Physical Fitness and Age-Related Differences in Cognition and Cortical Thickness in Young Adulthood
Bibliographic record
Abstract
The association between physical fitness and age-related differences in cognition and brain structure has been studied fairly extensively during development and aging, yet comparatively less in young adulthood. The current study examined 1195 young adults aged 22 to 36 (54% female; 67% Caucasian) to better understand associations between physical fitness—grip strength and submaximal cardiovascular endurance—and age-related differences in executive function (EF), memory, and average cortical thickness. EF, memory, and cortical thickness were negatively associated with age, and higher endurance was positively associated with EF and memory. Neither physical fitness measure associated with cortical thinning. To follow-up on these analyses, data from monozygotic (n=149 pairs) and dizygotic (n=93 pairs) twins were used to estimate the degree to which heritability versus environment might contribute to the observed associations between cognition and endurance. Environmental effects shared by monozygotic and dizygotic twins alike were estimated to account for roughly 50% of the correlation between endurance and cognition (EF and memory). Heritability and non-shared environmental effects were inconsistent across EF and memory. Overall, these findings suggest an association between cardiovascular endurance and age-related differences in cognition in young adulthood and that these associations may be independent of cortical thinning. Whereas there was consistent evidence for a moderate contribution of the shared environment, there was limited and inconsistent evidence for a role of heritability.
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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 | 0.000 | 0.000 |
| 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 | 0.000 |
| 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".