Bibliographic record
Abstract
Abstract The role of experience in brain organization and function can be studied by systematically manipulating developmental experiences. The most common protocols use extremes in experiential manipulation, such as environmental deprivation and/or enrichment. Studies of the effects of deprivation range from laboratory studies in which animals are raised in the absence of sensory or social experiences from infancy to children raised in orphanages with limited caregiver interaction. In both cases there are chronic perceptual, cognitive, and social dsyfunctions that are associated with chronic changes in neuronal structure and connectivity. Deprivation can be more subtle too, such as being raised in a low socioeconomic environment, which is often associated with poverty. Such experience is especially detrimental to language development, which in turn, limits educational opportunities. Unfortunately, the effects of some forms of socioemotional deprivation are often difficult, if not impossible, to ameliorate. In contrast, adding sensory or social experiences can enhance behavioral functions. For example, placing animals in environments that are cognitively, motorically, and/or socially more complex than standard laboratory housing is associated with neuronal changes that are correlated with superior functions. Enhanced sensory experiences can be relatively subtle, however. For example, tactile stimulation with a soft brush for 15 minutes, three times daily for just two weeks in infant rats leads to permanent improvement in a wide range of psychological functions, including motoric, mnemonic, and other cognitive functions. Both complex environments and sensory stimulation can also reverse the negative effects of many other experiences. Thus, tactile stimulation accelerates discharge from hospital for premature human infants and stimulates recovery from stroke in both infant and adult rats. In sum, brain and behavioral functions are exquisitely influenced by manipulation of sensory experiences, especially in development.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| 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 | 0.001 |
| 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 source (direct Gemma or distilled Codex), 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".