PHENOTYPIC PLASTICITY FACILITATES MUTATIONAL VARIANCE, GENETIC VARIANCE, AND EVOLVABILITY ALONG THE MAJOR AXIS OF ENVIRONMENTAL VARIATION
Why this work is in the frame
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Bibliographic record
Abstract
Phenotypically plastic genotypes express different phenotypes in different environments, often in adaptive ways. The evolution of phenotypic plasticity creates developmental systems that are more flexible along the trait dimensions that are more plastic, and as a result, we hypothesize that such traits will express greater mutational variance, genetic variance, and evolvability. We develop an explicit gene network model with three components: some genes can receive environmental cues about the adult selective environment, some genes that interact repeatedly to determine each others' final state, and other factors that translate these final expression states into the phenotype. We show that the evolution of phenotypic plasticity is an important determinant of mutational patterns, genetic variance, and evolutionary potential of a population. Phenotypic plasticity tends to lead to populations with greater mutational variance, greater standing genetic variance, and, when the optimal phenotypes of two traits vary in concert, greater mutational and genetic correlations. However, plastic populations do not tend to respond much more rapidly to selection than do populations evolved in a static environment. We find that the quantitative genetic descriptions of traits created by explicit developmental network models are evolutionarily labile, with genetic correlations that change rapidly with shifts in the selection regime.
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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 it