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Halabicky OM, Pinto-Martin JA, Compton P, Liu J. Low level lead exposure in early childhood and parental education on adolescent IQ and working memory: a cohort study. JOURNAL OF EXPOSURE SCIENCE & ENVIRONMENTAL EPIDEMIOLOGY 2023; 33:168-176. [PMID: 35750750 PMCID: PMC9789207 DOI: 10.1038/s41370-022-00450-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 04/21/2022] [Accepted: 05/31/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND The independent effect of lead exposure and parental education on children's neurocognition is well-documented. However, few studies have examined the combined effect of childhood lead exposure and parental education on adolescent neurocognition, especially in China. OBJECTIVE Examine both the combined and interactive effect of childhood blood lead levels (BLLs) and parental education on early adolescent neurocognition. METHODS 417 children from a longitudinal cohort study in Jintan, China had BLLs measured at 3-5 years and 12 years, parental education levels assessed at 3-5 years, and neurocognitive outcomes tested at 12 years. RESULTS BLLs at 3-5 years were inversely associated with adolescent IQ (β -0.55 95% CI: -0.97, -0.13) but not working memory (β -0.06 95% CI: -0.23, 0.11) and parental education was positively associated with adolescent IQ (β 0.68 95% CI: 0.19, 1.17) and working memory (β 0.24 95% CI: 0.04, 0.44). BLLs and parental education evidenced combined effects on neurocognition, where children with higher BLLs and lower fathers' education had mean IQ scores 7.84 (95% CI: -13.15, -2.53) points lower than children with lower BLLs and higher fathers' education. There were significant associations between parental education and working memory, however, not with BLLs. The interaction between mother and father high school education and BLLs was insignificant for effects on IQ and working memory. SIGNIFICANCE Childhood lead exposure and parental education levels have a combined and long-term impact on IQ, evidence that may partially explain disparities in lead exposure associated outcomes and highlight those children at greatest risk for neurocognitive deficits. IMPACT STATEMENT Children continue to be exposed to low-levels of environmental lead in China and globally, warranting examination of the impact of such exposures. This paper demonstrates that even relatively low-level lead exposure in early childhood significantly influences adolescent neurocognitive functioning. Furthermore, co-existing social determinant of health-related variables, measured here as parental education, have a combined impact on neurocognition. These results highlight children at greater risk for neurocognitive deficits and demonstrate the need to examine the influence of lead exposure within the broader socio- ecological environment, as these factors work in tandem to influence longer-term neurocognitive outcomes.
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Affiliation(s)
- Olivia M Halabicky
- School of Nursing, University of Pennsylvania, 418 Curie Blvd. Claire M. Fagin Hall, Philadelphia, PA, USA
- School of Public, Health University of Michigan, 1415 Washington Heights, Ann Arbor, MI, USA
| | - Jennifer A Pinto-Martin
- School of Nursing, University of Pennsylvania, 418 Curie Blvd. Claire M. Fagin Hall, Philadelphia, PA, USA
| | - Peggy Compton
- School of Nursing, University of Pennsylvania, 418 Curie Blvd. Claire M. Fagin Hall, Philadelphia, PA, USA
| | - Jianghong Liu
- School of Nursing, University of Pennsylvania, 418 Curie Blvd. Claire M. Fagin Hall, Philadelphia, PA, USA.
