scholarly journals Early life cognitive development trajectories and intelligence quotient in middle childhood and early adolescence in rural western China

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Zhonghai Zhu ◽  
Suying Chang ◽  
Yue Cheng ◽  
Qi Qi ◽  
Shaoru Li ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Infant Development ◽  
Maternal Education ◽  
Rural China ◽  
Later Life ◽  
Western China ◽  
Trajectory Group ◽  
Development Trajectories

AbstractThe relationship of cognitive developmental trajectories during the dynamic first years with later life development outcomes remains unclear in low- and middle-income countries. 1388 Children born to women who participated in a randomized trial of antenatal micronutrient supplementation in rural China were prospectively followed. Cognitive development was assessed six times between 3 and 30 months of age using Bayley Scales of Infant Development, and then in mid-childhood (7–9 years) and early adolescence (10–12 years) using Wechsler Intelligence Scale for Children. We identified four distinct infant cognitive development trajectory subgroups using group-based trajectory modeling: (i) consistently above average, (ii) consistently average, (iii) started below average and then improved, and (iv) started below average and then declined. LBW infants (<2500 g) were 10.60 times (95% CI 3.57, 31.49) more likely to be in the trajectory group that started below average and then declined, while each grade increase in maternal education decreased the risk of being in this group by 73% (95% CI 54%, 84%). Infants who performed consistently above average had 8.02 (95% CI 1.46, 14.59) points higher IQ in adolescence versus the declining trajectory group. These findings suggest that interventions to improve early child development trajectories may produce long-term human capital benefits.

scholarly journals Trajectories of child cognitive development during ages 0–3 in rural Western China: prevalence, risk factors and links to preschool-age cognition

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lei Wang ◽  
Yifei Chen ◽  
Sean Sylvia ◽  
Sarah-Eve Dill ◽  
Scott Rozelle
Keyword(s):  
Cognitive Development ◽  
Cognitive Skills ◽  
Infant Development ◽  
Developmental Trajectories ◽  
Rural China ◽  
Preschool Age ◽  
Western China ◽  
Rural Children ◽  
Cognitive Delay ◽  
Child Cognitive Development

Abstract Background Cognitive development after age three tends to be stable and can therefore predict cognitive skills in later childhood. However, there is evidence that cognitive development is less stable before age three. In rural China, research has found large shares of children under age three are developmentally delayed, yet little is known about the trajectories of cognitive development between 0 and 3 years of age or how developmental trajectories predict later cognitive skills. This study seeks to describe the trajectories of child cognitive development between the ages of 0–3 years and examine how different trajectories predict cognitive development at preschool age. Methods We collected three waves of longitudinal panel data from 1245 children in rural Western China. Child cognitive development was measured by the Bayley Scales of Infant Development when the child was 6–12 months and 22–30 months, and by the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition when the child was 49–65 months. We used the two measures of cognitive development before age three to determine the trajectories of child cognitive development. Results Of the children, 39% were never cognitively delayed; 13% were persistently delayed; 7% experienced improving cognitive development; and 41% experienced deteriorating development before age 3. Compared to children who had never experienced cognitive delay, children with persistent cognitive delay and those with deteriorating development before age 3 had significantly lower cognitive scores at preschool age. Children with improving development before age 3 showed similar levels of cognition at preschool age as children who had never experienced cognitive delay. Conclusions Large shares of children under age 3 in rural Western China show deteriorating cognitive development from infancy to toddlerhood, which predict lower levels of cognition at preschool age. Policymakers should invest in improving cognitive development before age 3 to prevent long-term poor cognition among China’s rural children.

