Learning achievement and behavior at school of anemic and non-anemic infants
In a prospective study the learning achievement and behaviour of second grade children who were anemic in infancy ( n = 20) was compared with that of non-anemic children ( n = 55). All children received preventive care and were under surveillance from birth at the Community Health and Research Cente...
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Veröffentlicht in: | Early human development 1985, Vol.10 (3), p.217-223 |
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description | In a prospective study the learning achievement and behaviour of second grade children who were anemic in infancy (
n = 20) was compared with that of non-anemic children (
n = 55). All children received preventive care and were under surveillance from birth at the Community Health and Research Center of Hadassah in Jerusalem. The anemic children had a hemoglobin level of less than 10.5 g/dl whereas the comparison group had more than 11.5 g/dl at 9 months of age. The learning achievement score was significantly lower in the anemic group 9.3 S.D. 3.8, than in the non-anemic group 11.5 S.D. 2.9 (P = 0.009). The positive task orientation was also significantly lower in the anemic group, though on additional behavior scores no differences were found. Differences remained significant even after controlling for maternal education and sex of child in a multivariate analysis. It is possible that an iron deficiency state which persists during the critical period of brain development in infancy has long-lasting effects on cognitive functioning. Prevention of iron deficiency may contribute to promotion of child development and better achievement. |
doi_str_mv | 10.1016/0378-3782(85)90052-0 |
format | Article |
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n = 20) was compared with that of non-anemic children (
n = 55). All children received preventive care and were under surveillance from birth at the Community Health and Research Center of Hadassah in Jerusalem. The anemic children had a hemoglobin level of less than 10.5 g/dl whereas the comparison group had more than 11.5 g/dl at 9 months of age. The learning achievement score was significantly lower in the anemic group 9.3 S.D. 3.8, than in the non-anemic group 11.5 S.D. 2.9 (P = 0.009). The positive task orientation was also significantly lower in the anemic group, though on additional behavior scores no differences were found. Differences remained significant even after controlling for maternal education and sex of child in a multivariate analysis. It is possible that an iron deficiency state which persists during the critical period of brain development in infancy has long-lasting effects on cognitive functioning. Prevention of iron deficiency may contribute to promotion of child development and better achievement.</description><identifier>ISSN: 0378-3782</identifier><identifier>EISSN: 1872-6232</identifier><identifier>DOI: 10.1016/0378-3782(85)90052-0</identifier><identifier>PMID: 3987574</identifier><identifier>CODEN: EHDEDN</identifier><language>eng</language><publisher>Lausanne: Elsevier Ireland Ltd</publisher><subject>Achievement ; anemia ; Anemia, Hypochromic ; Anemias. Hemoglobinopathies ; Biological and medical sciences ; Child ; Child Behavior ; Child, Preschool ; Diseases of red blood cells ; Female ; Follow-Up Studies ; Hematologic and hematopoietic diseases ; Humans ; Israel ; Learning ; learning achievement ; long-term effect ; Male ; Medical sciences ; Prospective Studies</subject><ispartof>Early human development, 1985, Vol.10 (3), p.217-223</ispartof><rights>1985</rights><rights>1985 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c386t-7f09684cb0c5291923e671665c772a8e7b3aeae124fd927c0730704b8f12e3123</citedby><cites>FETCH-LOGICAL-c386t-7f09684cb0c5291923e671665c772a8e7b3aeae124fd927c0730704b8f12e3123</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/0378-3782(85)90052-0$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,4024,27923,27924,27925,45995</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=9172574$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/3987574$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Palti, Hava</creatorcontrib><creatorcontrib>Meijer, Alexander</creatorcontrib><creatorcontrib>Adler, Bella</creatorcontrib><title>Learning achievement and behavior at school of anemic and non-anemic infants</title><title>Early human development</title><addtitle>Early Hum Dev</addtitle><description>In a prospective study the learning achievement and behaviour of second grade children who were anemic in infancy (
n = 20) was compared with that of non-anemic children (
