Maternal education, anthropometric markers of malnutrition and cognitive function (ELSA-Brasil)

Araújo, Larissa Fortunato; Giatti, Luana; Chor, Dóra; Passos, Valéria Maria Azeredo; Barreto, Sandhi Maria

doi:10.1186/1471-2458-14-673

Cited by 17 publications

(23 citation statements)

References 53 publications

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“…Given these extremely poor social conditions, it is perhaps surprising that, at first glance, our results are consistent with those from predominantly higher-income countries confirming the importance of education for cognitive performance in later life (Araújo et al, 2014; Clouston et al, 2012; Fors et al, 2009; Glymour et al, 2012; Horvat et al, 2014; Lee et al, 2014; Onadja et al, 2013; Scazufca et al, 2008; Sisco et al, 2015). In the US population aged ≥50 years, each additional year of education attained was associated with a 0.09 SD increase in word recall scores, similar to that observed here of a 0.09 SD increase (Glymour et al, 2008).…”

Section: Discussionsupporting

confidence: 84%

“…Existing life course research from high-, middle-, and low-income contexts consistently demonstrates that early-life socioeconomic conditions and educational attainment are associated with cognitive function in later-life (Araújo et al, 2014; Chen, 2016; Clouston et al, 2012; Fors et al, 2009; Glymour et al, 2012, 2008; Horvat et al, 2014; Hurst et al, 2013; Kaplan et al, 2001; Lee et al, 2014; McEniry, 2013; Melrose et al, 2015; Onadja et al, 2013; Scazufca et al, 2008; Sisco et al, 2015). However, little research has been conducted in sub-Saharan African settings, such as in South Africa, where opportunities for social mobility were restricted by the state for the majority of the country’s population.…”

Section: Introductionmentioning

confidence: 99%

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Childhood deprivation and later-life cognitive function in a population-based study of older rural South Africans

Kobayashi¹,

Glymour

Kahn

et al. 2017

Social Science & Medicine

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Rationale Little research has evaluated the life course drivers of cognitive aging in South Africa. Objectives We investigated the relationships of self-rated childhood health and father’s occupation during childhood with later-life cognitive function score and whether educational attainment mediated these relationships among older South Africans living in a former region of Apartheid-era racial segregation. Methods Data were from baseline assessments of “Health and Aging in Africa: A Longitudinal Study of an INDEPTH Community” (HAALSI), a population-based study of 5059 men and women aged ≥40 years in 2015 in rural Agincourt sub-district, South Africa. Childhood health, father’s occupation during childhood, and years of education were self-reported in study interviews. Cognitive measures assessed time orientation, numeracy, and word recall, which were included in a z-standardized latent cognitive function score variable. Linear regression models adjusted for age, sex, and country of birth were used to estimate the total and direct effects of each childhood risk factor, and the indirect effects mediated by years of education. Results Poor childhood health predicted lower cognitive scores (total effect = −0.28; 95% CI = −0.35, −0.21, versus good); this effect was not mediated by educational attainment. Having a father in a professional job during childhood, while rare (3% of sample), predicted better cognitive scores (total effect = 0.25; 95% CI = 0.10, 0.40, versus unskilled manual labor, 29% of sample). Half of this effect was mediated by educational attainment. Education was linearly associated with later-life cognitive function score (0.09; 95% CI = 0.09, 0.10 per year achieved). Conclusion In this post-Apartheid, rural South African context, older adults with poor self-reported childhood health or whose father worked in unskilled manual labor had relatively poor cognitive outcomes. Educational attainment strongly predicted cognitive outcomes, and appeared to be, in part, a mechanism of social stratification in later-life cognitive health in this context.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Childhood deprivation and later-life cognitive function in a population-based study of older rural South Africans

Kobayashi¹,

Glymour

Kahn

et al. 2017

Social Science & Medicine

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“…A study with 12,997 participants (35-64 years) of ELSA-Brasil revealed lower maternal education increased the chances of poor performance in all cognitive tests, with a dose-response gradient. Low birth-weight was related to poor performance in Trail B and greater trunk length decreased the chances of poor performance in both verbal fluency tests and Trail B [27].…”

Section: Discussionmentioning

confidence: 99%

Education Plays a Greater Role than Age in Cognitive Test Performance among Participants of the Brazilian Longitudinal Study of Adult Health (ELSA-Brasil).

