The father–child activation relationship and internalising disorders at preschool age
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
The activation relationship is a new theorisation of father–child attachment that places the emphasis on exploration and openness to the world. This study, which was the first to employ the Preschool Risky Situation and which used a convenience sample of 51 father–child dyads, confirmed the hypothesis of an association between the activation relationship and internalising disorders (IDs) in children. The analyses demonstrated the existence of the anticipated link between underactivation and IDs: underactivated children had significantly more IDs than activated children. Children were underactivated when they received less encouragement to take risks and explore their environment and when they were overprotected through the exertion of more control than was necessary based on the potential danger. Also, the association between activation scores and IDs was significant after controlling for child temperament, parental behaviour, and the number of hours worked per week by fathers. The more positively activated children were in their relationship with their father, the fewer IDs they displayed. The exploration of links between the activation relationship and ID subscales revealed a unique connection to anxiety. This study could lead to the development of prevention programmes and interventions that include fathers.
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 | 0.000 | 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 | 0.001 | 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 it