Investigating the effects of arousal state on cognitive performance in individuals with and without mild head injury
Bibliographic record
Abstract
We examined the cognitive and emotional sequelae following mild head injury \n(MHI; e.g., concussion) in high-functioning individuals and whether persons with MHI \npre~ent, both physiologically and via self-report, in a manner different from (i.e., \nunderaroused) that of persons who have no history of head injury. We also investigated the \neffect arousal state ~as on the cognitive performance of this population. Using a quasiexperimental \nresearch design (N = 91), we examined changes in attention, working \nmemory, and cognitive flexibility (subtests ofthe WAIS-III, 1997,WMS-III, 1997, & \nDKEFS, 2002) as a function of manipulated arousal (i.e., induced psychosocial \nstress/activation; reduced activation/relaxation). In addition to self-reported arousal and \nstate anxiety (State-Trait Anxiety Inventory; Speilberger, 1983a) measures, physiological \nindices of arousal state (i.e., electrodermal responsivity, heart rate, and respiration activity) \nwere recorded (via Polygraph Professional Suite, 2008) across a 2.5 hour interval while \ncompleting various cognitive tasks. Students also completed the Post-concussive Symptom \nChecklist (Gouvier et aI., 1992). The results demonstrate that university students who \nreport a history ofMHI (i.e., "altered state of consciousness") experience significantly \nlower levels of anxiety, were physiologically underaroused, and were less responsive to \nstressors in their environment, compared to their non-~HI cohorts. As expected, cognitive \nflexibility (but not other neuropsychological measures of cognition) was advantaged with \nincreased stress, and disadvantaged with reduced stress, in persons with reported MHI, but \nnot for those without reported MHI which provided limited support for our hypothesis. \nFurther, university students who had no complaints related to their previous MHI endorsed \na greater number of traditional post-concussive symptoms in terms of intensity, duration \nand frequency as compared to students who did not report a MHI. \nThe underarousal in traumatic brain injury has been associated with (ventromedial \nprefrontal cortex) VMPFC disruption and may be implicated in MHI generally. Students \nwho report sustaining a previous MHI may be less able to physiologically respond and/or \ncognitively appraise, stressful experiences as compared to their no-MHI cohort and \nexperience persistent, long-lasting consequences despite the subtle nature of a history of \nhead injury.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".