The Moderating Role of COMT and BDNF Polymorphisms on Transfer Effects Following Multi- and Single-Domain Cognitive Training Among Community-Dwelling Shanghainese Older Adults
Bibliographic record
Abstract
Given the increase in research suggesting benefit following cognitive training in older adults, researchers have started to investigate the potential moderating role of genetic polymorphisms on transfer effects. The objective of this study was to evaluate the moderating effect of catechol-O-methyltransferase (COMT) and brain-derived neurotrophic factor (BDNF) polymorphisms on transfer effects following a single-domain or multi-domain training intervention in healthy community-dwelling older adults. A total of 104 men and women living in Shanghai were randomized to a multi-domain or a single-domain cognitive training (SDCT) group. COMT rs4818 SNP and the BDNF rs6265 SNP were analyzed from blood. At pre-intervention, post-intervention and at 6-month follow-up, participants completed the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), the Color-Word Stroop Test (CWST), the Trails Making Test (TMT) and the Visual Reasoning Test (VRT). COMT was found to moderate immediate memory transfer effects following single-domain training only, with G/- carriers displaying greater benefits than C/C carriers. BDNF was found to moderate attention and inhibition independent of the training, with Met/- carriers displaying better performance than Val/Val carriers. Overall, individualizing training methods with full consideration of genetic polymorphisms may promote the maximization of cognitive training benefits.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| 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".