Lower Cognitive Ability Research Articles

Predicting low cognitive ability at age 5 using machine learning methods and birth cohort data

Abstract Background Early intervention is essential to address disparities in cognitive development. Current developmental screening will not detect the vast majority of children who go on to have below average cognitive ability at school age. In this study, we applied the random forest (RF) algorithm, a highly interpretable machine learning method, to birth-cohort data to train a model to predict low cognitive ability at 5 years of age using perinatal features. Methods Data was from 1,070 participants in the Irish population-based BASELINE birth cohort. A RF model was trained to predict an intelligence quotient (IQ) score <90 at age 5 years using a broad selection of maternal, infant, birth, and sociodemographic features, all of which could be easily measured at a population level in the perinatal period. Feature importance was examined using mean decrease in Gini impurity, mean decrease in accuracy, and mean minimal depth. Recursive feature elimination was used to develop a parsimonious model. Internal validation was performed using 10-fold cross validation repeated 5 times. Results The most predictive features for low cognitive ability at 5 years of age were the total years of maternal schooling, infant Apgar score at 1 minute, socioeconomic index, maternal BMI, and units of alcohol consumed in the first trimester. A parsimonious RF model based on 11 features showed excellent predictive ability, with a sensitivity of 0.89 and a specificity of 0.98, providing a foundation suitable for external validation in an unseen cohort. Conclusions Machine learning approaches to large existing datasets can provide accurate feature selection to improve risk prediction. Further validation of this model is required in additional cohorts, representative of the general population. Accurate risk prediction can facilitate targeted screening and intervention. Key messages • The application of machine learning to large population-based data can improve feature selection and accuracy in risk prediction models. • Accurate risk prediction may enable early intervention to address disparities in cognitive development. Individual interventions must occur in conjunction with population level policy changes.

An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability

BackgroundMany learning methods of mathematical reasoning encourage imitative procedures (algorithmic reasoning, AR) instead of more constructive reasoning processes (creative mathematical reasoning, CMR). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR. MethodsWe employed a within-subject intervention (N=72, MAge=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high). ResultsOn mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups. ConclusionsEncouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.

Impact of cognitive ability in young adult age on risk of cardiovascular disease and presence of subclinical carotid plaques among men aged 60 years

Abstract Background A clear association between low cognitive ability in early adult life and increased risk of premature cardiovascular diseases (CVD) has been demonstrated [1]. However, the mechanisms for this relationship are not fully understood. Also, despite the evidence on low early cognitive ability being a risk factor for CVD, specific CVD prevention studies in this group has not been reported and low cognitive ability has not been mentioned in clinical guidelines for prevention of CVD. Purpose To clarify the interrelationships between early adult life cognitive ability and late middle-life health behaviors and the risk of CVD and presence of subclinical carotid plaque. Methods Register-data from psychological testing of men at age 18–19 years in the Swedish Enlistment Battery was used (n=1009), and early cognitive ability was calculated as the mean of four subtests on a scale from 1 to 9 (logical-inductive ability, verbal ability, visuospatial ability and technical understanding). A lifestyle index on a scale from 4 to 12, which was calculated as the sum of self-reported diet, physical activity, smoking and alcohol consumption, where each behavior was divided into 3 levels and the most health-promoting level was the highest level, as well as clinical CVD risk factors were collected at age 60 years within the VIPVIZA RCT (Västerbotten Intervention Program – Visualization of subclinical Atherosclerotic disease for optimum cardiovascular prevention) [2]. Risk of CVD was calculated as SCORE and presence of carotid plaques was identified, based on ultrasonography and defined according to Mannheim consensus [2]. Early cognitive ability's association to SCORE and presence of carotid plaques was assessed using linear and logistic regression, respectively. The linear regression was performed using restricted cubic splines to account for non-linearity. Results Early cognitive ability and the lifestyle index were normally distributed (mean 4.24, SD 1.12 and mean 9.95, SD 1.484, respectively). Mean of SCORE was 2.6%, SD 1.4. Carotid plaques were observed among 61%. A statistically significant negative association between early cognitive ability and SCORE was found (p=0.009, Figure 1). Higher early cognitive ability was also associated with a decreased risk for carotid plaques, with an odds ratio 0.86 for each increase of one point in cognitive ability (95% CI: 0.76–0.96, p=0.007). Conclusion Among men, higher cognitive ability at age 18–19 years is associated with lower risk of CVD and lower risk of having carotid plaque at age 60 years Additional modelling analyses are warranted to clarify the mediating and moderating roles of socioeconomic position, lifestyle and clinical CVD risk factors on the path between early cognitive ability and risk of CVD and subclinical atherosclerosis. This may guide development of tailored interventions to reduce the inequity in CVD due to cognitive ability. Funding Acknowledgement Type of funding sources: Public Institution(s). Main funding source(s): Swedish Research CouncilRegion Västerbotten

