Heredity, evolution and development in their (epistemic) environment at the turn of the nineteenth century
Bibliographic record
Abstract
During the early 1870s a young zoologist who worked as a Privatdozent delivering lectures at different Prussian universities invested much of his family wealth and solicited his fellows' contributions to establish a research facility by the sea. The young zoologist happened to be called Anton Dohrn. From the time it opened its doors, the Anton Dohrn Zoological Station - or Naples Zoological Station, as it was originally called - played a crucial role in shaping life sciences as it facilitated research aimed at explaining the mechanics of inheritance. During the last quarter of the nineteenth century and the first decades of the twentieth, zoologists attempted to explain how evolutionary changes occur within a population and become stabilized. In so doing, they looked at developmental processes as well as environmental pressure, coming up with different hypotheses to explain inheritance. In some cases, their research was highly speculative, whereas in other cases they conducted cytological observations to identify the material basis of heredity. Research on evolution and development has been carried out in different places, and zoological stations like the one in Naples have played a major role in this story. However, numerous biological institutions active at the turn of the twentieth century have not received much attention from historians.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.002 | 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 | 0.004 | 0.013 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".