Ambulatory Assessment in Lifespan Psychology
Bibliographic record
Abstract
Ambulatory assessment represents a powerful research tool in lifespan psychology because it allows assessing the within-person variability of developmental processes as it occurs within context-specific influences of people’s natural environments. Following a discussion of historical origins, we review four current research themes in developmentally relevant ambulatory assessment studies that use electronic devices as assessment instruments: (a) affective-motivational development, (b) social contexts of development, (c) age-related challenges and everyday functioning, and (d) cognitive development. Overall, the reviewed research demonstrates that ambulatory assessment complements traditional developmental study designs and laboratory assessments in important ways. Acknowledging the strengths and limitations of ambulatory assessment approaches, we propose that ambulatory assessment will benefit lifespan psychology most if it becomes an integral part of multimethod investigations of developmental phenomena that balance the external and internal validity of findings. Future research should strengthen the lifespan perspective in ambulatory assessment approaches, combine multiple indicators (subjective and objective) of successful development, and attend to the fact that individual development often interacts with significant others.
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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 | 0.004 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".