Associations between accelerated parental biologic age, autism spectrum disorder, social traits, and developmental and cognitive outcomes in their children.

Parental age is a known risk factor for autism spectrum disorder (ASD), however, studies to identify the biologic changes underpinning this association are limited. In recent years, "epigenetic clock" algorithms have been developed to estimate biologic age and to evaluate how the epigenetic aging impacts health and disease. In this study, we examined the relationship between parental epigenetic aging and their child's prospective risk of ASD and autism related quantitative traits in the Early Autism Risk Longitudinal Investigation study. Estimates of epigenetic age were computed using three robust clock algorithms and DNA methylation measures from the Infinium HumanMethylation450k platform for maternal blood and paternal blood specimens collected during pregnancy. Epigenetic age acceleration was defined as the residual of regressing chronological age on epigenetic age while accounting for cell type proportions. Multinomial logistic regression and linear regression models were completed adjusting for potential confounders for both maternal epigenetic age acceleration (n=163) and paternal epigenetic age acceleration (n=80). We found accelerated epigenetic aging in mothers estimated by Hannum's clock was significantly associated with lower cognitive ability and function in offspring at 12 months, as measured by Mullen Scales of Early Learning scores (β=-1.66, 95% CI: -3.28, -0.04 for a one-unit increase). We also observed a marginal association between accelerated maternal epigenetic aging by Horvath's clock and increased odds of ASD in offspring at 36 months of age (aOR=1.12, 95% CI: 0.99, 1.26). By contrast, fathers accelerated aging was marginally associated with decreased ASD risk in their offspring (aOR=0.83, 95% CI: 0.68, 1.01). Our findings suggest epigenetic aging could play a role in parental age risks on child brain development.

PENERAPAN ALAT PERMAINAN EDUKATIF SENSORY PATH DALAM MENINGKATKAN ASPEK PERKEMBANGAN KOGNITIF ANAK KELOMPOK A (USIA 4-5 TAHUN) DI TK PGRI 3 NGAWI DS. MANGUNHARJO KEC. NGAWI KAB. NGAWI

ABSTRACT Educational Game Tool (APE) is a learning media with the aim of improving the ability of aspects of child development that are tailored to the age and level of child development in an interesting way. APE that can be used to improve aspects of child development with the sensory path. Sensory Path is a sensory pathway that was developed into an educational play tool to develop children's development that involves the five senses, one of which is children's cognitive abilities related to memory, logical thinking and problem solving. Low cognitive abilities and the lack of learning media used make children less interested and bored in following the learning delivered. This problem is the background of research on the application of sensory path educational game tools in improving aspects of cognitive development of children in group A (aged 4-5 years) at PGRI 3 Ngawi
 This study uses a qualitative approach with the type of Classroom Action Research (CAR) where data is collected by interview, observation and documentation methods. Sources of informants from this study were the principal and educators of PGRI 3 TK in Ngawi. The results of this study will be presented in the form of sentences, not in the form of numbers presented in the observation table. The data analysis technique used is observation, assessment sheet and conclusion drawing. With learning that applies the Sensory Path Educational Game Tool, it can be seen that there is an increase in children's cognitive abilities which can be seen from the initial condition of the child's cognitive ability which was originally still quite low with conditions after the application of the sensory path educational game tool to increase. The application of sensory path educational games has been proven to improve cognitive abilities in children aged 4-5 years.
 Keywords: Educational Game Tool (APE), Sensory Path, Cognitive Aspect

Sophisticated deviants: Intelligence and radical economic attitudes

Conservative economic attitudes have been theorized as symptoms of low cognitive ability. Studies suggest the opposite, linking more conservative views weakly to higher, not lower, cognitive ability, but with very large between-study variability. Here, we propose and replicate a new model linking cognitive ability not to liberal or conservative economics, but to economic extremism: How far individuals deviate from prevailing centrist views. Two large pre-registered studies in the UK (N = 700 & 700) and the British Cohort Study dataset (N = 11,563) replicated the predicted association of intelligence with economic deviance (β = 0.4 to 0.12). These findings were robust and expand the role of cognitive ability from tracking the economic consensus to influencing support for (relatively) extremist views. They suggest opportunities to understand the generation and mainstreaming of radical fringe social attitudes.

