Bridging development and disturbance: A translational approach to the study of identity.
Bibliographic record
Abstract
Across the subdisciplines of personality and clinical psychology, identity has been a psychological construct of wide-reaching importance in understanding both normative processes of human development as well as psychopathology. However, despite its wide-reaching importance, differences in the conceptualization and measurement of identity across these subdisciplines have contributed to more fragmentation, rather than unification, in our understanding of this central principle. In the present study, we sought to unify the measurement of identity across these subdisciplines through examining the extent to which personality and clinical measures of identity converge, as well as the predictive validity of identity measures across layers of personality functioning, employing a unique design for a dynamic assessment of identity. Our results supported a 1-factor model, as opposed to a 2-factor model, of identity. This Identity/Identity Dysfunction factor was significantly associated with mean-level neuroticism, extraversion, and agreeableness, but not significantly associated with stability of personality trait expression. It was also associated with more extrinsic values and aspirations, and the stability of extrinsic aspirations. Finally, the Identity/Identity Dysfunction factor demonstrated moderate and negative relationships with indices of narrative coherence. Our results suggest that identity falls along a continuum of development and disturbance and is meaningfully connected to all layers of personality functioning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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How this classification was reachedexpand
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 | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".