Bibliographic record
Abstract
Dopaminergic dysregulation and dysfunction have long been seen as the key factors of the onset of psychosis. The dopamine hypothesis postulates hyperactivity of subcortical dopamine release and hypoactivity of cortical dopamine transmission in schizophrenia, indicating the relationship between irregular dopamine activity and the development of positive and negative symptoms of schizophrenia. Meanwhile, psychological stressors affect the brain in multiple ways, including changing the structure of neurons and causing malfunction of the dopamine system. These changes are also critical in causing psychotic experiences. Despite there are abundant studies and findings investigating either the relationship between dopamine and schizophrenia, or the relationship between schizophrenia and stress, few of them have put these three concepts together in discussion. This paper aims at investigating how abnormal dopamine functions, stress and schizophrenia are related to each other, which helps generate a deeper and clearer understanding of the disease from a broader view. The relationship between inappropriate dopamine release and the pathophysiology of schizophrenia is discussed, particularly talks about the dopamine transmission in striatal and cortical regions of the brain, it proceeds into an investigation of the association between stress and schizophrenia from both physiological and sociological scopes, and then summarizes the current ways of treating schizophrenia provided along with the future prospect in developing treatments for this disorder.
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 | 0.001 |
| 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) | 0.000 | 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; 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".