Information overload and misinformation sharing behaviour of social media users: Testing the moderating role of cognitive ability

Sharing of misinformation on social media platforms is a global concern, with research offering little insight into the motives behind such sharing. Drawing from the cognitive load theory and literature on cognitive ability, we developed and tested a research model hypothesising why people share misinformation. We also tested the moderating role of cognitive ability. We obtained data from 385 social media users in Nigeria using a chain referral technique with an online questionnaire as the instrument for data collection. Our findings suggest that information overload and social media fatigue are strong predictors of misinformation sharing. Information stress also contributed to misinformation sharing behaviour. Furthermore, cognitive ability moderated and weakened the effect information strain and information overload have on misinformation sharing in such a way that this effect is more pronounced among those with low cognitive ability. This indicates that those with low cognitive ability have a higher tendency to share misinformation. However, cognitive ability had no effect on the effect social media fatigue has on misinformation sharing behaviour. The study concluded with some theoretical and practical implications.

Cognitive Ability Level and Academic Achievement of Senior Secondary Students in physics in Akwa Ibom North-west district.

This study investigates the influence of cognitive ability on academic achievement among senior secondary two students in Physics in Akwa Ibom North -West District. A quasi experimental pre-test post-test non-randomised control group design was adopted for the study. Two research questions and two null hypotheses were formulated to guide the study. Physics Achievement Test (PAT) and Cognitive Ability Test (CAT) instruments were used for data collection from sample size of 91 students. The instruments were validated by three experts. A reliability of 0.73 for PAT and 0.74 for CAT were obtained with split half method using Pearson Product Moment Correlation, which were converted using Spearman Brown formula to have reliability co-efficient of 0.84 and 0.85 respectively. Mean and Standard Deviation were used in answering all the research questions and Analysis of Covariant was used for testing all the hypotheses at 0.05 significant level. The results obtained show that Students with low cognitive ability level performed significantly better than those with high and average cognitive ability level, male students with average cognitive ability level significantly performed better than those with high and low cognitive ability and female with low cognitive ability level performed significantly better than those with high and average cognitive ability level. It is therefore concluded that students academic achievement is not entirely dependent on high cognitive ability level. It was therefore recommended that educational administrators and teachers should use the appropriate teaching techniques to get the best out of students without necessarily considering their cognitive ability levels.

Does social intolerance vary according to cognitive styles, genetic cognitive capacity, or education?

BackgroundLow education, low cognitive abilities, and certain cognitive styles are suggested to predispose to social intolerance and prejudices. Evidence is, however, restricted by comparatively small samples, neglect of confounding variables and genetic factors, and a narrow focus on a single sort of prejudice. We investigated the relationships of education, polygenic cognitive potential, cognitive performance, and cognitive styles with social intolerance in adulthood over a 15‐year follow‐up.MethodsWe used data from the prospective population‐based Young Finns Study (n = 960‒1679). Social intolerance was evaluated with the Social Intolerance Scale in 1997, 2001, and 2011; cognitive performance with the Cambridge Neuropsychological Test Automated Battery in 2011; cognitive styles in 1997; and socioeconomic factors in 1980 (childhood) and 2011 (adulthood); and polygenic cognitive potential was calculated based on genome‐wide association studies.ResultsWe found that nonrational thinking, polygenic cognitive potential, cognitive performance, or socioeconomic factors were not related to social intolerance. Regarding cognitive styles, low flexibility (B = –0.759, p < .001), high perseverance (B = 1.245, p < .001), and low persistence (B = –0.329, p < .001) predicted higher social intolerance consistently in the analyses.DiscussionWhen developing prejudice‐reduction interventions, it should be considered that educational level or cognitive performance may not be crucial for development of social intolerance. Adopting certain cognitive styles may play more important roles in development of social intolerance.

