Classes of child-mother attachment disorganization from infancy to the preschool years
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
Mary Main’s operationalization of infant attachment disorganization contributed to our understanding of attachment and psychopathology. Her exploration of attachment patterns at age 6 with Jude Cassidy laid the foundations for studying attachment post-infancy. They found remarkable correspondence from age 1 to age 6 in the disorganization spectrum and documented the emergence of role-reversal. This study proposes a person-centered approach to explore classes of children with respect to attachment disorganization at four time points between infancy and late preschool. Participants (n = 205) were recruited in the UK and formed a socioeconomically diverse community sample of mother–child dyads. We identified three classes of children: 1) a stable organized group; 2) an unstable group becoming organized; and 3) an unstable group becoming disorganized. Results show that major loss predicts membership of the third class of children. These findings contribute to our understanding of disorganization across multiple periods, and thus to Mary Main’s legacy.
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 | 0.000 | 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) | 0.003 | 0.002 |
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