P128 Effect of acute exercise on stress and working memory following sleep restriction
Bibliographic record
Abstract
Abstract Introduction Cognitive impairment poses a serious risk to worker safety. We investigated the interacting effects of acute exercise and sleep restriction (SR) on stress and working memory (WM). Methods Our randomized crossover design had 14 adults (10 M, 23 ± 3 years) complete two sessions under different sleep conditions (normal sleep (NS)=8h; restricted sleep (RS)=4h). Sleep duration was verified by validated wrist-worn actigraphy (Fitbit tracker). Salivary cortisol levels (stress indicator) and WM (via n-back task performance) were measured before and after high-intensity exercise on a cycle ergometer. Data was collected at the same time of day for each participant and a washout interval of at least 72-hours separated experimental conditions. Results A two-factor repeated measure ANOVA revealed sleep condition to have a significant effect on cortisol levels (F(1,13)=7.78, p<0.05) and n-back reaction time (RT) (F(1,13) = 10.54, p<0.01), but not response accuracy. Post-hoc dependent t-tests showed that RS lead to slower RTs compared to the NS condition (t(27)=3.32, p<0.01), as well as higher cortisol levels both before (t(13)=2.22, p<0.05) and after (t(13)=2.64, p<0.05) exercise. Acute exercise did not affect cortisol levels, but did appear to have a facilitative effect on response accuracy (t(27)=2.13, p<0.05), as well as RT in both sleep conditions ( ES t(13)=2.32, p<0.05. RS t(13)=2.2, p<0.05). Discussion These findings suggest that RS may lead to increased stress and impaired cognitive function, while acute exercise may serve as an effective tool for counteracting the negative cognitive effects induced by SR.
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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) | 0.000 | 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".