Forgotten survivors of intimate‐partner violence: The role of gender and mothering in infant development
Bibliographic record
Abstract
Although gender and mothering are critical factors in the development of infants exposed to intimate-partner violence (IPV), the majority of research has focused on school-age and adolescent populations. The aim of this study was to investigate the moderating effect of gender in the relationship between mother-infant interaction and infant development in families of IPV. Maternal report was used to measure infants' cognitive and social functioning while mother-infant interaction quality was assessed through an observational measure. Participants consisted of 44 mothers and their infants (4-43 months of age). While male infants showed poorer fine motor, problem-solving, and personal-social skills than did their female counterparts, comparable gross motor and communication skills were demonstrated. Moderator analysis for gender indicated that the association among maternal cognitive growth fostering and gross motor skills was significantly stronger for boys than it was for girls. No other moderator effects were detected. Analysis examining age, gender by age, and infant competencies did not reveal significant effects. Implications for clinical practice are considered, with special attention paid to women as mothers.
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.
How this classification was reachedexpand
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 | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".