Relationship Between Neurocognitive Function and Self-Discrepancy After Severe Traumatic Brain Injury
Bibliographic record
Abstract
OBJECTIVE: Individuals with traumatic brain injury (TBI) often make unfavorable comparisons between their preinjury and postinjury selves. Although it is known that negative "self-discrepancy" is related to poorer emotional adjustment, the impact of neurocognitive function on self-discrepancy is unclear. This study aimed to investigate the relationship between current neurocognitive function (attention, memory, executive function, and self-awareness) and self-discrepancy after severe TBI. DESIGN: Fifty-four adults with severe TBI were recruited from outpatient and community rehabilitation services and completed measures of self-discrepancy (Head Injury Semantic Differential Scale-III) and self-awareness (Awareness Questionnaire) and a battery of standardized tests of attention, memory, and executive functions. RESULTS: More negative self-discrepancy was significantly associated with greater self-awareness (r = -0.40, P < .001) and better performance on tests of immediate memory (r = -0.43, P < .01), working memory (r = -0.35, P < .05), and verbal fluency (r = -0.34, P < .05). Self-awareness was the only neurocognitive factor significantly and uniquely related to self-discrepancy, accounting for 8.6% of the variance (P < .05). Furthermore, self-awareness was found to partially mediate the relationship between immediate memory and self-discrepancy. CONCLUSION: Better neurocognitive function is related to more negative self-discrepancy. These findings improve understanding of the process of identity reconstruction following TBI.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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".