Intermittent physical stress during early- and mid-adolescence differentially alters rats' anxiety- and depression-like behaviors in adulthood.
Why this work is in the frame
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Bibliographic record
Abstract
Prior work showed that exposing rats to stress from weaning through to late adolescence (PD23-51) increased anxiety- and depression-related responses in adulthood. In the current study, we tested the hypothesis that the outcome of adolescent stress depends on the specific timing of adversity in adolescence. Male and female rats were exposed to intermittent, physical stress during either early (PD22-33) or mid -(PD35-46) adolescence, and then their anxiety- and depression-related responses to acute stressors were tested in adulthood. Early adolescent stress decreased rats' open-arm exploration in the elevated plus-maze in both male and female rats. Early adolescent stress also increased the duration of time rats spent burying in the shock-probe test and the duration of time they spent immobile in the forced swim test, but these effects were only seen in males. Stress in mid-adolescence did not increase rats' anxiety-related responding in adulthood. Instead, we observed paradoxical increases in open-arm exploration and only modest increases in shock-probe burying that failed to reach significance. Mid-adolescent stress also tended to increase depression-related immobility in the swim test. Thus, the current findings underscore the importance of timing of adolescent adversity to long-term outcomes. It appears that stress in early adolescence leads to a broader range of outcomes in adulthood, at least in male rats. By contrast, stress in mid-adolescence might have more predominant effects on risk-taking behavior (indexed by increases in open-arm activity), a possibility that merits further investigation.
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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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.001 |
| 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