How does economic policy uncertainty affect the relationship between household debt and consumption?

AbstractThis paper investigates the effect of economic policy uncertainty on the consumption response to household debt using household‐level data from China. Our results suggest that there is a positive relationship between household debt and consumption. However, a higher level of economic policy uncertainty not only weakens this positive relationship but also inhibits the effect of household debt on the consumption structure. In addition, the negative impacts of policy uncertainty are stronger among households that are more liquidity constrained, whose heads have lower cognitive abilities and financial literacy, and that are located in provinces with lower levels of digital financial inclusion.

Profiles of pre-service teachers’ personality traits and cognitive abilities: Relations with graduation and teacher self-efficacy

ABSTRACT The present study investigates the effect of pre-service teachers’ cognitive abilities and personality traits on graduation and teacher self-efficacy using data from the German National Education Panel Study (N = 5 520). Applying latent profile analysis, we found four different profiles of pre-service teachers based on high school grade point average, reading and maths achievement as well as the Big Five. Our results show that the profile with low cognitive abilities and low extraversion is negatively associated with graduation and teacher self-efficacy. Conversely, high cognitive abilities in combination with high extraversion are positively related to both aspects of university success. The findings provide novel evidence on the identification of at-risk students in teacher education and have implications on the selection of teacher candidates as well as targeted support offers.

Relationship between Occupation and Mother's Knowledge of Toddler Development and Stunting at Dabun Gelang Health Center, Dabun Gelang District, Gayo Luwes Regency in 2021

Malnutrition occurs since the baby is in the womb and in the early days of birth, but stunting only appears after the child is 2 years old (Kemenkeu, 2018). Children who experience stunting can experience impaired physical, mental, cognitive and intellectual development so that children are not able to learn optimally. Stunting children have low cognitive abilities, if not treated before reaching the age of five years, they can have an impact until adulthood and are at risk of death and will give birth to children with low birth weight (Soetjiningsih, 2013). The purpose of this study was to determine the relationship between mother's knowledge and work regarding the growth and development of toddlers with the incidence of stunting at the Dabun Gelang Health Center, Dabun Gelang District, Gayo Luwes Regency in 2021. The type of research conducted is descriptive analytical, the population in the study is 578 people and a sample of 57 people is taken, using Accidental Sampling. The data collected in the study is primary data, namely data obtained directly from respondents. The data analysis used is univariate analysis and bivariate analysis. The results of the study were that the majority of respondents lacked knowledge as many as 31 (54.4%) respondents with short stunting, 23 (40.3%%) respondents. From the results of statistical tests obtained P value of 0.003 &lt;0.05, which means that there is a relationship between mother's knowledge about growth and development of toddlers with stunting. the majority do not work as many as 30 (52.6%) respondents with short 25 (43.8%) respondents. From the statistical test results obtained P value 0.000 &lt;0.05, which means that there is a relationship between the mother's work on the growth and development of children under five with the incidence of stunting. It is hoped that health workers at the Dabun Gelang Health Center can encourage and foster the community to better maintain health and improve the growth and development of toddlers so as to minimize the risk of stunting

Impact of Rotating Shifts on Nurse’s Health Working in Public and Private Sector Hospitals of Peshawar

Background: Shift work refers to a work schedule that is performed in rotations, typically is divided into morning, evening, and nightshift or a set period of times by which different groups perform their duties accordingly. Little is known about shift work in Pakistan, especially in the Peshawar region. Implication for individual Nurses’ need to care for their own health as well as with patient care. The objective of this study was to identify the effects of shift work on the health of nurses working in public and private hospitals of Peshawar. Methods: The study design was cross-sectional study. In May 2017, 199 nurses participated in this study by completing a self-administered questionnaire which comprised of demographic data health outcomes after taking consent from the participants in 2 public and 1 private hospital in Peshawar. Results: The study found that Rotating shifts affect nurses physically as well as psychologically; there is a positive association between shift work and health problems such as sleep disturbances and sleep-related impairment, fatigue, anger, satisfaction with social roles outside of work, and lower cognitive abilities. Conclusion: Shift work is essential for any organization to provide 24 hours services to the patient. In nursing, shift work is mandatory and required to provide continuous quality care to the patients, but it has some adverse effects on the health of nurses as well as on patient safety.

