Infant mental health as we enter the third millennium: Can we prevent aggression?
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
Abstract At the end of a murderous century, the author attempts to reflect on the origins of violence and finds that several authors working with murderers hear them talk about their childhood marked by abuse and violence. Research on early manifestations of violence shows that physical aggression present by age five is still the best predictor of physical aggression at adolescence, but also that it is present even before age five, and can be controlled early. Poverty is seen to be an important factor of aggression, particularly in association with family characteristics. Within attachment theory research, insecure attachment, specifically the disorganized‐disoriented (D) pattern, is closely tied up to aggressive behavior at ages five and seven. Development of self‐regulation and empathy in very young children is closely tied up to the empathic caregiving of the environment. Early intervention in disadvantaged areas is shown to lead to long‐term positive results in projects that were built on intensive family support and early education services mostly rendered in home visits. Recommendations are made for continuation of research and early intervention in its various forms, and for the importance of social policies that help all parents with infants and young children, but particularly parents from high‐risk populations. ©2003 Michigan Association for Infant Mental Health.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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