Cognitive Performance In Schoolchildren Research Articles

The Impact of A 12-Week Exercise Intervention on The Cognitive Functioning of Young People in Ghana

Objective: Research findings have indicated a link between exercise and cognitive performance of school children. The influence of exercise on executive functioning however, is not conclusive. This study examined the impact of a 3-month exercise intervention on the executive functioning, a form of cognitive functioning, in African youth. Methods: An experimental design was used, including 120 adolescents in junior high school (48 males, 72 females) aged 13 to 18 years (mean age = 14.83 years) in Ghana. Exercise levels and cognitive functioning of the participants were assessed at baseline and also at the end of the intervention. Exercise levels were measured using the Physical Activity Questionnaire for Older Adolescents (PAQ-A) and pedometer; cognitive functioning was assessed with the Raven’s Progressive Matrices test. The participants in the experimental group participated in aerobic exercise, twice a week for 3 months and also met the exercise recommendations of 10,000 steps per day. Results: Post-test results indicated that participants in the experimental group scored higher on cognitive functioning than the control group [45.00 (9.38) vs. 32.62 (9.54)] and the observed difference was significant [F (1, 56) =63.39, p<0.001]. Conclusions: The study found that higher levels of moderate to vigorous exercise improved the cognitive functioning of the students.

Effect of 12 weeks consumption of palm weevil larvae and orange-fleshed sweet potato fortified biscuit on nutritional status and cognitive performance of school children in Kumasi, Ghana

Micronutrients are important for improving the physical growth and cognition of school-aged children. Food fortification strategies using locally available and consumed micronutrient rich foods such as edible insects can be cost effective and sustainable in improving nutritional and cognitive outcomes in school children. The study evaluated the impact of biscuits fortified with palm weevil larvae and orange-fleshed sweet potato on cognitive performance and nutritional status of school children from low income families in an urban setting in Ghana. A 12-week randomized, blinded controlled trial was conducted. 102 school children aged 6-11 years were assigned to consume either the fortified biscuits or non-fortified biscuits. Raven’s cognition test, anthropometrics, hematological and biochemical parameters were assessed at baseline and at the end of the study. After 12 weeks of intervention, there were no statistically significant differences in the means of the nutritional outcomes and cognitive performance between the treatment and control groups (p>0.05). However, significant increase in mean levels of serum ferritin (Baseline: 26.15 ± 18.42 µg/L, Endline: 42.63 ± 19.54 µg/L, mean increase: +16.48 µg/L, p=0.001), weight-for-age (Baseline: -0.37 ± 0.97, Endline: -0.11 ± 0.91, mean increase: +0.26, p<0.0001), and Raven’s cognition test score (Baseline: 14.22 ± 4.93, Endline: 16.35 ± 4.40, mean increase: +2.13, p<0.0001) were observed within the treatment group compared to the control group where significant increase was observed in only the Ravens cognition test score (Baseline: 14.79 ± 4.57, Endline: 15.95 ± 5.32, mean increase: +1.16, p<0.029). Moreover, the mean increase in cognition score was higher in intervention (+2.13) than control (+1.16) children. Results from binary logistic regression showed that although statistically insignificant, children in the treatment group had lower odds of iron deficiency (AOR= 0.7, p = 0.545, 95%CI= 0.2-2.4). In conclusion, consumption of the fortified biscuit significantly improved serum ferritin and weight-for-age in the school-aged children within the treatment group. Improvement in cognitive test score was also higher in the treatment group than the control group. Key words: Fortified biscuit, cognition, micronutrients, school children, palm weevil larvae, insects

Association between secondhand smoke exposure at home and cognitive performance among rural primary school children in Malaysia.

