Exploring attentional disruption in fibromyalgia using the attentional blink
Bibliographic record
Abstract
Disrupted attentional function in individuals with fibromyalgia syndrome (FMS) has been noted in a number of previous studies. The cognitive mechanisms related to this disruption are not well-understood. This study sought to identify whether differences exist in early attentional processing and attentional capacity in individuals with FMS measuring the attentional blink (AB). Early attentional function was assessed in 16 females with FMS and compared with 16 healthy age-matched females without FMS. Simple early visual stimulus target detection accuracy was not significantly different between groups. However, as target detection difficulty increased, individuals in the FMS group showed significantly poorer performance compared to healthy participants. Our findings suggest that attentional disruption in individuals with FMS is associated with deficits in the early allocation of attentional resources during the completion of tasks with higher attentional demand.
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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 | 0.001 | 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".