Impact of brain hemisphericity on cognitive performances and attention in young healthy individuals: Cross-sectional observational study
Bibliographic record
Abstract
Background: Understanding the style of cognition according to the brain dominance of students is necessary to keep them active and attentive.The study aims to check the cognitive performance and attention of young healthy individuals with right and left brain hemisphericity.Methods: This crosssectional observational study was conducted at a physiotherapy institute from September 2022 to January 2023.240 healthy young adults were recruited and informed consent was taken.Brain dominance of individuals was classified by Cognitive Style Brain Dominance questionnaire, Montreal Cognitive Assessment scale and sustained attention by Trail Making Test A, and selective attention by Trail Making Test B. Result: Out of the total recruited number of participants; 50.4% were male (n=121) and 49.6% were female (n=119).The varied brain dominance was seen as Right, Left, and Middle brain dominant to be 29.1%,33.3%, and 37% respectively.The Spearman correlation was done for outcome measures which showed that medium positive relationship (ρ=0.46) between left-brain dominant and sustained attention whereas a very strong negative correlation (ρ=-0.90) between selective attention and left-brain dominant.Chi-square examines the study parameters and Mean comparison done by Friedman test which was statistically significant.Conclusion: There was significant relationship between left-brain dominance and sustained attention whereas a negative strong relationship between selective attention and left-brain dominance.Hence cognition does not depend upon varied brain dominance.
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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 | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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) | 0.001 | 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".