ATTENTION, MEMORY AND LEARNING ARE INVERSELY RELATED TO DEGREE OF IRON DEFICIENCY IN ADOLESCENT FEMALES. † 801

Abstract

Objective: To examine the association in adolescents between iron deficiency and specific neurocognitive functions, including attention, memory and learning. Methods: 28 girls, age 15 +/- 1.5 years, all> Tanner III, participated. New patients to Children's Hospital of Pittsburgh Adolescent Medicine are routinely screened with a Complete Blood Count (CBC). Indications of possible iron deficiency are mean corpuscular volume (MCV) 12.5%. Girls with suspected iron deficiency and with normal values underwent several hematological tests: hemoglobin (hb), MCV, iron, total iron binding capacity(% Saturation), and free erythrocyte protoporphyrin (FEP). All also underwent a 2-hour neurocognitive battery: measures of intelligence (Weschler Intelligence Scale for Children-III, WISC-III, Information and Picture Completion subtests), attention (Digit Vigilance Test), memory and learning(Wide Range Assessment of Memory and Learning, WRAML, and Child Selective Reminding Test) and behavior (Child Behavior Checklist, CBCL, internalizing and externalizing scores). Results: 10 girls were found to have normal iron status; 10 were iron depleted but not anemic; 8 were iron deficient and anemic. Below are the correlation coefficients of the neurocognitive and behavioral battery versus hematological parameters. Values in bold are in the expected direction and significant at p<.05. Values with * are p<.10. Table Discussion: These data suggest that reductions in circulating levels of iron during adolescence are associated with adverse effects on aspects of neurocognitive and behavioral function. These associations can be identified in some non-anemic but iron-depleted individuals.