Environment and Brain Interactions: Typical Development of Learning and Memory Networks From Fetus to Age Two
Bibliographic record
Abstract
The early years of life show remarkable brain development and cognitive growth. During this time, the foundations for learning and memory are established, driven by the intricate interplay of various brain structures. Understanding the neuroanatomy of infant learning and retention is crucial in elucidating how these processes evolve and contribute to lifelong cognitive capabilities. Herein, we review the complex processes of brain development, learning and memory in the fetus, and during the first two years of life postpartum. Neural connections and key brain structures start to form during the fetal stage and continue after birth. We discuss how fetuses, infants, and toddlers absorb stimuli from their environment and develop learning and memory capabilities. We also provide an updated review of recent research findings in the field, presenting the latest insights into the development of learning and memory in the fetus and infants. In addition, we compare changes in learning and memory with electroencephalography findings from early childhood.
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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 | 0.001 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".