Examining launch and snare effects in the longitudinal associations between shyness and socio‐emotional difficulties in childhood
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
Abstract In the present study, we examine short‐ and long‐term associations between shyness and socio‐emotional difficulties from early to middle childhood. Participants in this study were part of the Matter of the First Friendship Study (MOFF), a large‐scale multi‐wave longitudinal study. At Time 1, N = 555 4‐year‐old children were recruited from childcare centers and followed across four data collections. At four timepoints of data collection, teachers rated children's shyness and indices of socio‐emotional difficulties (i.e., internalizing difficulties, peer problems) from age 4 to 7 years. Parents provided background and demographic information. Results from growth curve analyses showed that shyness was concurrently associated with emotional difficulties and problems with peers at each time point. However, shyness at age 4 years did not significantly predict the longitudinal trajectory of socio‐emotional difficulties across childhood. Overall, these results indicated that concurrent levels of shyness are associated with socio‐emotional difficulties, however, whether shyness serves as a distal predictor of socio‐emotional difficulties from early to middle childhood remains less clear.
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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