Bibliographic record
Abstract
Abstract The second edition of the Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment offers historical understandings and highlights recent enhancements in the assessment of infant, toddler, and preschool mental health. Authors present empirical findings across a variety of assessment methods and measures developed to capture variability in normative and psychopathological social-emotional development, including assessments of multiple dimensions of temperament, emotion regulation and dysregulation, behavior problems, social-emotional competencies, diagnostic symptoms, and diagnostic conditions. Notable in this edition is the consensus regarding the importance of identifying and assessing the relevant relational contexts in which early development is fostered. Also emphasized is the need for professionals to enhance their cultural awareness and responsiveness. Finally, greater dissemination of evidence-based young child mental health assessment methods is encouraged, which will require training interdisciplinary professionals in the cultural and domain expertise to identify and evaluate children with and at risk for clinically significant psychopathology.
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.
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 | 0.003 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.006 | 0.007 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.007 | 0.005 |
| Insufficient payload (model declined to judge) | 0.215 | 0.067 |
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".