INTERVENTION EFFECT OF FOLIC ACID AND VITAMIN B12 ON VASCULAR COGNITIVE IMPAIRMENT COMPLICATED WITH HYPERHOMOCYSTEINEMIA / EFEKAT INTERVENCIJE FOLNOM KISELINOM I VITAMINOM B12 NA VASKULARNI KOGNITIVNI POREMEĆAJ KOMPLIKOVAN HIPERHOMOCISTEINEMIJOM
Bibliographic record
Abstract
Summary Background: Hyperhomocysteinemia (HHcy) may be corre- lated with cognitive function. Although intervention with folic acid and VitB 1 2 can decrease the homocysteine (Hey) level, its effect on cognitive function remains uncertain. This prospective study aimed to explore the effects of folic acid and VitB/!2 on the ^су an< ^ cognitive function in patients with vascular cognitive impairment-no dementia (VCIND) complicated with HHcy. Methods: A total of 120 patients with VCIND complicated fcy HHcy were randomly selected. They were divided into inter- vention and control groups. The intervention group was given 5 mg of folic acid per day and 500 цд of VitB^ thrice per day apart from conventional therapy. Folic acid, V'itB l2 , and Hey were determined and Montreal cognitive assess- ment (MoCA) and event-related potential P300 determination were performed before and after treatment. Results: Before treatment, no significant differences in the folic acid, VitB^, Hey, MoCA, and P300 parameters were observed between the groups. After treatment, the folic acid and VitB l2 levels increased and the Hey level decreased in the intervention group compared with that before treatment and in the control group. At 24 weeks, the MoCA score and P300 outcomes in the intervention group improved com- pared with those before treatment and in the control group. Conclusions: Folic acid and VitB^ effectively decrease the Hey level in VCIND patients and improve their cognitive functions.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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".