Play in juvenile mink: litter effects, stability over time, and motivational heterogeneity
Bibliographic record
Abstract
Mink are potentially ideal for investigating the functions of play: deleterious effects of early social isolation suggest a crucial developmental role for play; and huge numbers of highly playful juvenile subjects can be studied on farms. We collected descriptive data on 186 pairs from 93 litters, half provided with play-eliciting environmental enrichment objects in their home cages, to test three hypotheses: (1) play frequency is subject to litter effects; (2) relative playfulness is stable over time; (3) play sub-types share a single, common motivational basis. We found weak litter effects that were driven by stronger litter effects on general activity, and weakly stable individual differences in both total and rough-and-tumble play. Experimentally increasing object play did not inhibit rough-and-tumble play, showing these sub-types are not motivational substitutes. Frequencies of these sub-types were also uncorrelated, and changed differently with time of day and age, further supporting this conclusion.
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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 | 0.000 | 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) | 0.005 | 0.001 |
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".