Passos

Giatti

Chor

et al. 2015

International Journal of Epidemiology

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Background: Brazil has gone through fast demographic, epidemiologic and nutritional transitions and, despite recent improvements in wealth distribution, continues to present a high level of social and economic inequality. The ELSA-Brasil, a cohort study, aimed at investigating cardiovascular diseases and diabetes, offers a great opportunity to assess cognitive decline in this aging population through time-sequential analyses drawn from the same battery of tests over time. The purpose of this study is to analyze the influence of sex, age and education on cognitive tests performance of the participants at baseline. Methods: Analyses pertain to 14,594 participants with aged 35 to 74 years, who were functionally independent and had no history of stroke or use of neuroleptics, anticonvulsants, cholinesterase inhibitors or antiparkinsonian agents. Mean age was 52.0 ± 9.0 years and 54.2 % of participants were women. Cognitive tests included the word memory tests (retention, recall and recognition), verbal fluency tests (VFT, animals and letter F) and Trail Making Test B. Multivariable linear regression analysis was used to determine the influence of sociodemographic characteristics on the distribution of the final score of each test. Results: Women had significant and slightly higher scores than men in all memory tests and VFT, but took more time to perform Trail B. Reduced performance in all tests was seen with an increase age and, more importantly, with decrease level of education. The word list and VFT scores decreased at about one word for every 10 years of age; whereas higher-educated participants scored four words more on the word list test, and six or seven more correct words on VFT, when compared to lower-educated participants. Additionally, the oldest and less educated participants showed significant lower response rates in all tests. Conclusions: The higher influence of education than age in this Brazilian population reinforce the need for caution in analyzing and diagnosing cognitive impairments based on traditional cognitive tests and the importance of searching for education-free cognitive tests, especially in low and middle-income countries.

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“…A study conducted in Brazil showed that a low maternal education was associated with lower test scores on all the cognitive tests carried out on 12,977 adult participants aged between 35 and 64 years [27]. In New York, a study that followed participants for 40 years showed that the respondents' parents' educational level while they were at middle school, positively correlated with their own educational and occupational achievements in their adult life [28].…”

Section: Discussionmentioning

confidence: 99%

“…Studies on the cognitive function of adults have showed that the educational level of parents is a predictive factor of educational success in later years [27]. A study conducted in Brazil showed that a low maternal education was associated with lower test scores on all the cognitive tests carried out on 12,977 adult participants aged between 35 and 64 years [27].…”

Section: Discussionmentioning

confidence: 99%

A Comparative Study of the Cognitive Function of the Hearing-Impaired and Non-Hearing Impaired in Two Primary Schools in Lagos State, Nigeria

Obilade

2015

Int Arch Med

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Background: The study was carried out in two primary schools in Lagos State, Nigeria using 302 respondents aged 6-20 years. The study compared the cognitive function of pupils from Wesley School for the hearing-impaired with pupils from Onitolo Primary School, a main stream public school to see if similarities or differences existed in their cognitive function and to highlight the factors determining their performance on a standard non-verbal test. Method:The instrument of data collection was the Raven's Standard Progressive Matrices, a standard, non-verbal intelligence test. Statistical association using Chi-Square was used to test for associations between categorical variables. Kruskal-Wallis was used to test for association in variables that were not normally distributed. Regression Coefficient was used to examine linear relationships between selected independent variables and the scores on the standardized test. As it was impossible to individually match human subjects in this study, the variables of class, sex, age and parents' occupations were adjusted for matching by multiple regression analysis. Multiple regression analysis was used to examine which variables were significant predictors of performance taking possible confounders into consideration. Results:Respondents from Wesley School were much older than respondents from the public main-stream school, class for class. There was no statistically significant difference in their cognitive functions. The mean score difference between the two schools was 0.54 with respondents from Wesley School scoring higher (P > 0.05). Age, sex and class in primary school were determinants of score (P < 0.05). Males scored higher than females. Respondents of skilled parents had the highest scores. IntroductionThe aim of the study was to assess and compare the cognitive function of two groups of students; the hearing-impaired and the non-hearing impaired using a standard non-verbal test. Objectives1. To determine the performance of the hearingimpaired group on a non-verbal standard test. 2. To determine the performance of the nonhearing-impaired group on a non-verbal standard test. 3. To determine the performance predictive factors in the two groups. The World Summit for Children of which Nigeria is a signatory promised to give every child a better future [1]. The Universal Basic Education Program was introduced in Nigeria in 1999 further consolidating the vision of the 1990 World Summit [2]. The Universal Basic Education in Nigeria was introduced to give an equitable access to six years of primary school education and three years of a junior secondary school education [2].In Nigeria, the challenges of the handicapped child are by no means insignificant. One of the difficulties faced with the hearing-impaired in Nigeria is that they fall behind in their academic achievements, leave school less qualified than their hearing peers and sometimes without any academic qualification of any kind. Further, their needs are sometimes not met because of parental superstitiou...

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Maternal education, anthropometric markers of malnutrition and cognitive function (ELSA-Brasil)

Cited by 17 publications

References 53 publications

Childhood deprivation and later-life cognitive function in a population-based study of older rural South Africans

Childhood deprivation and later-life cognitive function in a population-based study of older rural South Africans

Education Plays a Greater Role than Age in Cognitive Test Performance among Participants of the Brazilian Longitudinal Study of Adult Health (ELSA-Brasil).

A Comparative Study of the Cognitive Function of the Hearing-Impaired and Non-Hearing Impaired in Two Primary Schools in Lagos State, Nigeria

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