Cognitive performance and narrative discourse after SARS-CoV-2 infection
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT Purpose: to evaluate cognitive performance and narrative discourse, as well as possible associations in individuals affected by COVID-19. Methods: a cross-sectional exploratory research involving individuals infected by COVID-19 and hospitalized in the State of Sergipe. Participants underwent anamnesis, the Mini-Mental State Examination, Neupsilin and Montreal Toulouse Language Assessment Battery Collection (MTL/Brazil). The statistical tests employed were the Shapiro-Wilk test to assess the normality of data distribution, the nonparametric Mann-Whitney test for comparing two independent samples, and Spearman's correlation to evaluate the monotonic relationship between variables. The significance level was set at P < 0.05 Results: thirty-two individuals participated in the anamnesis (75% males, 25% females). A significant correlation was found between the working memory and discourse skills (P < 0.01). Discourse analysis using the Mann-Whitney test revealed significant differences in the total number of scenes (P = 0.005; d = 0.5) and the total number of Information Units (P = 0.017; d = 0.3). These findings suggest that COVID-19 has a substantial impact on speech, affecting verbal fluency, auditory span, digit sequencing, and working memory, thereby influencing memory storage and retrieval processes. Conclusion: the impact of the pandemic in this area covers a wide range of cognitive and discursive skills.
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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 it