Swimming performance and larval quality are altered by rearing substrate at early life phases in white sturgeon,<i>Acipenser transmontanus</i>(Richardson, 1836)
Why this work is in the frame
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Bibliographic record
Abstract
To investigate the role of substrate enrichment on larval growth and performance, white sturgeon, Acipenser transmontanus, were reared for 12 dph (the pre-feeding stage) in the presence and absence of enriched substrates (i.e. structurally complex media). Following this period, larval sturgeon were transferred to holding tanks with unenriched substrate (lacking structural complexity) and reared for an additional 30 days, during which time health and performance indicators (growth, Ucrit, startle response reaction time) and whole body lipid composition were assessed at 15 and 18°C. Sturgeon reared on unenriched substrates tended to grow more slowly (up to 40% reduced mass at 40 dph) with a lower condition factor (5–15% lower between 8 and 40 dph), but also exhibited delayed gut development and reduced rate of yolksac absorption (at 15 dph) than those reared with enriched substrates. Whole body lipid composition was significantly altered with substrate enrichment, although the biological relevance of these changes is unknown. White sturgeon reared without exposure to enriched substrates at some temperatures and developmental phases demonstrated modest reductions in aerobic (~20–30% lower Ucrit) and startle response performance (~5–10% slower reaction time) at 15 and 30 dph. Overall, most effects were influenced by rearing temperatures and parentage, such that differences were not statistically significant under all conditions. Clearly, however, substrate enrichment plays an important role in development of white sturgeon during early life stages.
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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) | 0.000 | 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