The step-father effect in child abuse: Comparing discriminative parental solicitude and antisociality.
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
Objective: The greater risk of abusing a step-child than a genetically related child has been attributed to discriminative parental solicitude. We tested whether it is better explained by antisociality, whereby more antisocial fathers are more likely both to have step-children and to be generally more violent. Method: We studied police reports of assaults on children by 387 domestically violent men who had a minor child, and their bivariate association with genetic relatedness, offender antisociality, and opportunity to assault step-children. In the subsample of 118 men with the opportunity to assault both step and genetically related children, we tested whether fathers were more likely to assault step-children, overall and among more antisocial men. Results: Number of step-children was associated with both child abuse and 2 of 3 measures of antisociality. When opportunity was controlled, fathers showed evidence of discriminative parental solicitude, being twice as likely to assault step-children as genetically related children. This step-father effect was observed at all levels of antisociality. Conclusion: Antisociality alone cannot explain the step-father effect. Discriminative parental solicitude remains a viable explanation for the step-father effect observed in this study. Research is needed to explore more proximal causes of the step-father effect.
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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 | 0.001 | 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 | 0.001 |
| 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