Are Positive Childhood Experiences Linked to Better Cognitive Functioning in Later Life?: Examining the Role of Life Course Pathways
Why this work is in the frame
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Bibliographic record
Abstract
Objectives: We examine whether childhood family well-being is associated with cognitive functioning and to what extent the association between the family context and cognitive functioning is explained by adulthood resources. Methods: Data are drawn from the National Social Life, Health, and Aging Project Wave 3 (2015/2016; N = 3361). We measured cognitive functioning using the Montreal Cognitive Assessment. Childhood family factors included family-life happiness, family structure, and family socioeconomic status. Education, social connectedness, self-mastery, and self-rated health were assessed as adulthood resources. Results: Respondents who grew up in a happy family had significantly higher levels of cognitive functioning. The formal mediation test suggests that a happy family life during childhood has a positive association with later cognition, in part, by enhancing self-mastery in adulthood. Discussion: Our findings provide evidence that positive childhood experiences are linked to later life cognition. The sense of control people have over their life circumstances is one potential pathway explaining this association.
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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 | 0.001 | 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 | 0.000 | 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