INTRODUCTIONSecondhand smoke (SHS) exposure is linked to a series of serious health problems. Children may be particularly vulnerable to the effects of SHS exposure at home. This study aimed to determine the association between SHS exposure at home and cognitive performance in school children.METHODSA multistage sampling was performed across rural primary schools in Kuala Krai, Kelantan, Malaysia. Data were collected using self-administered questionnaires and the children aged 10–11 years (n=312) were subjected to cognitive tests including digit span, letter-number sequencing, coding, and symbol search. Cognitive performance was tested using subscales derived from the Wechsler Intelligence Scale for Children.RESULTSThe prevalence of SHS exposure at home was 55.8%, where 11.9% of children lived with one smoker, while 43.9% of children lived with ≥2 smokers. There was a significant difference in the mean score of the combined cognitive tests between SHS-exposed and non-exposed children after adjustment for sex, parental educational level, family income and academic performance [Pillai’s Trace=0.084, F statistic (df)=6.803 (4302), p<0.001].CONCLUSIONSMore than half of the primary school children in rural Kuala Krai were exposed to SHS from at least one smoker at home. There was a significant association between SHS exposure at home and cognitive performance.

Nutrients Essential for Cognitive Function Are Typical Problem Nutrients in the Diets of Myanmar Primary School Children: Findings of a Linear Programming Analysis.

Good cognitive function is important for school-age children. Although essential fatty acids play a main role in cognitive functions, their intakes are assumed as inadequate among developing countries including Myanmar. However, there is still lack of evidence to show whether they are problem nutrients. This study aimed to determine the problem nutrients in the diets of Myanmar primary schoolchildren and to formulate food-based recommendations (FBR) to optimize the intake of these micronutrients. A cross-sectional study was conducted at 3 primary schools in Nyaungdon Township of Myanmar. A 1-week dietary intake assessment was done on 7- to 9-year-old (n = 100) primary schoolchildren. A linear programming approach using the World Health Organization Optifood software was used to assess the nutrient intake and develop FBRs. The prevalence of stunted growth, wasting, and being underweight in the students were 28%, 18%, and 28%, respectively. The intake of calcium, vitamin B1, folate, iron, omega-3 fatty acids, eicosapentaenoic acid, and docosahexaenoic acid was insufficient. Locally available nutrient-dense foods that include water spinach, carp fish, duck egg, garden pea, and shrimp were selected to develop FBR to increase the intake of problem nutrients. The linear programming analysis showed that the primary schoolchildren have difficulty meeting nutrient recommendations given locally available foods, especially iron and essential fatty acids which are important for cognitive performance of schoolchildren.

The cognitive performance of indigenous schoolchildren in relation to their feeding during infancy

Nutrition during the first 3 years of life is critical to neurodevelopment. Native populations experience poverty, inequality, and food insecurity. Therefore, we analyzed the relationship between feeding during infancy and cognitive performance in schoolchildren of rural indigenous communities in Riobamba, Ecuador. Thirty-seven schoolchildren (5-6 years) were recruited. We determined duration of exclusive breastfeeding, weaning age, age of cow's milk incorporation, daily intake of cow's milk, age of solid and liquid incorporation, and sociocultural and anthropometric parameters. Verbal, manipulative, and total intelligence quotients were evaluated with Wechsler Preschool and Primary Scale of Intelligence. Means of verbal, manipulative, and total intelligence quotient scores were 86.46 ± 11.55, 96.39 ± 9.96, and 89.25 ± 10.43, respectively. Children were exclusively breastfed until 6.83 ± 3.97 months and weaned at 17.17 ± 5.58 months. Age of cow's milk incorporation was 12.58 ± 6.06 months, with a daily intake of 737.50 ± 417.50 mL. Solids were incorporated at 10.11 ± 4.43 months and liquids at 7.72 ± 3.30 months. Positive associations between duration of exclusive breastfeeding and manipulative (unadjusted: ρ = .545, P = .006; r = .491, P = .028; adjusted for children's body mass index, and ethnicity and educational level of mothers: r = .522, P = .041) and total (unadjusted: ρ = .483, P = .017; adjusted: r = .572, P = .036) intelligence quotients were found. Frequency of children with manipulative (χ2 [2] = 7.093, P = .029) and total (χ2 [2] = 7.198, P = .027) intelligence quotient ≥90 was higher in those exclusively breastfed >6 months. Furthermore, schoolchildren in the >6 months group had better manipulative (101.75 ± 9.08 vs 89.71 ± 8.56, P = .038) and total (94.50 ± 11.89 vs 84.86 ± 5.05, P = .036) intelligence quotient than those in the <6 months group, independent of anthropometric and sociocultural factors. Longer exclusive breastfeeding was related to better total intelligence quotient in rural indigenous schoolchildren.

