Perception of emotions in anxious and learning disabled children
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 study examined differences in the ability to perceive others' emotions in anxious and learning disabled children, as these differences may contribute to these children's unique socio-emotional difficulties and therapeutic needs. Forty-six children ages 8 to 12 with either anxiety disorders (ANX), language-based learning disabilities (LD), both conditions, or neither condition (clinical controls) were compared on the DANVA, a standardized measure of auditory and visual perception of emotion. Group results were then compared to normative data. Using multivariate analyses, significant group differences were found on the auditory portion of the DANVA but not on the visual portion. LD and comorbid children scored lower on several auditory stimuli, especially when presented at low emotional intensity, while ANX and comorbid children showed high accuracy for auditory sadness. Comorbid children also had lower auditory DANVA scores than the normative sample. No interactive effects between ANX and LD were found. ANX and LD each appear to have distinct effects on the auditory perception of others' emotions. Children with both conditions show both effects and differ from normal children in this domain. Replication using larger samples is required.
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 | 0.000 | 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) | 0.002 | 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