Social Development and Social Relationships in Middle Childhood
Bibliographic record
Abstract
In middle childhood, peers become important as children spend more time away from home. Major improvements occur in children's ability to understand the perspective of others and in their inferences about the psychological attributes of others, as well as of themselves. Social development continues to result from a complex interaction between genes and the environment in which children find themselves, and behavior geneticists have begun to identify the role of genetic mediation in social development, as well as specific genes that are involved in various social behaviors. Different children respond to the same socialization intervention in different ways, depending on a host of factors including variables such as age, sex, temperament, and the cultural context in which the intervention takes place. As a result, effective socialization is a function of the way children perceive and respond to a given intervention, rather than a function of a specific action on the part of the socializing agent. Socialization goes on in a variety of domains, with each domain characterized by a different kind of relationship between agent of socialization and child, and the actions of the latter need to be appropriate to the relationship or domain that is currently activated. Although parents, peers, and siblings differ considerably in their characteristics relative to the child being socialized, they all, nevertheless, operate in the same set of domains or relationships.
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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.012 | 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".