Mother-Child Interpersonal Dynamics: The Influence of Maternal and Child ADHD Symptoms
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
The relations between maternal and child ADHD symptoms and interpersonal behaviour were examined. Mother-child dyads (N = 59), with children 8- to 12-years-old, exhibiting a range of ADHD symptoms, participated in a problem-solving task. Participants' interpersonal behaviours (along continuums of affiliation: friendliness-hostility and control: dominance-submissiveness) were coded on a continuous moment-to-moment basis, as the interaction unfolded, using a joystick technique. Elevated ADHD symptoms, in both mothers and children, were associated with less overall affiliative interpersonal behaviour. Further, while dyads generally showed complementary behaviour, dyads in which the child had elevated ADHD symptoms demonstrated less complementarity on the affiliation dimension. Finally, the higher the child's ADHD symptoms, the less affiliative and less dominant the mother became over the course of the interaction. Findings highlight ways in which individual differences in ADHD behaviour impact interpersonal functioning and have implications for interventions aimed at enhancing parent-child relationships.
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) | 0.000 | 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