Vínculos entre la clasificación categorial y el funcionamiento ejecutivo en niños con TDAH
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
This paper addresses the links between categorization and executive functioning. Both constructs are integrated by different processes that involve abstraction skills as well as planning and organization of behavior, generally in the context of problem solving. In parallel, we will also address Attention Deficit Hyperactivity Disorder (ADHD) because of its close relationship with executive functioning. We worked with a population of children with ADHD, who were previously diagnosed with an ADHD identification questionnaire and profiled with executive functioning tasks. As a counterpart, a group without ADHD was evaluated. Both groups were given a Free Classification task, and their results were analyzed both qualitatively and quantitatively. The results indicate that children with ADHD show lower performance in abstraction tasks, correlating with some executive functioning tasks. Our conclusions point to the presence of difficulties in semantic and visual aspects that imply a slowing of concept learning, identification and nomination. Likewise, we believe that ADHD plays an important role in categorical classification tasks, both for the attentional and behavioral aspects involved, as well as for the abstraction difficulties that this entails.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.009 |
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