A-137 Cortical Vision Impairment: A Case Study of Associated Neurodevelopmental Disorders and Neuropsychological Findings

Abstract Objective: Cortical Visual Impairment (CVI) is characterized by a decreased visual response, related to a neurological lesion. It is the most common cause of permanent visual impairment in children. CVI is not attributed to the functioning of the eyes, but instead to visual processing centers and pathways. Deficits due to CVI may lead to impairment in cognitive, learning, and social domains. The objective of the case study is to examine neuropsychological findings of a child with CVI. Method: The subject was a 10-year, 2-month old male with a history of seizure activity. Based on decreased corpus callosum and PVL, a diagnosis of CVI was made. He evidenced significant visual latencies and difficulties with visual novelty. Continuing behavioral and academic concerns resulted in a referral for evaluation. Results: Assessment revealed extremely low cognitive ability. Relative strengths were evident in nonverbal skills. Academic skills fell at the pre-K to early K level. Neurocognitive functions ranged from the low to the very-low range with relative strengths in rapid naming, symbol recognition, semantic memory, and social intent. Findings on the SRS-2 and the ADOS-2 revealed difficulties with social awareness and communication but were not consistent with an ASD. Conclusions: CVI is a prevalent cause of visual impairment in children. Children often display multiple developmental disorders and features of autism and low cognitive ability are not uncommon. Disentangling the role of CVI in early cognitive, social, and adaptive development remains an important area for research. Assessment to identify strengths and weakness to facilitate social, academic and adaptive development is necessary.

The Effect of Education Groups on the Quality of Urban and Rural Compulsory Education: An Empirical Analysis Based on CEPS Data

We retrieved data from China Education Panel Survey (CEPS) and adopted the hierarchical linear model as well as the quantile regression method to examine the effect of education groups on the quality of urban and rural compulsory education. Student cognitive ability was cited as the evaluation index of education quality. According to the research findings, the overall effect of education groups on the quality of compulsory education is significantly positive, but there is urban-rural heterogeneity in this effect: the positive impact occurs only to urban member schools, while the education quality of rural member schools has not been improved by school grouping. In addition, there exists individual difference in this effect; school grouping significantly and negatively affects students from rural member schools and with medium and lower cognitive ability.

THE EFFECT OF STATISTICS AND PROBABILITY LEARNING MODEL IMPROVEMENT ON STUDENT LEARNING OUTCOMES

The Statistics dan Probability class is one of the elective courses that have to be enrolled by students who have just joined the beginning of the semester. That is because studying Statistics and Probability is crucial in providing the first foundation for knowledge in other scientific domains. In actuality, though, a lot of students struggle with this course. Many students claim that they have trouble understanding the subjects they are learning, and they also have trouble figuring out how to answer the lecturer's questions. The low cognitive ability of students, which results in limited student creativity in problem-solving skills, is one of the elements contributing to students' failure to comprehend the subject. Of course, this is a severe issue if nothing is done right away. Based on these issues, researchers who were also lecturers improved the teaching strategies for all classes. This study aims to determine whether there is substantial interaction between class schedule and the development of learning model that impact exam scores by raising students' Statistics and Probability scores. The two-way Anova analysis principle is the basis of the study methodology. The enhancement of learning model used outside and inside the classroom was found to have a substantial interaction based on the research findings on fifty samples of students selected from different class. A significance score of 0.000 indicates that these findings are significant. In other words, a model is required to achieve better learning outcomes, which might make it simpler for students to commence learning and provide a common purpose for learning. Since multiple class schedules exist, each learning model necessitates a unique management system and learning environment.

Engaging With Vilifying Stereotypes: The Role of YouTube Algorithmic Use in Perpetuating Misinformation About Muslim Congresswomen

This study examines the relationship between personal traits, news use via YouTube algorithmic searches, and engagement with misinformation about U.S. Muslim congresswomen. Based on analyses of survey data, we find that those with lower cognitive ability and frequent algorithmic use were more likely to believe and share misinformation. Republicans and those with higher levels of nationalism and prejudice against Muslims were also more likely to believe the misinformation. Moderation findings suggest that higher algorithmic use strengthens belief in misinformation about U.S. Muslim congresswomen. The results highlight the importance of both individual ideologies and systematic factors in understanding misinformation engagement.

