Growth and Cognition in Brazilian Schoolchildren: A Spontaneously Occurring Intervention Study

Abstract

This study examines the effects of dietary, cultural, and educational intervention on physical growth and cognition in Brazilian children aged from 7 to 10 years. A group of 38 domestic servants' children who had resided and studied for an average of three years in upper-middle class environments were compared with 88 upper-middle class children and 100 slum-dwelling (favela) children using the following measures: weight-for-height, height-for-age, Goodenough-Harris Drawing Test, the Brazilian Non-verbal Intelligence Test (INV), Raven Coloured Progressive Matrices (CPM), WISC-R Coding and Block Design subtest. Although domestic servants' children were significantly taller and heavier than their group of origin (slum-dwelling children) they continued to be significantly shorter than the middle class. Domestic servants' daughters scored significantly better than their slum-dwelling counterparts on cognitive tests measuring speed and accuracy (WISC-R Coding) and analogical reasoning (Raven Coloured Progressive Matrices), however, girls from both lower socioeconomic groups were similar in their performances on the Goodenough-Harris Drawing Test, Non-verbal Intelligence Test (INV), and WISC-R Block Design subtest. Domestic servants' sons were similar to slum-dwelling boys in performance on all cognitive measures. The length of time domestic servants' children had resided in middle class homes was positively and significantly correlated with their weight-for-height and two of the five cognitive tests. Among domestic servants, mothers' egalitarian sex role and less orthodox religious attitudes were positively correlated with children's cognitive performance. The experience of living and studying in a middle class environment resulted in greater gains in physical than in cognitive development.

Life-Course Exposure to Early Socioeconomic Environment, Education in Relation to Late-Life Cognitive Function Among Older Mexicans and Mexican Americans

“…Similarly, the literature emphasizes the importance of intrauterine and early childhood nutritional status on cognitive development especially in developing countries where such deprivations are common (N. Clarke, et al, 1991; Fernald, et al, 2006; Paine, et al, 1992). Our results further suggest that the influence of childhood SES on cognitive function later in life is largely mediated by educational attainment, a marker for adolescence and early adulthood SES.…”

“…The clustering of risks associated with early-life stressors affects cognitive development in children and cognitive achievement across the life course (N. Clarke, Grantham-McGregor, & Powell, 1991; Cravioto, Delicardie, & Birch, 1966; Duncan, Brooks-Gunn, & Klebanov, 1994; Hackman & Farah, 2009; Paine, Dorea, Pasquali, & Monteiro, 1992). Accordingly, the study of socioeconomic status using a life-course approach is important for understanding its influence on cognitive function (Harper et al, 2002; Kaplan, et al, 2001; Karlamangla et al, 2009; Kok et al, 2006; Turrell et al, 2002).…”

Fish consumption (Hair Mercury) and nutritional status of Amazonian Amer-Indian Children

“…All individuals examined and sampled participated voluntarily. A clinical summary examination was conducted by one of us (I. F., medical doctor) followed by anthropometric measurements of height and weight using standard methods (Paine et al, 1992). For most children, the lack of birth records made it difficult to establish the correct age.…”

Interferentes Ecológicos Na Avaliação Cognitiva De Crianças Ribeirinhas Expostas a Metilmercúrio: O Peso Do Subdesenvolvimento

“…Durante avaliações neurocomportamentais e neuropsicológicas de grupos expostos a substâncias químicas neurotóxicas (como, por exemplo, o MeHg), deve-se ter em mente que parâmetros socioeconômicos (Figueiredo 2003) e nutricionais (Paine et al 1993) são interferentes em avaliações psicométricas (Iregren et al 1996). Por isso, estas fontes de variação tornam-se fatores de confundimento em avaliações que comparam populações, as quais se diferenciam não somente pelos níveis de exposição ao(s) poluente(s) estudado(s).…”

“…Além dos obstáculos metodológicos inerentes à aferição dos instrumentos de avaliação da inteligência humana, constitui tarefa difícil determinar de forma confiável a contribuição de certas covariáveis (tais como fatores socioeconômicos, déficits nutricionais, carga genética, etc.) nos indivíduos investigados através, por exemplo, dos testes psicométricos como o WISC-III e o DFH (Paine et al 1993, Pain 1986, Noble et al 2006.…”