ArticlePloS one2026
Modelling cognitive outcomes in the UK Biobank: Education, noradrenaline and frontoparietal networks.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Education is often used as a surrogate measure of so called cognitive reserve (CR) benefiting cognitive functioning in later years. In line with Robertson's theory we tested here a hypothesis that education acting on the noradrenergic system strengthen the right fronto-parietal networks to facilitate CR and maintain cognition throughout the lifetime. We used machine learning and mediation analysis to model interactions between neurobiological features (genetic variants in noradrenergic signalling, structural and functional fronto-parietal connectivity) and education (proxy of CR) on cognitive outcomes (measured here by general cognitive ability score calculated based on performance across a battery of cognitive tests) in the UK Biobank cohort. We show that: (1) interactions between education and neurobiological variables better explain cognitive outcomes than either factor alone; (2) among the neurobiological features selected using variable importance testing, measures of right fronto-parietal connectivity are the strongest mediators of the association between education and cognitive outcomes. Our findings offer novel insights into neurobiological basis of CR by pointing to between-networks connectivity, representing connections linking the default mode network with the right fronto-parietal network as the key facilitator of CR.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.