Improved Cognitive Development in Preterm Infants with Shared Book Reading

2015 ◽  
Vol 34 (1) ◽  
pp. 10-17 ◽  
Author(s):  
Susan Braid ◽  
Jenny Bernstein
Keyword(s):  
Cognitive Development ◽  
Preterm Infants ◽  
Infant Development ◽  
Maternal Education ◽  
Secondary Analysis ◽  
The United States ◽  
Outcome Variable ◽  
Book Reading ◽  
Shared Book Reading ◽  
Nationally Representative

ABSTRACTPurpose: To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population.Design: Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001.Sample: One thousand four hundred singleton preterm infants (22–36 weeks gestation).Main Outcome Variable: Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition.Results: Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p<.001). Race/ethnicity and maternal education affect how often parents read to their children. Shared book reading holds potential as an early developmental intervention for this population.

Association of infant and young child feeding practices with cognitive development at 10–12 years: a birth cohort in rural Western China

2019 ◽  
Vol 123 (7) ◽  
pp. 768-779
Author(s):  
Zhonghai Zhu ◽  
Yue Cheng ◽  
Qi Qi ◽  
Yu Lu ◽  
Siyuan Ma ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Infant Feeding ◽  
Breast Feeding ◽  
Rural China ◽  
Randomised Trial ◽  
Feeding Practices ◽  
Western China ◽  
Complementary Foods ◽  
Fortified Foods ◽  
Middle Income

AbstractWe aimed to comprehensively examine the association of breast-feeding, types and initial timing of complementary foods with adolescent cognitive development in low- and middle-income countries. We conducted a prospective cohort study of 745 adolescents aged 10–12 years who were born to women who participated in a randomised trial of prenatal micronutrient supplementation in rural Western China. An infant feeding index was constructed based on the current WHO recommendations. Full-scale intelligence quotient (FSIQ) was assessed and derived by the fourth edition of the Wechsler Intelligence Scale for Children. The duration of exclusive or any breast-feeding was not significantly associated with adolescent cognitive development. Participants who regularly consumed Fe-rich or Fe-fortified foods during 6–23 months of age had higher FSIQ than those who did not (adjusted mean differences 4·25; 95 % CI 1·99, 6·51). For cows’/goats’ milk and high protein-based food, the highest FSIQ was found in participants who initially consumed at 10–12 and 7–9 months, respectively. A strong dose–response relationship of the composite infant feeding index was also identified, with participants in the highest tertile of overall feeding quality having 3·03 (95 % CI 1·37, 4·70) points higher FSIQ than those in the lowest tertile. These findings suggest that appropriate infant feeding practices (breast-feeding plus timely introduction of appropriate complementary foods) were associated with significantly improved early adolescent cognitive development scores in rural China. In addition, improvement in Fe-rich or Fe-fortified foods complementary feeding may produce better adolescent cognitive development outcomes.

scholarly journals Infant Cognitive Development Trajectory and Middle Childhood and Adolescent Development Outcomes: A Chinese Birth Cohort Study (P11-144-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Zhonghai Zhu ◽  
Yue Cheng ◽  
Qii Qi ◽  
Shaoru Li ◽  
Mohamed Elhoumeda ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Birth Cohort ◽  
Middle Childhood ◽  
Maternal Education ◽  
Multinomial Logistic Regression ◽  
Developmental Trajectories ◽  
Childhood And Adolescence ◽  
Long Term Outcomes ◽  
Reduced Risk