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Halabicky OM, Ji X, Gur RE, Gur RC, Yan C, Chen A, Liu J. Childhood lead exposure and sex-based neurobehavioral functioning in adolescence. Neurotoxicology 2022; 93:1-8. [PMID: 35988749 PMCID: PMC10433489 DOI: 10.1016/j.neuro.2022.08.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 08/16/2022] [Accepted: 08/16/2022] [Indexed: 10/15/2022]
Abstract
It is well documented that childhood lead exposure is associated with long-term decreases in intelligence quotients (IQ). Lesser known is the relationship with neurobehavioral domains, especially in adolescence. This study sought to identify cross-sectional and longitudinal associations between lead exposure and adolescent executive and visual-motor functioning and examine sex-based differences. Participants were 681 children from Jintan, China who had their blood lead levels (BLLs) assessed at age 3-5 years and 12 years old and neurobehavioral functioning assessed through the University of Pennsylvania Computerized Neurocognitive Battery (PennCNB) platform http://www.med.upenn.edu/bbl at 12 years old. Mean BLLs were 6.41 mcg/dl at age 3-5 years and 3.10 mcg/dl at 12. BLLs at 3-5 years and 12 years were used as predictors for the individual neurobehavioral domains in general linear models while controlling for father and mother occupation and education, residence location, age, and adolescent IQ. Models were run separately for males and females. In adjusted models, males BLLs at 3-5 years were associated with increased time to correctly complete tasks in multiple domains including abstraction/flexibility (β = 19.90, 95% CI( 4.26, 35.54) and spatial processing (β = 96.00, 95% CI 6.18, 185.82) at 12 years. For females in adjusted models, BLLs at 3-5 years were associated with increasing time to correctly complete tasks on the episodic memory domain task (β = 34.59, 95% CI 5.33, 63.84) at 12 years. Two adolescent cross-sectional relationships remained in the adjusted models for males only, suggesting a positive association between BLLs and increasing time for correct responses on the attentional domain task (β = 15.08, 95% CI 0.65, 29.51) and decreasing time for correct responses on the episodic memory task (β = -73.49, 95% CI -138.91, -8.06) in males at 12 years. These associations remained with and without controlling for IQ. These results suggest that lead exposure is associated with overall deficits in male and female neurobehavioral functioning, though in different domains and different timing of exposure.
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Affiliation(s)
| | - Xiaopeng Ji
- School of Nursing, University of Delaware, USA
| | - Raquel E Gur
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, USA
| | - Ruben C Gur
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, USA
| | - Chonghuai Yan
- Division of Environmental Science, Shanghai Institute for Pediatric Research, Shanghai Jiao Tong University, China
| | - Aimin Chen
- Department of Biostatistics Epidemiology and Informatics, University of Pennsylvania, USA
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Tennant IA, Hull DM, Fagan MA, Casaletto KB, Heaton RK, James Bateman C, Erickson KI, Forrester T, Boyne M. Assessment of cross-cultural measurement invariance of the NIH toolbox fluid cognition measures between Jamaicans and African-Americans. APPLIED NEUROPSYCHOLOGY. ADULT 2022:1-9. [PMID: 36167328 DOI: 10.1080/23279095.2022.2126939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The NIH Toolbox Cognitive Battery (NIHTB-CB) was developed as a common-metric, computerized cognitive screener for research. Although extensively normed and validated in Americans of different ethnicities, there is little data on how generalizable such results would be when used outside of the United States. The objective of this study was to assess measurement invariance (MI) of the NIHTB-CB across Jamaican and African-American samples and determine appropriateness of comparisons across groups. Multi-group confirmatory factor analyses using a single-factor model were conducted using five tests of fluid cognitive abilities from the NIHTB-CB, which assess working memory, episodic memory, processing speed, and executive function. MI was tested sequentially for configural, metric and scalar invariance. 125 Jamaican and 154 American adults of African descent were included. The Jamaican mean age was 31.6 ± 8.6 years (57% males) compared to 43.5 ± 15.5 years (25% males) for the African-American group. The Jamaicans had on average 11.3 ± 2.7 years of education compared to 13.9 ± 2.6 years for the African-Americans. We found metric and configural invariance across both samples but not scalar invariance. These findings suggest that the single factor emerging from the NIHTB-CB measures the same construct, i.e. fluid cognitive ability, in both groups and hence the battery is appropriate for assessments within cultures. However, lack of scalar invariance indicates that direct cross-cultural comparisons of performance levels should be interpreted with caution, also suggesting that U.S. normative standards are not generalizable to the Jamaican population.
