Parental Effects on Children's Emotional Development Over Time and Across Generations
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
Principal tasks of the early childhood years, including attaining self-efficacy, self-control, social integration, and preparedness for education, require the development of adaptive and competent emotional development. Results from longitudinal and intergenerational studies examining the effect of parenting behaviors on children's emotional outcomes provide support for the importance of parenting style as a mechanism in the development of competent or problematic emotional functioning over time and across generations. Despite the critical role of emotional competence on lifelong development, little longitudinal research has assessed its effect on children's cognitive, social, behavioral, and academic competence over time, or how parenting affects the emotional functioning and later developmental outcomes in subsequent generations. The objectives of the present article were to (1) summarize and integrate longitudinal and intergenerational research on the emotional development of at-risk and typically developing children; (2) evaluate research examining the role that parenting behaviors play in the development of children's emotional competence; (3) highlight cross-sectional research investigating parental influences on the emotional development of children with disabilities; and (4) describe how adaptive and maladaptive emotional development affect the overall functioning of children with and without developmental disabilities. The importance of studying emotional development is underscored, as well as implications for social, educational, and health policy.
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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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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