Mild traumatic brain injury induces prolonged visual processing deficits in children
Bibliographic record
Abstract
PRIMARY OBJECTIVE: To compare the sensitivity to simple and complex visual stimuli of children who have sustained a mild traumatic brain injury (mTBI) to that of matched non-injured children and to determine the evolution of visuo-perceptual performance over time. RESEARCH DESIGN: A prospective design was used to assess 18 children with mTBI and 18 matched healthy controls (8-16 years of age). METHODS AND PROCEDURES: Sensitivity to static and dynamic forms of simple (first-order) and complex (second-order) stimuli were assessed at 1, 4 and 12 weeks post-injury and at equivalent times for controls. Orientation and direction identification thresholds were measured for all participants for static and dynamic conditions, respectively. In addition, sensitivity to radial optic flow (inward vs outward), a complex motion stimulus, was assessed. MAIN OUTCOMES AND RESULTS: Thresholds measured from all complex stimuli were significantly affected for the mTBI children over time whereas no difference in threshold between groups across all testing conditions was found for simple, first-order information. Sensitivity to all complex stimuli was still affected 12 weeks after the injury. CONCLUSION: These findings suggest that injured children present selective processing deficits for higher-order information and that this deficit persists over relatively long periods. Such measures could be useful to assess children who have sustained mTBI and possibly contribute to identifying potential risks of returning these children to demanding physical activities.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".