Fundamental principles of the effect of habitat fragmentation on species with different movement rates
Bibliographic record
Abstract
Habitat loss and fragmentation have independent impacts on biodiversity; thus, field studies are needed to distinguish their impacts. Moreover, species with different locomotion rates respond differently to fragmentation, complicating direct comparisons of the effects of habitat loss and fragmentation across differing taxa and landscapes. To overcome these challenges, we combined mechanistic mathematical modeling and laboratory experiments to compare how species with different locomotion rates were affected by low (∼80% intact) and high (∼30% intact) levels of habitat loss. In our laboratory experiment, we used Caenorhabditis elegans strains with different locomotion rates and subjected them to the different levels of habitat loss and fragmentation by placing Escherichia coli (C. elegans food) over different proportions of the Petri dish. We developed a partial differential equation model that incorporated spatial and biological phenomena to predict the impacts of habitat arrangement on populations. Only species with low rates of locomotion declined significantly in abundance as fragmentation increased in areas with low (p = 0.0270) and high (p = 0.0243) levels of habitat loss. Despite that species with high locomotion rates changed little in abundance regardless of the spatial arrangement of resources, they had the lowest abundance and growth rates in all environments because the negative effect of fragmentation created a mismatch between the population distribution and the resource distribution. Our findings shed new light on incorporating the role of locomotion in determining the effects of habitat fragmentation.
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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) | 0.000 | 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".