Comparison on cognitive performance among schoolchildren born prematurely according to the presence of intracranial hemorrhage in the neonatal period

Abstract Objectives: to compare the cognitive performance of schoolchildren born prematurely according to the presence of intracranial hemorrhage (ICH) during the neonatal period. Methods: a cross-sectional cohort study of schoolchildren between the ages of 6-8 years old, born prematurely with or without a history of neonatal ICH. Between January and December 2015, some children were followed up at the outpatient clinic of a tertiary hospital and underwent a cognitive evaluation by using the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) and they were divided into two groups: those with no history of ICH (control group) and those with ICH (case group), confirmed by a transfontanelar ultrasound in the prenatal period. Results: 39 schoolchildren were included, 21 cases and 18 controls. There was no difference in gestational age or chronological age at evaluation between the groups. Also there was no significant difference in subtest scores between the groups. Conclusions: WISC-III evaluated the cognitive performance in children, born preterm, aged 6-8 years old, and had neonatal ICH did not differ from those of their peers without a history of ICH. These findings suggest that, in preterm infants, a neonatal diagnosis of ICH may not be associated with cognitive performance at school age and this should be investigated through a longitudinal study.

Exposure to Road Traffic Noise and Cognitive Development in Primary Schoolchildren

Exposure to aircraft noise may lead to impaired cognitive performance in schoolchildren, but the evidence for road traffic noise is still limited. We studied the association between long-term expos...

Light modulates hippocampal function and spatial learning in a diurnal rodent species: A study using male nile grass rat (Arvicanthis niloticus).

The effects of light on cognitive function have been well-documented in human studies, with brighter illumination improving cognitive performance in school children, healthy adults, and patients in early stages of dementia. However, the underlying neural mechanisms are not well understood. The present study examined how ambient light affects hippocampal function using the diurnal Nile grass rats (Arvicanthis niloticus) as the animal model. Grass rats were housed in either a 12:12 h bright light-dark (brLD, 1,000 lux) or dim light-dark (dimLD, 50 lux) cycle. After 4 weeks, the dimLD group showed impaired spatial memory in the Morris Water Maze (MWM) task. The impairment in their MWM performance were reversed when the dimLD group were transferred to the brLD condition for another 4 weeks. The results suggest that lighting conditions influence cognitive function of grass rats in a way similar to that observed in humans, such that bright light is beneficial over dim light for cognitive performance. In addition to the behavioral changes, grass rats in the dimLD condition exhibited reduced expression of brain-derived neurotrophic factor (BDNF) in the hippocampus, most notably in the CA1 subregion. There was also a reduction in dendritic spine density in CA1 apical dendrites in dimLD as compared to the brLD group, and the reduction was mostly in the number of mushroom and stubby spines. When dimLD animals were transferred to the brLD condition for 4 weeks, the hippocampal BDNF and dendritic spine density significantly increased. The results illustrate that not only does light intensity affect cognitive performance, but that it also impacts hippocampal structural plasticity. These studies serve as a starting point to further understand how ambient light modulates neuronal and cognitive functions in diurnal species. A mechanistic understanding of the effects of light on cognition can help to identify risk factors for cognitive decline and contribute to the development of more effective prevention and treatment of cognitive impairment in clinical populations.

Impact of a malaria intervention package in schools on Plasmodium infection, anaemia and cognitive function in schoolchildren in Mali: a pragmatic cluster-randomised trial

BackgroundSchool-aged children are rarely targeted by malaria control programmes, yet the prevalence of Plasmodium infection in primary school children often exceeds that seen in younger children and could affect haemoglobin...

