Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood
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
Abstract The goal of this study was to examine the moderating role of pragmatic language in the relations between shyness and indices of socio‐emotional adjustment in an unselected sample of early elementary school children. In particular, we sought to explore whether pragmatic language played a protective role for shy children. Participants were n =167 children aged 6–7 years, recruited from grade 1 classrooms in public elementary schools. Multi‐source assessment was used to measure child shyness, pragmatic language ability, and indices of social and emotional difficulties at school. Results indicated several significant shyness‐by‐pragmatic‐language interactions in the prediction of outcome variables. The pattern of results indicated a clear buffering effect of pragmatic language, with associations between shyness and adjustment difficulties exacerbated at lower levels of pragmatic language, and attenuated at higher levels. Results are discussed in terms of the specific positive benefits of pragmatic language for shy children and the implications for ameliorative intervention programs. Copyright © 2009 John Wiley & Sons, Ltd.
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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