Bibliographic record
Abstract
Abstract Family relationships take different forms, with each form affecting development in a different way and requiring a different kind of parenting intervention. In this essay I begin by reviewing different approaches that have been taken to understanding social and affective outcomes of parenting and how each focuses on one particular kind of relationship. I then discuss central concepts including the importance for successful socialization of the internalization or the taking over of parental values and attitudes as one's own. Some current research is addressed, including (i) the investigation of control and how it can be exercised in such a way that it does not threaten children's autonomy and, therefore, their willingness to comply with parental directives; (ii) investigation of the many interactions between parenting and variables having to do with characteristics of the child and the context in which socialization takes place; and (iii) concern with the impact of different kinds of parental sensitivity on specific aspects of children's behavior. Finally, some key issues for future research are discussed. These include increased attention to the direction of effect between child and parent behavior, continuing attempts to understand how control is most effectively administered, and a focus on understanding the nature of interactions between genes and parenting in the developmental 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.
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 | 0.001 | 0.000 |
| 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 | 0.000 |
| 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".