Relationships between Motor and Executive Functions and the Effect of an Acute Coordinative Intervention on Executive Functions in Kindergartners.

There is growing evidence indicating positive, causal effects of acute physical activity on cognitive performance of school children, adolescents, and adults. However, only a few studies examined these effects in kindergartners, even though correlational studies suggest moderate relationships between motor and cognitive functions in this age group. One aim of the present study was to examine the correlational relationships between motor and executive functions among 5- to 6-year-olds. Another aim was to test whether an acute coordinative intervention, which was adapted to the individual motor functions of the children, causally affected different executive functions (i.e., motor inhibition, cognitive inhibition, and shifting). Kindergartners (N = 102) were randomly assigned either to a coordinative intervention (20 min) or to a control condition (20 min). The coordination group performed five bimanual exercises (e.g., throwing/kicking balls onto targets with the right and left hand/foot), whereas the control group took part in five simple activities that hardly involved coordination skills (e.g., stamping). Children’s motor functions were assessed with the Movement Assessment Battery for Children 2 (Petermann, 2009) in a pre-test (T1), 1 week before the intervention took place. Motor inhibition was assessed with the Simon says task (Carlson and Wang, 2007), inhibition and shifting were assessed with the Hearts and Flowers task (Davidson et al., 2006) in the pre-test and again in a post-test (T2) immediately after the interventions. Results revealed significant correlations between motor functions and executive functions (especially shifting) at T1. There was no overall effect of the intervention. However, explorative analyses indicated a three-way interaction, with the intervention leading to accuracy gains only in the motor inhibition task and only if it was tested directly after the intervention. As an unexpected effect, this result needs to be treated with caution but may indicate that the effect of acute coordinative exercise is temporally limited and emerges only for motor inhibition, but not for cognitive inhibition or shifting. More generally, in contrast to other studies including older participants and endurance exercises, no general effect of an acute coordinative intervention on executive functions was revealed for kindergartners.

The Impact of Anemia on Cognitive Performance of School Children in Kenitra City through a Computerized Line Analysis of the Rey Complex Figure A Copy (FCR-A)

The Impact of Anemia on Cognitive Performance of School Children in Kenitra City through a Computerized Line Analysis of the Rey Complex Figure A Copy (FCR-A)

Lunch and Cognitive Performance in School Children: The Crossover Intervention Trial CogniDo

Lunch and Cognitive Performance in School Children: The Crossover Intervention Trial CogniDo

Correlation between Iron Deficiency Anemia and Cognitive Achievement in School Aged Children

Background: Iron Deficiency Anemia (IDA) is the most prevalent hematologic disorder in childhood. Most correlational studies have found association between iron-deficiency anemia and poor cognitive functions in children, however sufficient studies were not found in Indian children. This study was planned to find effect of iron deficiency anemia on cognitive achievements in school aged children. Methods: Thirty children with iron deficiency anemia and 30 age and sex matched healthy controls underwent IQ testing by Wechsler Intelligence scale for children (WISC). Iron deficiency anemia was defined as Hb <11 gm% and Transferrin Saturation (TS) < 16%. Results: Mean IQ were found to be significantly low in Iron deficient anemic children (91.5±2.3) as compared to controls (97.5±3.2) (Value of unpaired T 0.066 significant at p<0.05). Performance IQ scores were lower (89±2.1) as compared to Verbal IQ scores (94±2.6) in iron deficiency anemia. Conclusion: This indicates that iron deficiency anemia affects the cognitive performance in school children.

