Poverty and intellectual development in childhood
Bibliographic record
Abstract
Introduction: Childhood exposure to and duration of poverty can affect several individual characteristics related to intellectual development. Objectives: This paper examines the implications of movement in and out of childhood poverty using a unique linkable database from the Canadian province of Manitoba. Differences in measurement of poverty and intellectual development are explored. Methods: Almost 90,000 children were followed using two definitions of poverty - neighborhood and household poverty. The large database permitted exploring the role of another variable - maternal mental health. Results: The association of household poverty with poorer intellectual outcomes has been shown to be stronger than the association of neighborhood poverty with such outcomes. This was true using various outcome measures appropriate across childhood (from age 5 to age 17). Comparisons with the role of maternal mental health were made and further analyses suggested. Conclusion: The richness of the data has facilitated the study of childhood intellectual development. Household poverty appears to play an important role; neighborhood poverty and maternal mental health also seem to influence such development, but less strongly.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 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 source (direct Gemma or distilled Codex), 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".