OR02-1 * ATTENTIONAL ALTERATIONS IN ALCOHOL-DEPENDENCE ARE UNDERPINNED BY SPECIFIC EXECUTIVE CONTROL DEFICITS
Bibliographic record
Abstract
Introduction. This study aimed at exploring the integrity of the attentional system in alcohol-dependence with a unitary and theoretically-grounded task. Attentional biases and deficits play a central role in the maintenance of alcohol-dependence but have been little explored. The Attention Network Test was used to precisely explore attentional alterations among alcohol-dependent participants, and centrally the differential deficit across three attentional networks (alerting, orienting, executive control). Method. 30 recently detoxified alcohol-dependent individuals were compared to 30 matched healthy controls. The Attention Network Test was administered. This task requires identifying the orientation of a central arrow replacing a cue and which is surrounded by flankers. On this basis, performance indexes (accuracy and reaction time) were computed for the three attention networks. Results. Alcohol-dependent individuals showed a differential deficit across attention networks as compared to controls, with a preserved performance for alerting and orienting networks but impaired executive control (p < 0.001). This deficit was not related to psychopathological comorbidities but was correlated with the duration and intensity of alcohol consumption habits. Conclusion. Attentional alterations in alcohol-dependence are centrally due to a specific alteration of executive control. Intervention programs focusing on executive components of attention should be promoted, and these results support the frontal lobe hypothesis.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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".