How changes in physical inactivity influence the combined effects of vascular risk factors on cognition?
Bibliographic record
Abstract
Introduction Multidomain interventions showed that targeting combinations of risk factors, such as vascular risk factors and physical inactivity, can improve cognition. Although most of these interventions included exercise, it remains unclear how changes in physical activity influence the combined effects of vascular risk factors on cognition. Furthermore, the effect of specific combinations of vascular risk factors is not well understood. This study aimed to examine how changes in physical activity influence the cognitive effects of vascular risk factors and to identify which specific combinations are most prevalent and associated with the greatest detrimental effect. Methods The prevalence of vascular risk factors (hypertension, obesity, high LDL cholesterol, diabetes) as well as their aggregated and pairwise combinations were estimated using the Canadian Longitudinal Study on Aging (N=30,097). Change in physical activity over three years was classified as: remained active, remained inactive, became inactive, and became active. Linear mixed models were used to examine the combined effects of vascular risk factor (aggregated number and pairwise) on cognitive change. Effect modification by changes in physical activity was assessed using an interaction term. All analyses were stratified by sex and life stage (midlife: 45-64 and later life: 65-85). Results Most participants remained inactive (66%) or became inactive (10%), and cognition improved overall. The most prevalent combination was hypertension and obesity (17%), while hypertension and diabetes showed the strongest association (p<0.001). The aggregated number of vascular risk factors was associated with less improvement in memory (p=0.13), but greater improvement in global cognition (p=0.48) and executive function (p=0.01). Compared to those who remained active, the aggregation of vascular risk factors was associated with less improvement in executive function if they remained inactive. Those who became inactive experienced less improvement in both global cognition and executive function. In contrast, individuals who became active showed similar or greater improvement across all domains. This pattern was more evident in midlife and among women, but not in men or later life. Conclusions Changes in physical activity significantly modify the effects of vascular risk factors. While certain combinations were particularly detrimental, maintaining or increasing physical inactivity appeared to buffer these effects.
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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".