The Effect of Zinc Supplementation on Cognitive Performance in Schoolchildren

Introduction Zinc is a vital micronutrient in humans and its deficiency in children can thwart their growth and development, compromise their immunity and cognitive function. However, there is a paucity of studies about the effect of zinc supplementation on cognitive functions. This study is an attempt to quantify the impact of zinc supplementation on cognitive performance of schoolchildren. Materials and Methods This randomized, double-blind, placebo-controlled field trial was carried out in public elementary school in Mashhad- Iran to investigate the effect of Zinc on cognition of 45 healthy children. The cognitive test used in the trial was Raven IQ (Intelligence Quotient) test. A total of 45 first grade children aged 6 to 8 years were enrolled and divided into two experiment and control groups. The cases group, received 20 mg of zinc sulfate syrup vs. the control group received a placebo each day for 6 months. Raven IQ test was administered under basal conditions before and after the supplementation of zinc or placebo. Results The memory and intellectual development in the experimental group was significantly more than in the control group (P < 0.05). Conclusion The results of the study demonstrate the positive relationship between zinc administration and some aspects of intellectual development and personality features, emphasizing the significance of this element in the normal psychological status of children.

Iodine plusn-3 fatty acid supplementation augments rescue of postnatal neuronal abnormalities in iodine-deficient rat cerebellum

High prevalence of hypothyroxinaemia in iodine-deficient (ID) mothers has serious implications for mental health of the progeny. Independent supplementation of iodine and n-3 fatty acids (FA) markedly improves growth and cognitive performance of school children. Discerning effects of n-3 FA and iodine on the developing cerebellum have not been ascertained. The present study investigates effects of these two micronutrients separately as well as together in an ID rat model. We studied the effects of these micronutrients on progeny of ID dams by instituting the following supplementation diets: (1) low-iodine diet (LID), (2) LID+potassium iodide (KI), (3) LID+n-3 FA and (4) LID+KI+n-3 FA. Pups were investigated for morphological and biochemical parameters at the peak of cerebellar histogenesis on postnatal day (P) 16 and for neurobehavioural as well as motor coordination parameters at P40. Results indicate that n-3 FA alone, without improvement in circulating thyroid hormone (TH), significantly improves functional, morphological and biochemical indices of the developing cerebellum. Further, results show that co-supplementation with iodine and n-3 FA rescues not only the loss of neurotrophic support, but also salvages motor coordination, memory and learning. This additive effect results in significantly improving neurotrophic support and seems to be mediated by parallel significant increase in TH receptor (TR)α and normalisation of TRβ, retinoic orphan receptor α and p75 neurotrophin receptor, as well as noteworthy prevention of apoptotic cell death and strengthening of anti-oxidative defence. The overall results indicate important mitigating role that n-3 FA may play in enhancing TH nuclear receptor-mediated signalling in the developing cerebellum.

Semivolatile compounds in schools and their influence on cognitive performance of children

WHO's Children's Environment and Health Action Plan for Europe (CEHAPE) focuses on improvements of indoor environments where children spend most of their time. To investigate the relationship between school indoor air pollutants and cognitive performance in elementary school children, a multidisciplinary study was planned in all-day schools in Austria. In a cross-sectional study (LuKi study: Air and Children) indoor air pollutants were monitored in nine elementary all-day schools in urban and rural regions of Austria. In addition, school dust and suspended particulates (PM10, PM2.5) were measured, focusing on semivolatile compounds (e.g. phthalates, phosphororganic compounds [POC]). Health status and environmental conditions were determined by parents' questionnaire, cognitive function was measured by Standard Progressive Matrices (SPM). Overall, 596 children (6-8 years of age) were eligible for the study. Cognitive tests were performed in 436 children. Analysis showed significant correlations of tris(2-chlorethyl)-phosphate (TCEP) in PM10 and PM2.5 and school dust samples with cognitive performance. Cognitive performance decreased with increasing concentrations of TCEP. Furthermore, cognitive function decreased significantly with increasing CO2 levels. POC are widely used as plasticizers, flame retardants and floor sealing. This is the first report of a correlation between TCEP in indoor air samples and impairment of cognitive performance in school children. As a precautionary measure, it is recommended to prohibit the use of toxic chemicals and those suspected of a toxic potential in children's environments such as schools.

