Performance on Delay Tasks in Early Childhood Predicted Socioemotional and School Adjustment Nine Years Later: A Longitudinal Study in Chinese Children
Bibliographic record
Abstract
This study examined, in a sample of Chinese children, the relations between early childhood delay behavior and later socioemotional and school adjustment. Observational data on delay behavior based on two delay tasks were collected when the children were two years old. Follow-up data on social competence, distinguished studentship, learning problems, perceived self-worth, loneliness, and depression were collected in the sample ( N = 175) from multiple sources, including teacher and mother ratings, self-reports, and school records at 11 years of age (fifth grade). It was found that delay behavior was positively associated with later social and school competence. Moreover, delay behavior negatively predicted later learning and emotional problems. Children's social competence mediated the relations between delay behavior and school and psychological adjustment. The results indicate that the ability to control one's own behavior plays a comprehensive role in socioemotional and academic development in Chinese children.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".