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Affiliation(s)
- Ingrid A Tennant
- Department of Surgery, Radiology, Anaesthesia and Intensive Care, The University of the West Indies, Mona, Jamaica
| | - Darrell M Hull
- Department of Educational Psychology, University of North Texas, Denton, TX, USA
| | - Marcus A Fagan
- Center for Research Design and Analysis, Texas Women's University, Denton, TX, USA
| | - Kaitlin B Casaletto
- Department of Neurology, Memory and Aging Center, University of California, San Francisco, CA, USA
| | - Robert K Heaton
- Department of Psychiatry, University of California at San Diego, La Jolla, CA, USA
| | - Caryl James Bateman
- Department of Sociology, Psychology and Social Work, The University of the West Indies, Mona, Jamaica
| | - Kirk I Erickson
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
- College of Science, Health, Engineering, and Education, Murdoch University, Murdoch, Australia
- PROFITH "PROmoting FITness and Health through physical activity" Research Group, Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Terrence Forrester
- Solutions for Developing Countries, The University of the West Indies, Mona, Jamaica
| | - Michael Boyne
- Department of Medicine, The University of the West Indies, Mona, Jamaica
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Tatel CE, Tidler ZR, Ackerman PL. Process differences as a function of test modifications: Construct validity of Raven's advanced progressive matrices under standard, abbreviated and/or speeded conditions – A meta-analysis. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2021.101604] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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The domain-specificity of serial order working memory. Mem Cognit 2021; 50:941-961. [PMID: 34961910 DOI: 10.3758/s13421-021-01260-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/12/2021] [Indexed: 11/08/2022]
Abstract
Making a turn while driving is simple: turn on the indicator, check for cars, then turn. Two types of information are required to perform this sequence of events: information about the items (e.g., the correct indicator), and the serial order of those items (e.g., checking before turning rather than vice-versa). Previous research has found distinct working memory capacities (WMCs) for item and serial order information in both verbal and nonverbal domains. The current study investigates whether the serial order WMC is shared for sequences from different content domains. One hundred and fifty-three participants performed sequence matching tasks with verbal (letters and words) and nonverbal (locations and arrows) stimuli. The accuracy of detecting mismatched item-identity and serial order information in sequences was used to operationalize item and order WMC. Using structural equation modeling analyses, we directly compared models that included either domain-specific or domain-general serial order WMC latent variables, finding that models with domain-specific serial order WMC latent variables for verbal and nonverbal materials fit the data better than models with domain-general latent variables. The findings support the hypothesis that there are separate capacities for serial order working memory depending on the type of material being ordered.
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Lu R, Zhang Y, Bao N, Su M, Zhang X, Shi J. Visuospatial, rather than verbal working memory capacity plays a key role in verbal and figural creativity. THINKING & REASONING 2021. [DOI: 10.1080/13546783.2021.1911848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Runhao Lu
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Yanna Zhang
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Naili Bao
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Meng Su
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Xingli Zhang
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Jiannong Shi
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
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Martinez D. Immediate and long-term memory and their relation to crystallized and fluid intelligence. INTELLIGENCE 2019. [DOI: 10.1016/j.intell.2019.101382] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Rizeq J, Flora DB, Toplak ME. Changing relations among cognitive abilities across development: implications for measurement and research. Clin Neuropsychol 2017; 31:1353-1374. [PMID: 28395578 DOI: 10.1080/13854046.2017.1317034] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
OBJECTIVE The constructs of intelligence and executive function (EF) are commonly used in neuropsychological, cognitive, and developmental research, and in the context of clinical assessment. Yet, we have a limited understanding of the changing age-related associations among these cognitive constructs and the implications for measurement and research. The objectives of this study were to compare hypothetical models using intellectual abilities (non-age corrected scores of intelligence or IQ) and experimental measures of EF and to better understand the role of age in determining the associations between these cognitive abilities at two different periods of development. We also incorporated prediction of ADHD-related difficulties. METHOD We examined intellectual abilities and EF in a typically developing child sample (N = 250) and young-adult sample (N = 329). We used confirmatory factor analysis to estimate models for each developmental period: a one-factor model of general cognitive ability and a two-factor model of intelligence and EF. ADHD-related difficulties were regressed on the factors from each model. RESULTS Age was more strongly related to all cognitive abilities in the child sample than in the young-adult sample. In the factor analytic models, higher amounts of cognitive test score variance were explained by both models in the child sample than in the young-adult sample. Further, in the child sample, the general cognitive ability factor (combining intellectual abilities and EF) was a significant predictor of ADHD-related difficulties, but the separate intellectual ability and EF factors were not. CONCLUSIONS Variables highly associated with age (such as intellectual ability and EF) should not be statistically controlled when assessing cognitive constructs especially in child samples when there is rapid change in cognitive abilities.
