Correlations between brain structures and study time at home in healthy children: a longitudinal analysis
Bibliographic record
Abstract
INTRODUCTION: Like sleeping and eating habits, the study habits adopted by children when they are at home are important contributors to lifestyle and they affect cognitive ability. It has recently been reported that sleeping and eating habits change the brain structure of children. However, no research on the effect of study habits at home on the brain structure of children has been conducted thus far. We investigated the effects of study habits at home on the brain structures of healthy children by examining correlations between study time at home and changes in brain structure over the course of 3 years. METHODS: We used the brain magnetic resonance images of 229 healthy children aged 5.6-18.4 years and computed the changes (time 2-time 1) in regional gray matter and white matter volume (rWMV) using voxel-based morphometry. Whole-brain multiple regression analysis revealed a significant positive correlation between study time at home and changes in rWMV in the right superior frontal gyrus (SFG). Behaviorally, we found a significant positive correlation between study time at home and change in the verbal comprehension index (VCI), one of the subscales of the Wechsler Intelligence Scale for Children-third edition (WISC-III). RESULTS AND CONCLUSIONS: Given that the SFG is involved in memory control and that the VCI measures abilities related to vocabulary, our results indicate that greater SFG involvement in the memorization component of longer study times may result in greater increases in the number of axons and more axon branching and myelination, causing plastic changes in the neural network involved in memory processes.
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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) | 0.001 | 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".