Cognition, Emotion, and Neurobiological Development: Mediating the Relation Between Maltreatment and 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
Child maltreatment has been consistently linked to aggression, yet there have been few attempts to conceptualize precisely how maltreatment influences the development of aggression. This review proposes that biases in cognitive, emotional, and neurobiological development mediate the relation between childhood maltreatment and the development of aggression. In addition, it is posited that physical abuse and neglect may have differential effects on development: Physical abuse may result in hypervigilance to threat and a hostile attributional bias, whereas neglect may result in difficulties with emotion regulation because of a lack of emotional interactions. These processes may be "hardwired" into neural networks via the overactivation of certain brain regions and dysfunctional cognitive processes. The theoretical and necessarily speculative nature of this article is intended to stimulate hypotheses for future research. Only when the adverse effects of maltreatment on brain and cognitive development are understood can scholars hope to develop more effective interventions to alter the developmental pathway to aggression.
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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) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 | 0.000 |
| 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