Paternal involvement and child sleep
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
While maternal influences on young children’s sleep are increasingly documented, the study of paternal contributions to this important sphere of child functioning is only just beginning. In addition, much of this emerging research has focused on infancy only or has relied on parental reports of child sleep. The current study aimed to examine the associations between paternal involvement and child sleep during toddlerhood, a period that witnesses both increased paternal involvement in child care and marked developments in child sleep. Fathers ( N = 85) reported on their involvement when their toddlers were aged 2 years, and sleep was assessed objectively with actigraphy at age 3. Results indicated that above and beyond several key covariates, fathers who reported engaging more frequently in emotional support with their 2-year-old child, and those who reported evoking the child more often, had children who slept longer at night 1 year later. These results are among the first to suggest potential paternal influences on children’s sleep after the infancy period. They raise the possibility that interventions seeking to enhance paternal involvement may carry benefits for toddlers’ sleep and consequently, for aspects of cognition, behavior, and emotion that depend on adequate sleep regulation.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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) | 0.001 | 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