Developmental changes in the relations between inhibitory control and externalizing problems during early childhood
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
Deficits in executive function, and in particular, reduced capacity to inhibit a dominant action, are a risk factor for externalizing problems (EP). Inhibitory control (IC) develops in the later preschool and early childhood periods, such that IC might not regulate EP in toddlers and younger preschoolers. Aggression was observed during peer play for 66 girls and 49 boys, from 2.75 to 6.00 years (M=4.14, S.D.=0.78). Mothers reported on children's IC and EP concurrently and 12 months later, and concurrent teacher reports of EP were also collected. Factor analysis supported aggregation of mother and teacher-reported EP and observed physical aggression into one measure of externalizing difficulties. Mothers reported lower IC for children with more externalizing difficulties, and the inverse relation between IC and externalizing difficulties strengthened over the toddler, preschool and kindergarten periods. Similar relations between IC and EP were observed 12 months later, and increases in IC also predicted reductions in EP over 1 year. These data demonstrate that the preschool years are a dynamic period of developmental change in the relations between IC and EP. Copyright © 2010 John Wiley & Sons, Ltd.
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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 | 0.001 | 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) | 0.000 | 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