Benefits of exercise on cognitive performance in schoolchildren

Benefits of exercise on cognitive performance in schoolchildren

Multiple micronutrient supplementation for improving cognitive performance in children: systematic review of randomized controlled trials

Although multiple micronutrient interventions have been shown to benefit children's intellectual development, a thorough evaluation of the totality of evidence is currently lacking to direct public health policy. This study aimed to systematically review the present literature and to quantify the effect of multiple micronutrients on cognitive performance in schoolchildren. The Institute for Scientific Information Web of Knowledge and local medical databases were searched for trials published from 1970 to 2008. Randomized controlled trials that investigated the effect of > or =3 micronutrients compared with placebo on cognition in healthy children aged 0-18 y were included following protocol. Data were extracted by 2 independent researchers. The cognitive tests used in the trials were grouped into several cognitive domains (eg, fluid and crystallized intelligence), and pooled effect size estimates were calculated per domain. Heterogeneity was explored through sensitivity and meta-regression techniques. Three trials were retrieved in children aged <5 y, and 17 trials were retrieved in children aged 5-16 y. For the older children, pooled random-effect estimates for intervention were 0.14 SD (95% CI: -0.02, 0.29; P = 0.083) for fluid intelligence and -0.03 SD (95% CI: -0.21, 0.15; P = 0.74) for crystallized intelligence, both of which were based on 12 trials. Four trials yielded an overall effect of 0.30 SD (95% CI: 0.01, 0.58; P = 0.044) for academic performance. For other cognitive domains, no significant effects were found. Multiple micronutrient supplementation may be associated with a marginal increase in fluid intelligence and academic performance in healthy schoolchildren but not with crystallized intelligence. More research is required, however, before public health recommendations can be given.

Short-term impact of acute uncomplicated malaria on the cognitive performance of school children living in an endemic area

Background In Indonesia, malaria remains a public healthproblem. In North Sumatra between 2000 and 2004, an estimated50,670 clinical cases occurred every year, leading to the deathsof 9-10 people per year.Objectives To determine the short-term impact of acute uncompli-cated malaria on the cognitive performance of school children.Methods A prospective study was conducted on students at fourelementary schools in Madina, North Sumatra, Indonesia, fromAugust 15 to September 3, 2006. Subjects were classified intomalaria and non-malaria groups based on microscopically confirmedblood smears; they were selected by means of random sampling.Cognitive performance was measured with two examination paperson mathematics and Indonesian language before and two weeksafter artesunate and amodiaquin treatment for three days in themalaria group. Independent or paired t-tests were used to analyzedifferences in mean scores of cognitive performance.Results From 925 children examined, 384 suffered from malaria.One-hundred and thirty three children were recruited from themalaria group and 132 children were recruited from the non-malaria group. There was no difference in the distribution ofgeneral characteristics of the subjects. There was a significantdifference in cognitive performance between the malaria andnon-malaria groups (P&lt;0.0001) before and after treatments. Inthe malaria group, there was a significant difference in cognitiveperformance before (mean 38.9; SD 15.19) and after treatment(mean 72.9; SD 10.41) with P&lt;O.OOOl.Conclusion Acute uncomplicated malaria significantly affectsthe cognitive performance of school children living in a malaria-endemic area.

Musical distracters, personality type and cognitive performance in school children

The aim of this study was to ascertain the nature of the interaction between the affective value of musical distraction, personality type and performance on the cognitive tasks of reading comprehension, free recall, mental arithmetic and verbal reasoning in children aged 11—12 years. It was hypothesized that the cognitive performance of extraverts would be signifcantly poorer when in the presence of background music that has a negatively affective value than when in the presence of background music that has a positively affective value. It was predicted that the converse of this would be true of introverts and neurotic personality types. Although few signifcant results were found in support of the central hypothesis, several results supported theoretical assumptions and showed clear trends that warrant further investigation. Limitations of this study and both experimental and interpretational problems in this area are discussed.