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
"Most investigations into the importance and determinants of adult cognitive skills assume that (1) they are produced primarily by schooling, and (2) schooling is statistically predetermined or exogenous. This study uses longitudinal data collected in Guatemala over 35 years to investigate production functions for adult cognitive skills—that is, reading-comprehension skills and nonverbal cognitive skills—as being dependent on behaviorally determined preschooling, schooling, and post-schooling experiences. We use an indicator of whether the child was stunted (child height-for-age Z-score < –2) as our representation of preschooling experiences, and we use tenure in skilled occupations as our representation of post-schooling experiences. The results indicate that assumptions (1) and (2) lead to a substantial overemphasis on schooling and an underemphasis on pre- and post-schooling experiences. The magnitudes of the effects of these pre- and post-schooling experiences are large. For example, the impact on reading-comprehension scores of not being stunted at age 6 is equivalent to the impact of four grades of schooling. These findings also have other important implications. For example, they (1) reinforce the importance of early life investments; (2) point to limitations in using adult schooling to represent human capital in the cross-country growth literature; (3) support the importance of childhood nutrition and work complexity in explaining the “Flynn effect,” or the substantial increases in measured cognitive skills over time; and (4) lead to doubts about the interpretations of studies that report productivity impacts of cognitive skills without controlling for skill endogeneity." --from authors' abstract
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 | 0.003 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.021 | 0.005 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.005 | 0.010 |
| Open science | 0.006 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.009 |
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