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Affiliation(s)
- Jala Rizeq
- a Psychology Department , York University , Toronto , Canada
| | - David B Flora
- a Psychology Department , York University , Toronto , Canada
| | - Maggie E Toplak
- a Psychology Department , York University , Toronto , Canada
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Gignac GE, Shankaralingam M, Walker K, Kilpatrick P. Short-term memory for faces relates to general intelligence moderately. INTELLIGENCE 2016. [DOI: 10.1016/j.intell.2016.05.001] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Association between Serum Copper Status and Working Memory in Schoolchildren. Nutrients 2015; 7:7185-96. [PMID: 26343713 PMCID: PMC4586526 DOI: 10.3390/nu7095331] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2015] [Revised: 08/03/2015] [Accepted: 08/17/2015] [Indexed: 01/03/2023] Open
Abstract
Trace elements such as copper are essential micronutrients. Traditionally, copper has been studied in the context of micronutrient deficiencies. Recent studies in both animals and humans, however, have revealed that elevated blood copper can also have adverse effects on cognitive function since free copper can cross the blood-brain barrier and subsequently impose oxidative stress to neuronal cells. However, most of these human studies were conducted in adult populations with and without cognitive decline, and there are few studies on the effect of excess copper on cognitive function in children. This project seeks to look at the effects of elevated copper levels on cognitive development in a population of school age children (ages 10–14 years with mean age of 12.03 years and standard deviation (SD) of 0.44) from Jintan, China. Briefly, serum copper levels and working memory test scores were collected from a sample of 826 children with a mean serum copper level of 98.10 (SD 0.75). Copper level was considered as a categorical variable (taking the first group as those with as ≤84.3 μg/dL, the second group as >84.3 and ≤110.4 μg/dL, and the third group as >110.4 μg/dL with the cut-off values defined by the first and third quartiles of the sample). Results showed a significant association between high copper levels (>110.4 μg/dL) and poorer working memory in boys but this association was not seen in lower copper levels in either sex. These results suggests that in school age children, like in adults, elevated copper levels have the potential to adversely affect cognition.
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Leveraging neuroscience for smarter approaches to workplace intelligence. HUMAN RESOURCE MANAGEMENT REVIEW 2015. [DOI: 10.1016/j.hrmr.2014.09.008] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Dang CP, Braeken J, Colom R, Ferrer E, Liu C. Do processing speed and short-term storage exhaust the relation between working memory capacity and intelligence? PERSONALITY AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.paid.2014.10.012] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Lucidi A, Loaiza V, Camos V, Barrouillet P. Assessing Working Memory Capacity Through Time-Constrained Elementary Activities. The Journal of General Psychology 2014; 141:98-112. [DOI: 10.1080/00221309.2013.870121] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Stevenson CE, Heiser WJ, Resing WC. Working memory as a moderator of training and transfer of analogical reasoning in children. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2013. [DOI: 10.1016/j.cedpsych.2013.02.001] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Dang CP, Braeken J, Colom R, Ferrer E, Liu C. Why is working memory related to intelligence? Different contributions from storage and processing. Memory 2013; 22:426-41. [DOI: 10.1080/09658211.2013.797471] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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