Acquisition of Visuomotor Abilities and Intellectual Quotient in Children Aged 4–10 Years: Relationship with Micronutrient Nutritional Status

González, Horacio F.; Malpeli, Agustina; Etchegoyen, Graciela; Lucero, Lucrecia; Romero, Florencia; Lagunas, Carolina; Lailhacar, Gustavo; Olivares, Manuel; Uauy, Ricardo

doi:10.1007/s12011-007-8023-5

Cited by 11 publications

(13 citation statements)

References 32 publications

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“…This latter result is particularly interesting in the present context because iron can influence dopamine metabolism, which can affect attention and memory as well as other cognitive systems (63). Finally, in the Gonazlez et al (64) study that compared 4–10 year old healthy children with low versus normal visuomotor ability and IQ, higher serum ferritin level (an index of iron) was correlated with visuomotor ability.…”

Section: Strategies For Measuring Nutrient-induced Structural and Behmentioning

confidence: 96%

Understanding the role of nutrition in the brain and behavioral development of toddlers and preschool children: identifying and addressing methodological barriers

Rosales¹,

Reznick²,

Zeisel³

2009

Nutritional Neuroscience

115

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The pre-school years (i.e., 1–5 years of age) is a time of rapid and dramatic postnatal brain development, i.e., neural plasticity, and of fundamental acquisition of cognitive development i.e., working memory, attention and inhibitory control. Also, it is a time of transition from a direct maternal mediation/selection of diet-based nutrition to food selection that is more based on self-selection and self-gratification. However, there have been fewer published studies in pre-school children than in infants or school-aged children that examined the role of nutrition in brain/mental development (i.e., 125 studies vs. 232 and 303 studies, respectively during the last 28 years, Figure 1). This may arise because of age-related variability, in terms of individual differences in temperament, linguistic ability, and patterns of neural activity that may affect assessment of neural and cognitive development in pre-school children. In this review, we suggest several approaches for assessing brain function in children that can be refined. It would be desirable if the discipline developed some common elements to be included in future studies of diet and brain function, with the idea that they would complement more targeted measures based on time of exposure and understanding of data from animal models. Underlining this approach is the concepts of “window of sensitivity” during which nutrients may affect postnatal neural development: investigators and expert panels need to specifically look for region-specific changes and do so with understanding of the likely time window during which the nutrient was, or was not available. (244 words)

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Section: Strategies For Measuring Nutrient-induced Structural and Behmentioning

confidence: 96%

Understanding the role of nutrition in the brain and behavioral development of toddlers and preschool children: identifying and addressing methodological barriers

Rosales¹,

Reznick²,

Zeisel³

2009

Nutritional Neuroscience

115

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“…At the same time, there is little consensus about the effectiveness of possible preventive programs 10,11. Cognitive disturbances in general and visuomotor development have been related to iron deficiency (ID),12,13 and more recently a possible link between dieting, ID, and the possible presentation of cognitive alterations has been studied 14…”

Section: Introductionmentioning

confidence: 99%

Iron deficiency and cognitive functions

Jáuregui‐Lobera¹

2014

NDT

227

160

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Micronutrient deficiencies, especially those related to iodine and iron, are linked to different cognitive impairments, as well as to potential long-term behavioral changes. Among the cognitive impairments caused by iron deficiency, those referring to attention span, intelligence, and sensory perception functions are mainly cited, as well as those associated with emotions and behavior, often directly related to the presence of iron deficiency anemia. In addition, iron deficiency without anemia may cause cognitive disturbances. At present, the prevalence of iron deficiency and iron deficiency anemia is 2%–6% among European children. Given the importance of iron deficiency relative to proper cognitive development and the alterations that can persist through adulthood as a result of this deficiency, the objective of this study was to review the current state of knowledge about this health problem. The relevance of iron deficiency and iron deficiency anemia, the distinction between the cognitive consequences of iron deficiency and those affecting specifically cognitive development, and the debate about the utility of iron supplements are the most relevant and controversial topics. Despite there being methodological differences among studies, there is some evidence that iron supplementation improves cognitive functions. Nevertheless, this must be confirmed by means of adequate follow-up studies among different groups.

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“…Malnutrition can adversely affect brain development and performance especially during the early years of life [ 4 , 33 , 34 ]. Previous studies have investigated the effects of macro- and micronutrient deficiencies on cognitive and psychomotor development.…”

Section: Discussionmentioning

confidence: 99%

Effects of Nutrient-Fortified Milk-Based Formula on the Nutritional Status and Psychomotor Skills of Preschool Children

Cervo

Mendoza

Barrios

et al. 2017

Journal of Nutrition and Metabolism

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This randomized, single-masked, controlled trial examined the effects of nutrient-fortified milk-based formula supplementation on nutritional status, nutrient intake, and psychomotor skills of selected preschool children with mean age of 4.10 ± 0.14 years. The study participants were divided equally into three major groups, normal, underweight, and severely underweight based on WHO-Child Growth Standards, and were further divided into two groups: fortified milk group who was given two glasses of fortified milk (50 g of powdered milk/serving) a day for twelve weeks in addition to their usual diet and the nonintervention group who was not given fortified milk and thus maintained their usual intake. Anthropometric measurements, dietary intake, and psychomotor developmental score were analyzed. Results showed that consumption of two servings of fortified milk a day for twelve weeks significantly increased the height of preschool children by 1.40 cm, weight by 1.35 kg, body mass index by 0.96 kg/m2, mid-upper arm circumference by 0.66 cm, and psychomotor scores by 13.74% more than those children who did not consume fortified milk (p < 0.0001). Hence, fortified milk-based supplement in the diet of preschool children improved overall nutritional status, nutrient intake, and performance in psychomotor scale. This study is registered in Philippine Health Research Registry: PHRR140923-000234.

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Acquisition of Visuomotor Abilities and Intellectual Quotient in Children Aged 4–10 Years: Relationship with Micronutrient Nutritional Status

Cited by 11 publications

References 32 publications

Understanding the role of nutrition in the brain and behavioral development of toddlers and preschool children: identifying and addressing methodological barriers

Understanding the role of nutrition in the brain and behavioral development of toddlers and preschool children: identifying and addressing methodological barriers

Iron deficiency and cognitive functions

Effects of Nutrient-Fortified Milk-Based Formula on the Nutritional Status and Psychomotor Skills of Preschool Children

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