Bibliographic record
Abstract
Learning is the acquisition of new, and memory is when the expression of that knowledge changes behaviour. Drosophila melanogaster and Caenorhabditis elegans have been essential to research that explores the underlying mechanisms of learning and memory. These two model organisms provide unique opportunities for research, as they are easily managed, have short lifespans and reproduce many offspring very quickly. Both of these organisms are susceptible to forward and reverse mutagenesis techniques, and the experimental paradigms that are currently in use to study their behaviour are straightforward and well-established protocols. Many genes that are conserved in humans have become targets of interest for learning and memory researchers through experiments on C. elegans and D. melanogaster , and now the roles of individual genes are being linked together to explain the complex networks that mediate different forms of learning and memory. Key Concepts Learning is essential for living organisms, and learning and memory mechanisms are conserved across phylogeny. Genetic, molecular and physiological activities are crucial for learning and memory. C. elegans and D. melanogaster are established model organisms to study learning. C. elegans and D. melanogaster are both capable of nonassociative and associative forms of learning. C. elegans and D. melanogaster both can show short- and long-term memory. Genes that are central to learning and memory are often the same in both model organisms.
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 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 | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.009 | 0.005 |
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".