Daily stress, cortisol, and sleep: The moderating role of childhood psychosocial environments.
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
OBJECTIVE: The purpose of this study was to explore whether childhood family environments moderated the relation between daily stress and daily biological outcomes (sleep, cortisol output) in healthy young adults. DESIGN: There were 87 participants, ages 19 to 25 who provided information on characteristics of their childhood family environment (conflict, parental warmth). MAIN OUTCOME MEASURES: For 1 week they completed a daily stress checklist via electronic diary, provided salivary cortisol samples 4 times a day, and wore an Actiwatch to measure sleep (minutes, efficiency). Data was analyzed using hierarchical linear modeling. RESULTS: Family risk significantly moderated the relation between daily number of stressors and sleep minutes (b = -12.10, p = .02), such that the more difficult one's childhood environment, the less sleep individuals got on days in which they experienced a greater number of stressors. Parental warmth moderated the relation between stress severity and cortisol output (b = -0.19, p = .04), such that the less parental warmth individuals received during childhood, the more cortisol they secreted on days that they experienced more severe stress. CONCLUSIONS: The childhood psychosocial environment may have long-term effects on biological responses to daily stress, creating vulnerability to disease in individuals from difficult childhoods.
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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 | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it