Evaluation of the Effect of Time Change in Cognitive Function in Volunteers in Tehran
Bibliographic record
Abstract
<strong></strong><p><strong>BACKGROUND:</strong> Time change (which can lead to sleep duration decrements) can lead to brain dysfunction if repeated. In the present study, cognitive functions of the volunteers were evaluated before and after the time changes in Tehran.</p><p><strong>METHODS:</strong> Eleven, voluntary healthy persons (21±2 year old) were evaluated for their cognitive functions including sustain attention, reaction time, and mental fatigue twenty-one days before the time changes and thirty-eight days after time change using PASAT software. In addition, plasma cortisol level was measured before and after the time changes.</p><p><strong>RESULTS:</strong> After the time changes salivary cortisol concentration increase, but general mental health was decreased. Sustain attention was shortened after time change which was significantly different compared with before the time changes. Reaction time was increased after the time changes in comparison with the before the time changes, but was not statistically significant. In addition, mental fatigue was increased after the time changes.</p><p><strong>CONCLUSION:</strong> It seems that time change may reduce brain cognitive functions which are manifested by general mental health, sustain attention reduction, reaction time as well as mental fatigue.</p>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.013 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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".