Mapping developmental transitions in mental health from mid‐ to late‐adolescence: Concurrent and longitudinal links to cognition
Bibliographic record
Abstract
Abstract Background Developmental changes in mental health are mostly mapped between childhood and adolescence or childhood and adulthood. This study maps developmental transitions in mental health profiles from mid‐ to late‐adolescence, exploring how these transitions relate to cognitive function in mid‐adolescence. Method Participants from the IMAGEN cohort ( N = 1304) were followed from mid‐ (14 years) to late (22 years) adolescence. K‐means clustering was applied to data from those with elevated mental health problems to identify common profiles of mental health symptoms at each timepoint ( n = 784 at 14 years, n = 655 at 22 years). Those with no mental health symptoms formed a comparison group ( n = 520 at 14 years, n = 649 at 22 years). Transitions between the groups were mapped across time and related to cognitive function at age 14. Results Three distinct mental health profiles were identified: presentations of externalising, internalising, or social problems. These were similar in mid‐ and late adolescence. Externalising problems were more common in mid‐adolescence. Persistent externalising and social problems were related to cognitive function in mid‐adolescence, but problems that emerged or resolved in late adolescence were not. Conclusions These data highlight the importance of understanding the developmental context in which mental health symptoms occur, and the cognitive factors linked to their persistence.
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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 | 0.000 | 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) | 0.000 | 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".