Measuring knowledge of child development: Differences between parents according to gender, generation and education
Bibliographic record
Abstract
A sample of 2,330 parents were surveyed regarding their knowledge of child development in the first three years of life, using a simple, easy to read questionnaire. Items tapped knowledge that would contribute to an authoritative parenting style, which combines warmth and firmness, and is associated with the most favourable child development outcomes. The sample included mothers and fathers of dependant children living at home, as well as grandmothers and grandfathers. While the majority of parents demonstrated good, basic knowledge of child development, there were also relative differences between parent groups, such that knowledge increased consistently with parents' level of educational achievement, and was greater in mothers than fathers. There were also generational differences, with grandfathers being less knowledgeable than present day fathers, and grandmothers less knowledgeable than present day mothers. The questionnaire has potential value for practitioners, as the survey results provide data from a large Australian sample which could support the use of the instrument with at-risk groups, or in parent intervention programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| 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) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".