n = 55). All children received preventive care and were under surveillance from birth at the Community Health and Research Center of Hadassah in Jerusalem. The anemic children had a hemoglobin level of less than 10.5 g/dl whereas the comparison group had more than 11.5 g/dl at 9 months of age. The learning achievement score was significantly lower in the anemic group 9.3 S.D. 3.8, than in the non-anemic group 11.5 S.D. 2.9 (P = 0.009). The positive task orientation was also significantly lower in the anemic group, though on additional behavior scores no differences were found. Differences remained significant even after controlling for maternal education and sex of child in a multivariate analysis. It is possible that an iron deficiency state which persists during the critical period of brain development in infancy has long-lasting effects on cognitive functioning. Prevention of iron deficiency may contribute to promotion of child development and better achievement.</description><subject>Achievement</subject><subject>anemia</subject><subject>Anemia, Hypochromic</subject><subject>Anemias. Hemoglobinopathies</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Behavior</subject><subject>Child, Preschool</subject><subject>Diseases of red blood cells</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Hematologic and hematopoietic diseases</subject><subject>Humans</subject><subject>Israel</subject><subject>Learning</subject><subject>learning achievement</subject><subject>long-term effect</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Prospective Studies</subject><issn>0378-3782</issn><issn>1872-6232</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1985</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kE1LxDAQhoMo67r6DxR6ENFDNR9tk1wEWfyCghc9hzSdupE20aS74L-3uy179BCGzPvMMDwInRN8SzAp7jDjIh0evRb5jcQ4pyk-QHMiOE0Lyughmu-RY3QS4xceICHxDM2YFDzn2RyVJejgrPtMtFlZ2EAHrk-0q5MKVnpjfUh0n0Sz8r5NfDMk0FmzA5x36fS1rtGuj6foqNFthLOpLtDH0-P78iUt355flw9lapgo-pQ3WBYiMxU2OZVEUgYFJ0WRG86pFsArpkEDoVlTS8oN5gxznFWiIRQYoWyBrsa938H_rCH2qrPRQNsO5_h1VLzAPMtlNoDZCJrgYwzQqO9gOx1-FcFqK1FtDamtISVytZM4tBboYtq_rjqo90OTtSG_nHIdjW6boJ2xcY9JwumI3Y8YDC42FoKKxoIzUNsAple1t__f8Qc4ZowF</recordid><startdate>1985</startdate><enddate>1985</enddate><creator>Palti, Hava</creator><creator>Meijer, Alexander</creator><creator>Adler, Bella</creator><general>Elsevier Ireland Ltd</general><general>Elsevier</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>1985</creationdate><title>Learning achievement and behavior at school of anemic and non-anemic infants</title><author>Palti, Hava ; Meijer, Alexander ; Adler, Bella</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c386t-7f09684cb0c5291923e671665c772a8e7b3aeae124fd927c0730704b8f12e3123</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1985</creationdate><topic>Achievement</topic><topic>anemia</topic><topic>Anemia, Hypochromic</topic><topic>Anemias. Hemoglobinopathies</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Behavior</topic><topic>Child, Preschool</topic><topic>Diseases of red blood cells</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Hematologic and hematopoietic diseases</topic><topic>Humans</topic><topic>Israel</topic><topic>Learning</topic><topic>learning achievement</topic><topic>long-term effect</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Prospective Studies</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Palti, Hava</creatorcontrib><creatorcontrib>Meijer, Alexander</creatorcontrib><creatorcontrib>Adler, Bella</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Early human development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Palti, Hava</au><au>Meijer, Alexander</au><au>Adler, Bella</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Learning achievement and behavior at school of anemic and non-anemic infants</atitle><jtitle>Early human development</jtitle><addtitle>Early Hum Dev</addtitle><date>1985</date><risdate>1985</risdate><volume>10</volume><issue>3</issue><spage>217</spage><epage>223</epage><pages>217-223</pages><issn>0378-3782</issn><eissn>1872-6232</eissn><coden>EHDEDN</coden><abstract>In a prospective study the learning achievement and behaviour of second grade children who were anemic in infancy (
n = 20) was compared with that of non-anemic children (
n = 55). All children received preventive care and were under surveillance from birth at the Community Health and Research Center of Hadassah in Jerusalem. The anemic children had a hemoglobin level of less than 10.5 g/dl whereas the comparison group had more than 11.5 g/dl at 9 months of age. The learning achievement score was significantly lower in the anemic group 9.3 S.D. 3.8, than in the non-anemic group 11.5 S.D. 2.9 (P = 0.009). The positive task orientation was also significantly lower in the anemic group, though on additional behavior scores no differences were found. Differences remained significant even after controlling for maternal education and sex of child in a multivariate analysis. It is possible that an iron deficiency state which persists during the critical period of brain development in infancy has long-lasting effects on cognitive functioning. Prevention of iron deficiency may contribute to promotion of child development and better achievement.</abstract><cop>Lausanne</cop><cop>New York,NY</cop><cop>Amsterdam</cop><pub>Elsevier Ireland Ltd</pub><pmid>3987574</pmid><doi>10.1016/0378-3782(85)90052-0</doi><tpages>7</tpages></addata></record> |
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subjects | Achievement anemia Anemia, Hypochromic Anemias. Hemoglobinopathies Biological and medical sciences Child Child Behavior Child, Preschool Diseases of red blood cells Female Follow-Up Studies Hematologic and hematopoietic diseases Humans Israel Learning learning achievement long-term effect Male Medical sciences Prospective Studies |
title | Learning achievement and behavior at school of anemic and non-anemic infants |
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