Cognitive Abilities and Collaboration in Couples in Type 1 Diabetes Management.

Managing type 1 diabetes involves coordinating complex daily behaviors that may rely on the cognitive abilities of people with diabetes (PWD) and spouses, especially as couples collaborate surrounding diabetes care. The aims of the study were to examine whether 1) the cognitive abilities of PWD and their spouses predicted lower A1C, 2) collaborating with a spouse with higher cognitive abilities was especially beneficial for PWD with lower cognitive abilities, and 3) the benefit of the cognitive abilities of PWD and their spouse occurred through better self-care. Couples (n = 199) were recruited with one member diagnosed with type 1 diabetes (PWD 52% female sex, average age 46.81 years, average duration of diabetes 27 years; spouses 48% female sex; average age 46.40 years). PWD and spouses completed fluid (trail making tests from the Delis-Kaplan Executive Function System) and crystallized (information subtest from the Wechsler Adult Intelligence Scale-4th Edition) ability tests. PWD rated their spouse's collaboration in diabetes and reported self-care behaviors through surveys. A1C was assessed as a measure of blood glucose through a blood assay. Multiple regressions revealed that spouses' crystallized ability was the only statistically significant predictor, with higher values associated with lower A1C (t = -2.17, P <0.05). The interaction of crystallized ability of PWD × spouse crystallized ability × collaboration indicated that PWD with lower ability tended to benefit more when they collaborated with a spouse who scored higher in ability (t = -2.21, P <0.05). Mediational analyses indicated that spouses' crystallized ability was associated with lower A1C through better self-care behaviors of PWD (B = 0.03, SE = 0.01, P <0.01). We conclude that PWD benefit from the cognitive abilities of their spouses through better self-care behaviors that are important for maintaining lower A1C across adulthood.

Association of Fear of Falling With Cognition and Physical Function in Community-Dwelling Older Adults.

Fear of falling (FOF) might be associated with physical and cognitive function, but there is a lack of understanding of the specific relationship between the three variables. The aim of this study was to accurately investigate the association of FOF with cognitive and physical function in community-dwelling older adults. Six hundred sixty-nine older adults (>60 years old) participated in this study. A self-report questionnaire collected information about demographic characteristics, lifestyle, and behavioral habits. FOF was evaluated through the Shortened Version of the Falls Efficacy Scale International. Global cognitive function and the subdomains of cognitive function (including memory, visual-spatial, language, attention, and executive function) were assessed using the Montreal Cognitive Assessment scale, the Auditory Verbal Learning Test, the Clock Drawing Test (CDT), the Verbal Fluency Test, and the Trail Making Test. Subjective memory complaints were assessed using the Subjective Memory Complaints Questionnaire. Physical function was evaluated by measuring muscle strength and balance ability, and muscle strength was indicated by hand grip strength. In contrast, balance was assessed using the Timed Up and Go (TUG) Test. After adjustment for potential confounding factors, the linear or ordinal regression analysis showed that the values of hand grip strength, Montreal Cognitive Assessment, Auditory Verbal Learning Test, and CDT were significantly and negatively correlated with the score of FOF. On the other hand, Subjective Memory Complaints Questionnaire and TUG Test values showed significant positive correlations with FOF scores. Moreover, compared with other cognitive or physical measures, the CDT and TUG Test values showed a greater association with the FOF scores. Low subjective or objective cognitive ability and low physical function, especially low visuospatial and balance ability, were positively associated with the risk of FOF in a community-dwelling older population.

Stress and risk — Preferences versus noise

AbstractWe analyze the impact of acute stress on risky choice in a pre-registered laboratory experiment with 194 participants. We test the causal impact of stress on the stability of risk preferences by separating noise in decision-making from an actual shift in preferences. We find no significant differences in risk attitudes across conditions on the aggregate, using both descriptive analyses as well as structural estimations for risk aversion and different noise structures. Additionally, in line with the previous literature, we find statistically significant evidence for lower cognitive abilities being correlated with more noise in decision-making in general. We do not find a significant interaction effect between cognitive abilities and stress on noise levels.