Les relations parents-enfants dans un contexte d’immigration. Ce que nous savons et ce que nous devrions savoir
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
This article presents an overview of the actual and potential state of knowledge on parent-child relationships within the context of immigration. In addition, it examines the impact of parent-child relationships on the development of the child. The first part gives an update on empirical research carried out in that and an analysis of criticism by specialists in the field. The second half, which focuses on studies originating from disciplines other than child psychology, suggests approaches other than the simple intercultural comparison and underscores the true issue of immigration on family relationships, the complexity of the parental task with regard to immigration, its dynamic properties as well as the adaptation that is required. The author goes on to describe more specifically the role of the cultural and ecological contexts, the double cultural influence to which parents are exposed, the difficulties in relation with the transition and the attitudes of parents during the culture-learning process.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.006 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 it