The Effects of Cognitive Stress on Asthma Exacerbations among University Students
Why this work is in the frame
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Bibliographic record
Abstract
Introduction: Many asthmatics complain of worsening respiratory symptoms during periods of stress.This study evaluated the relationship among asthma symptoms, lung physiology, inflammatory parametersand perceived cognitive stress and quality of life in healthy adult students. This relationship was assessedat two time points: a time of normal activity and at a time of cognitive stress during academic examinations.
 Methods: Subjects attended the University of Alberta Hospital for a screening visit, which included aclinical exam, spirometry, methacholine challenge, allergen skin tests to assess atopy status and MiniInternational Neuropsychiatric Interview (MINI). Eligible subjects returned for a low stress visit (LSV) atleast 14 days prior to an exam and a high stress visit (HSV) within 24 hours of an exam. Spirometry, andmethacholine challenge were performed during both LSV and HSV along with the collection of urine (testedfor cortisol), and the administration of 4 questionnaires to assess perceived stress and quality of life.
 Results: Subjects showed no significant change in psychosocial or quality of life questionnaires betweenLSV and HSV. No significant change was noted in lung function or urine cortisol. There was an unexpectedhigh rate of pre-existing psychiatric comorbidities in this population (based on the MINI screen failure rate).Conclusion: We did not find a significant change in quality of life, psychosocial wellbeing or pulmonaryfunction or inflammation, measured by urine cortisol, during a high stress period. The high rate ofcomorbidities would be important to consider as part of evaluation used in clinical asthma studies in the future.
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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) | 0.000 | 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 it