Early-life nutritional stress affects associative learning and spatial memory but not performance on a novel object test
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
Developmental environments can have long-term effects on cognition. Multiple aspects of cognition may be affected by unfavourable conditions during development if underlying neuronal structures are maturing simultaneously. We investigated the effects of nutritional stress at different stages of development on adult associative learning, spatial memory, and behaviours towards a novel object in a songbird. Zebra finches ( Taeniopygia guttata ) were raised in consistently high or low food conditions until post-hatch day (PHD) 36 (i.e., nutritional independence), where half of the birds from each condition were switched to the other condition until PHD 61. Subjects were then tested as adults with two associative learning tasks, a hippocampus-dependent spatial memory task, and for responses toward a novel object. Surprisingly, low food treatment before independence facilitated spatial associative learning but impaired an aspect of hippocampus-dependent spatial memory. Responses to a novel object were not altered by treatments. This study demonstrates that developmental stress is able to influence learning without simultaneously affecting a measure of personality.
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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