Space Meets Time: Integrating Temporal and Contextual Influences on Mental Health in Early Adulthood
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
The integration of temporal life course perspectives and current social context perspectives is considered as a framework for the understanding of mental health differences in early adulthood, a formative stage in the development of long-term mental health differences. Using data from the National Survey of Children and a cross-nested random effects model to simultaneously assess the effects of current and past neighborhood, the authors find a lagged effect of childhood neighborhood socioeconomic disadvantage on early adult mental health, while accounting for initial mental health status. This lagged effect also explains the apparent (bivariate) effect of current neighborhood. Four hypotheses are assessed to explain the lagged effect of neighborhood: contextual continuity, mental health continuity, life course stress accumulation, and ambient chronic stress in the neighborhood. Support is found for a cumulative mediating effect of both life course stress and ambient neighborhood stress as children grow up; together, these variables entirely explain the lagged effect of early neighborhood. Findings suggest the need for a more temporal life course approach to the specification of social context effects in general, focusing on the history of social contexts that individuals live in and move through. Temporal-contextual perspectives also encourage a focus on theoretical models that can differentially locate formative contextual influences at different stages in the life course.
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.
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| 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