Cognition-Emotion Feedback and the Self-Organization of Developmental Paths
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
Individual differences in personality and social behavior crystallize with age. Yet they vary sensitively with situational context and shift significantly with development. A dynamic systems perspective can help to explain the underlying complementarity between stability and change in these forms. Following theories of emotional development, a model is presented in which cognition-emotion interactions are the vehicle for personality and social development. The model suggests that positive feedback between cognition and emotion generates, maintains, and reconfigures self-organizing interpretations of emotion-eliciting events at both microdevelopmental and macrodevelopmental time scales. Interpretations emerge and stabilize through the coupling of cognitive and emotional elements that are activated and reactivated by this feedback. Personality and behavior self-organize in response to critical fluctuations, amplified by feedback, and trace diverging paths through periods of stability and change. Stability resides in interpretive attractors that maintain their organization by perpetuating as well as resolving emotional disequilibrium.
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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) | 0.000 | 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