Estimating effects of serum vitamin B12 levels on psychiatric disorders and cognitive impairment: a Mendelian randomization study
Bibliographic record
Abstract
BACKGROUND: Vitamin B12 deficiency can lead to pernicious anemia and has been associated with various neuropsychiatric diseases and cognitive decline. However, it is unclear whether increasing serum vitamin B12 levels can help to prevent the onset of psychiatric disorders and cognitive impairment in the general population. METHODS: Leveraging large-scale genome-wide association studies (GWASs), we conducted Mendelian randomization (MR) and sensitivity analyses to estimate the potential effects of serum vitamin B12 levels on eight psychiatric disorders, educational attainment and cognitive performance. We conducted additional MR analyses utilizing within-sibship studies to mitigate potential residual confounding effects. RESULTS: ). In contrast, MR estimates of vitamin B12 effects on all eight psychiatric disorders, educational attainment and cognitive performance largely overlap with the null. For example, a one standard deviation increase in genetically predicted vitamin B12 levels is associated with an OR of 1.02 for depression (95% CI: 1.00 - 1.04; p-value = 0.11), a 0.0077 standard deviation increase in educational attainment (95% CI: -0.010 - 0.025; p-value = 0.39) and a 0.013 standard deviation increase in cognitive performance (95% CI: -0.0088 - 0.035; p-value = 0.24). No significant associations are identified in sensitivity analyses excluding pleiotropic genetic instruments or MR analyses based on within-sibship studies. CONCLUSIONS: Our findings suggest that increasing overall vitamin B12 levels may not meaningfully protect against the investigated psychiatric disorders or cognitive impairment in the general population.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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 | 0.000 |
| 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".