Executive functioning moderates associations between shyness and pragmatic abilities
Why this work is in the frame
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Bibliographic record
Abstract
Abstract While elevated shyness is associated with weaker pragmatic language abilities for some children, not all shy children demonstrate pragmatic challenges. Understanding the factors that may account for this variability is important as proficient pragmatic abilities have been found to protect shy children from subsequent socio‐emotional maladjustment (Coplan & Weeks, 2009). Individual differences in cognitive processes may account for why some shy children evidence difficulty in pragmatic abilities whereas others do not. In the current study, associations between shyness, executive functioning (performance‐based and parent‐reported), and pragmatic abilities (knowledge and demonstrated abilities) were examined in a community sample of 8 to 12‐year‐old children ( N = 81). Consistent with past work, shyness was associated with weaker pragmatic knowledge. However, parent‐reported executive functioning moderated associations between shyness and both pragmatic knowledge and demonstrated pragmatic abilities in everyday activities. Only those shy children with weaker parent‐reported executive functioning showed difficulties in their pragmatic abilities. That is, strength in applying executive functioning in everyday settings (or less executive dys function) seems to buffer shy children from pragmatic challenges. We discuss our results in terms of the way children acquire pragmatic competence and the temperamental and cognitive factors that may affect such development.
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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 | 0.001 | 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