Effect of temperature on development rate of larvae from cold-water American lobster (Homarus americanus)
Why this work is in the frame
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Bibliographic record
Abstract
The duration of the larval phase of the American lobster influences the distance larvae drift, and thus the potential settlement and recruitment patterns of lobsters to local populations and fisheries. The duration of larval stages is influenced by temperature, with warmer temperatures resulting in faster development and shorter stage duration. The quantitative relationship between temperature and duration of larval stages has been previously investigated, but only for lobsters originating from relatively warm-water regions. We examined the effects of temperature on stage duration for lobster larvae originating from a cold-water region, the northern shore of the Gaspé Peninsula in the northern Gulf of St. Lawrence, Canada. We reared larvae individually using a new experimental apparatus with automated movement of culture containers to facilitate water exchange. We compared observed duration of larval stages for these cold-water source larvae to durations in previous studies that used warmer-water source larvae. We observed |$38\% $| shorter development times at the coldest temperature used |$(10^\circ {\rm{C}})$| and 47, 50, and |$100\% $| longer development times at warmer temperatures (14, 18 and |$22^\circ {\rm{C}}$|, respectively) than at the same temperatures in previous studies of warm-water larvae, suggesting potential geographic variation in the functional relationship between temperature and larval development time. Given these results, future research should examine this question in more detail, to enhance understanding of lobster ecology and population dynamics across the species’ range.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 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 it