Response of Chickpea Yield to High Temperature Stress during Reproductive Development
Why this work is in the frame
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Bibliographic record
Abstract
Minimizing the exposure of an annual crop to abiotic stresses may increase seed yield. A study was conducted to determine the effect of high temperature stress during reproductive development on pod fertility, seed set, and seed yield of chickpea ( Cicer arietinum L). ‘Myles’ desi and ‘Xena’ kabuli chickpea were grown in a controlled environment under 20/16°C day/night air temperatures (control). High (35/16°C) and moderate (28/16°C) temperature stresses were imposed for 10 d during early flowering and pod development. Compared to the control, the early flower high temperature stress decreased ( P < 0.01) pod production by 34% for Myles and 22% for Xena, whereas high temperature stress during pod development decreased ( P < 0.05) seeds per plant by 33% for Myles and 39% for Xena. Consequently, the high temperature stress during pod development decreased ( P < 0.01) seed yield by 59% for Myles and 53% for Xena. Yield reduction was greater due to the stress during pod development compared to the stress during early flowering. Plants recovered to a greater degree from the early flower stress compared to the pod development stress. The Myles desi produced 40 seeds per plant and the Xena kabuli produced 15 seeds per plant, whereas the Myles had smaller individual seed size than the Xena. Consequently, the Myles desi produced 26% greater seed yield than the Xena kabuli under the same conditions. Minimizing the exposure of chickpea to high temperature stress during pod development will increase pod fertility, seed set, and seed yield of the crop.
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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