The effects of a single bout of high intensity exercise on stress reactivity, mind wandering, and lecture comprehension in young adults
Bibliographic record
Abstract
Post-secondary students experience acute stressors daily. Acute stress has been associated with poor cognitive and learning outcomes. Prior work has demonstrated a single bout of exercise can attenuate acute stress responses. The present study examined the effects of a single 30-minute bout of high intensity aerobic exercise on multidimensional stress reactivity and learning-related outcomes. Forty participants were randomized to either engaging in an exercise bout or seated rest. Participants were then exposed to the Trier Social Stress Test followed by a 20-minute video lecture. The video lecture contained embedded mind wandering probes. Acute exercise did not attenuate stress responses, however promoted greater on-task behaviour (i.e., less mind wandering) and improved lecture comprehension scores. Notably, state anxiety was positively associated with mind wandering and mind wandering was negatively associated with lecture comprehension. Collectively, examining the role of acute interventions that reduce state anxiety may promote favourable learning outcomes in young adults.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 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) | 0.001 | 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 source (direct Gemma or distilled Codex), 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".