Beyond storm and stress: Typicality, transactions, timing, and temperament to account for adolescent change.
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
Adolescent "storm and stress" has been a focal yet controversial developmental framework for over a century. In the present article, we challenge the current perspective that storm and stress is neither ubiquitous nor inevitable but probable. Instead, we argue, storm and stress is a vestigial developmental framework, and we propose a more comprehensive approach to understanding adolescent-typical changes based on six premises: (1) The biological changes of adolescence are inevitable and ubiquitous; (2) adolescent biological changes drive various mechanisms of adolescent behavior; (3) adolescent biological changes are shaped by environmental influences; (4) individual differences in adolescent emotional-behavior changes are domain specific and vary in intensity; (5) there are individual differences in the age of onset and duration of periods of adolescent change; and (6) individual differences in the duration and intensity of transitions in emotional arousal are functionally modulated by burgeoning emotion regulation skills. We conclude with the more comprehensive 4T (typicality, transactions, temperament, and timing) approach and suggestions to guide adolescent research in the 21st century.
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) | 0.000 | 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