Abstract Objectives To identify developmental trajectories of infant cognitive, examine its predictors, and associations with long-term outcomes at middle childhood and adolescence. Methods The data were obtained from a prospective birth cohort in 1388 infants born to women who participated in a randomized trial of antenatal micronutrient supplementation in China. Cognitive development was assessed six times from 3 to 30 months of age using Bayley Scales of Infant Development, and at middle childhood and adolescence using Wechsler Intelligence Scale for Children. Group-based trajectory modeling was applied to identify cognitive z-score developmental trajectories during the first two years of life. Multinomial logistic regression and generalized estimating equations models were performed to examine its predictors and associations with long-term outcomes, respectively. Results Four distinct cognitive developmental trajectories were identified: 1) “Subgroup 1: Start below average-then decrease” (3.2%), 2) “Subgroup 2: Start below average-then increase” (10.2%), 3) “Subgroup 3: Consistently average” (40.3%), and 4) “Subgroup 4: Consistently above average” (46.3%). Compared with Subgroup 4, per grade increase of maternal education reduced risk of being in Subgroup 1 by 73% (95% CI 0.54, 0.84); and small-for-gestational age birth and low birth weight were associated with 4.94 times (95% CI 2.16, 11.33) and 10.60 times (95% CI 3.57, 31.49) risk of being in Subgroup 1. Consuming antenatal multiple micronutrients ≥ 180 days (versus < 180 days of iron and/or folic acid) had an 84% (95% CI -.07, 0.98) reduced risk of being in Subgroup 1 and a 63% (95% CI 0.10, 0.84) reduced risk of being in Subgroup 2. Statistical differences in trajectories early in childhood persisted through middle childhood and early adolescence. Conclusions Our findings highlight the importance of promoting interventions as early as possible. Integration of nutritional and educational interventions to address multiple health and development domains is necessary to reduce the risk of suboptimal developmental outcomes across the life course. Funding Sources The study was supported by the National Natural Science Foundation of China and China Scholarship Council.

scholarly journals Socioeconomic diversities and infant development at 6 to 9 months in a poverty area of São Paulo, Brazil

2018 ◽  
Vol 40 (3) ◽  
pp. 232-240 ◽  
Author(s):  
Patricia Tella ◽  
Luciane da Rosa Piccolo ◽  
Mayra Lemus Rangel ◽  
Luis Augusto Rohde ◽  
Guilherme Vanoni Polanczyk ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Infant Development ◽  
Maternal Education ◽  
Positive Association ◽  
Sao Paulo ◽  
Socioeconomic Background ◽  
First Year ◽  
São Paulo ◽  
Poverty Area ◽  
First Year Of Life

Abstract Introduction The effects of socioeconomic disparities on cognitive development tend to emerge early in infancy and to widen throughout childhood, and may perpetuate later in life. Although the study of how poverty affects early childhood has increased in the last 20 years, many of the effects remain largely unknown, especially during the first year of life. Aim To investigate the influence of socioeconomic status (SES) and maternal education on infants’ language, motor and cognitive development. Methods The cognitive, language and motor skills of 444 infants aged 6 to 9 months selected from a poor neighborhood in São Paulo, Brazil, were evaluated using the Bayley Scales of Infant Development. A questionnaire on socioeconomic background was administered to the participants’ families. Results A positive association was found between SES and infants’ performance on language and motor scales. Additionally, higher maternal education was associated with higher language and cognitive scores. Conclusion Our findings indicate that SES effects are detectable very early in infancy. This result has implications for the timing of both screening and intervention efforts to help children overcome the consequences of living in poverty.

Genetic and Environmental Influences on Executive Functions and Intelligence in the ABCD Study

2020 ◽  
Author(s):  
Samantha M Freis ◽  
Claire Morrison ◽  
Jeffrey M. Lessem ◽  
John K. Hewitt ◽  
Naomi P. Friedman
Keyword(s):  
Cognitive Development ◽  
Executive Functions ◽  
Genetic Correlation ◽  
Middle Childhood ◽  
Middle Age ◽  
Environmental Influences ◽  
Genetic Correlations ◽  
Twin Studies

Executive functions (EFs) and intelligence (IQ) are phenotypically correlated and heritable; however, they show variable genetic correlations in twin studies spanning childhood to middle age. We analyzed data from over 11,000 children (9-10-year-olds, including 749 twin pairs) in the Adolescent Brain Cognitive Development (ABCD) Study to examine the phenotypic and genetic relations between EFs and IQ in childhood. We identified two EF factors – Common EF and Updating-Specific, which were both related to IQ (rs = .64-.81). Common EF and IQ were heritable (53-67%), and their genetic correlation (rG = .86) was not significantly different than 1. These results suggest that EFs and IQ are phenotypically but not genetically separable in middle childhood.

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