Adverse Childhood Experiences and Development in Emerging Adulthood
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
To date, no study has investigated the relation of adverse childhood experiences (ACEs) with the developmental identification of the dimensions of emerging adulthood (IDEA; e.g., identity development, experimentation). Participants ( N = 832) were recruited from Amazon’s Mechanical Turk (version: ‘2014 - 08- 15'). Basic associations between ACEs and the IDEA were conducted as well as indirect effects between ACEs and the IDEA for endorsement of traditional adult roles and current stress. ACEs were associated with reporting lower scores on the IDEA. Specifically, higher ACEs were associated with feeling less self-focused and less likely to feel this period of life is a time of experimentation and possibilities. Conversely, higher ACEs scores were associated with increased negativity/instability. Current perceived stress fully and partially mediated the effect between ACEs and IDEA Scales. As posited by Arnett, ACEs was associated with decreased IDEA scores. Current perceived stress may be a salient mechanism between ACEs and developmental dimensions of emerging adulthood.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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