 50% has variant 1, producing a mean of 0.5. Here, we introduce models of conformity to ordered traits, which can be either discrete or continuous. In these models, conformists prefer to adopt more popular cultural variants even if these variants are far from the population mean. To measure a variant’s “popularity” in cases where no two individuals share precisely the same variant on a continuum, we introduce a metric called k -dispersal; this takes into account a variant’s distance to its k closest neighbors, with more “popular” variants having lower distances to their neighbors. We demonstrate through simulations that conformity to ordered traits need not produce a homogeneous population, as has previously been claimed. Under some combinations of parameter values, conformity sustains substantial trait variation over many generations. Furthermore, anticonformity may produce a high level of polarization.
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How this classification was reachedexpand
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".