Bibliographic record
Abstract
Extract “Shulman beautifully extends the developmental systems perspective to provide a fresh, positive view of the struggles in the transition to adulthood. This book is at once scholarly, insightful, and lucid.”—L. Alan Sroufe, PhD, Professor Emeritus, Institute of Child Development, University of Minnesota and author of award-winning The Development of the Person “Practitioners and researchers will be richly informed by Professor Shulman’s masterful integration of the quantitative and qualitative findings from his seminal twelve-year study and new understandings of the transition to adulthood.”—David Reiss, MD, Professor of Clinical Child Psychiatry, Yale Child Study Center “Professor Shulman’s newest book presents a brilliant reworking of the psychological underpinnings of the emerging adulthood. He skillfully integrates his experiences as a clinical psychologist with findings from his ground-breaking study of the lived experiences of young adults and proposes that resolving personal, vocational, and relational uncertainty is central to these years. This book is a must-read for students and researchers as well as clinicians working with emerging adults.”—Jennifer Connolly, PhD, Professor, Department of Psychology and LaMarsh Centre for Child & Youth Research, York University, Toronto
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.
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 | 0.000 | 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 | 0.000 | 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) | 0.017 | 0.005 |
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; both teacher heads agree on what is shown here.
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".