Weathering the preschool environment: affect moderates the relations between meteorology and preschool behaviors
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
The goal of this study was to examine the relations among various meteorological conditions, affective states and behavior in young children. Results from past research have revealed many weather effects on behavior and emotions with adult samples. However, there is a paucity of empirical evidence to support this link with children. Thirty‐three mothers were asked to rate their children (age 36–70 months) for a one‐month period to assess positive and negative affect. Teachers completed questionnaires for the same period to assess internalizing (e.g. anxious), externalizing (e.g. aggressive) and prosocial (e.g. helping) behavior, and data were collected for various weather conditions. Pearson correlation analyses revealed many associations between weather and children’s internalizing, externalizing and prosocial behavior. Furthermore, using a moderated model approach, the interactions between weather (temperature, humidity and amount of sunshine) and children’s affect (positive and negative) were examined in the prediction of social adjustment in preschool. The overall pattern of results revealed that favorable temperature and an increased amount of sunshine promote positive social behaviors in children who are prone to higher levels of negative affect. However, the results also suggest that higher humidity is associated with decreases in prosocial behavior and increases in externalizing behavior in children who typically exhibit positive social adjustment. Findings are related to issues surrounding family functioning, classroom management and peer relations.
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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 | 0.000 |
| 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