Association between home layout connectivity and cognitive ability in community dwelling older adults: Implication for occupational therapy
Bibliographic record
Abstract
Physical environment has long been recognized within occupational therapy as a key factor contributing to residents’ functional abilities. However, the specific aspects of the physical environment that matter and the extent to which they do so remain less understood. This paper reports a quantitative study of the relationship between a characteristic of the physical home environment—the degree of interconnectedness of its rooms—and the cognitive ability of adults. Working with demographic, health, and home layout data collected from a sample of community-dwelling older adults in Atlanta, Georgia (N=72, Mage=69.5), we found that the cognitive functioning determined by the Montreal Cognitive Assessment (MoCA) score was significantly associated with the average connectivity and mean depth of the homes while controlling participants’ age and education. Regression analysis suggested home connectivity independently explained a little more than 4% of the variance in the MoCA scores. The results further revealed that the relationship may be better modeled using non-linear models, and that the increase in the numbers of circulation rings as average room connectivity rises may be partly, but not entirely, responsible for its association with cognitive ability. The study points to directions for further work, including causal modeling, based on recommendations that could be developed for homes to support older adults’ abilities to continue to reside in their own homes as they grow older.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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".