Retention of learned predator recognition in embryonic and juvenile rainbow trout
Bibliographic record
Abstract
Abstract Minimizing predation risk, especially for young or naïve individuals, can be achieved by learning to recognize predators. Embryonic learning may optimize survival by allowing for the earliest possible response to predation threats posthatch. However, predatory threats often change over an individual’s lifetime, and using old information can be detrimental if it becomes outdated. Adaptive forgetting allows an individual to discount obsolete information in decision-making and instead emphasize newer, more relevant information when responding to predation threats. Little is known about the extent to which young individuals can learn and forget information about predation threats. Here we demonstrate that rainbow trout 1) are capable of learning from both conspecific and heterospecific alarm cues as embryos, newly hatched larvae, and free-swimming larvae, 2) exhibit adaptive forgetting of predator information at all stages, and 3) display dynamic adaptive forgetting based on the ontogeny of learning. Specifically, fish that learned information as embryos retained the information for longer periods than those that learned the same information as newly hatched alevins.
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 | 0.000 | 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) | 0.003 | 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; a candidate call from one teacher head, not a consensus.
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".