Kaja Z LeWinn1, Nicole R Bush1,2, Akansha Batra3, Frances Tylavsky4, David Rehkopf5. 1. Weill Institute for Neurosciences, Department of Psychiatry and Behavioral Sciences, University of California, San Francisco, San Francisco. 2. Department of Pediatrics, Division of Developmental Medicine, University of California, San Francisco, San Francisco. 3. University of California, San Francisco, San Francisco. 4. Preventive Medicine, University of Tennessee Health Science Center, Memphis. 5. Division of Primary Care and Population Health, Department of Medicine, Stanford University School of Medicine, Stanford, California.
Abstract
Importance: Inequities in social environments are likely associated with a large portion of racial disparities in childhood cognitive performance. Identification of the specific exposures associated with cognitive development is needed to inform prevention efforts. Objective: To identify modifiable factors associated with childhood cognitive performance. Design, Setting, and Participants: This longitudinal pregnancy cohort study included 1503 mother-child dyads who were enrolled in the University of Tennessee Health Science Center-Conditions Affecting Neurodevelopment and Learning in Early Life study between December 1, 2006, and July 31, 2011, and assessed annually until the children were aged 4 to 6 years. The analytic sample comprised 1055 mother-child dyads. A total of 155 prenatal, perinatal, and postnatal exposures were included to evaluate environment-wide associations. Participants comprised a community-based sample of pregnant women who were recruited between 16 weeks and 28 weeks of gestation from 4 hospitals in Shelby County, Tennessee. Women with high-risk pregnancies were excluded. Data were analyzed from June 1, 2018, to April 15, 2019. Exposures: Individual and neighborhood socioeconomic position, family structure, maternal mental health, nutrition, delivery complications, birth outcomes, and parenting behaviors. Main Outcomes and Measures: Child's full-scale IQ measured by the Stanford-Binet Intelligence Scales, Fifth Edition, at age 4 to 6 years. Results: Of 1055 children included in the analytic sample, 532 (50.4%) were female. Among mothers, the mean (SD) age was 26.0 (5.6) years; 676 mothers (64.1%) were Black, and 623 mothers (59.0%) had an educational level of high school or less. Twenty-four factors were retained in the least absolute shrinkage and selection operator regression analysis and full models adjusted for potential confounding. Associations were noted between child cognitive performance and parental education and breastfeeding; for each increase of 1.0 SD in exposure, positive associations were found with cognitive growth fostering from observed parent-child interactions (β = 1.12; 95% CI, 0.24-2.00) and maternal reading ability (β = 1.42; 95% CI, 0.16-2.68), and negative associations were found with parenting stress (β = -1.04; 95% CI, -1.86 to -0.21). A moderate increase in these beneficial exposures was associated with a notable improvement in estimated cognitive test scores using marginal means (0.5% of an SD). Black children experienced fewer beneficial cognitive performance exposures; in a model including all 24 exposures and covariates, no racial disparity was observed in cognitive performance (95% CIs for race included the null). Conclusions and Relevance: The prospective analysis identified multiple beneficial and modifiable cognitive performance exposures that were associated with mean differences in cognitive performance by race. The findings from this observational study may help guide experimental studies focused on reducing racial disparities in childhood cognitive performance.
Importance: Inequities in social environments are likely associated with a large portion of racial disparities in childhood cognitive performance. Identification of the specific exposures associated with cognitive development is needed to inform prevention efforts. Objective: To identify modifiable factors associated with childhood cognitive performance. Design, Setting, and Participants: This longitudinal pregnancy cohort study included 1503 mother-child dyads who were enrolled in the University of Tennessee Health Science Center-Conditions Affecting Neurodevelopment and Learning in Early Life study between December 1, 2006, and July 31, 2011, and assessed annually until the children were aged 4 to 6 years. The analytic sample comprised 1055 mother-child dyads. A total of 155 prenatal, perinatal, and postnatal exposures were included to evaluate environment-wide associations. Participants comprised a community-based sample of pregnant women who were recruited between 16 weeks and 28 weeks of gestation from 4 hospitals in Shelby County, Tennessee. Women with high-risk pregnancies were excluded. Data were analyzed from June 1, 2018, to April 15, 2019. Exposures: Individual and neighborhood socioeconomic position, family structure, maternal mental health, nutrition, delivery complications, birth outcomes, and parenting behaviors. Main Outcomes and Measures: Child's full-scale IQ measured by the Stanford-Binet Intelligence Scales, Fifth Edition, at age 4 to 6 years. Results: Of 1055 children included in the analytic sample, 532 (50.4%) were female. Among mothers, the mean (SD) age was 26.0 (5.6) years; 676 mothers (64.1%) were Black, and 623 mothers (59.0%) had an educational level of high school or less. Twenty-four factors were retained in the least absolute shrinkage and selection operator regression analysis and full models adjusted for potential confounding. Associations were noted between child cognitive performance and parental education and breastfeeding; for each increase of 1.0 SD in exposure, positive associations were found with cognitive growth fostering from observed parent-child interactions (β = 1.12; 95% CI, 0.24-2.00) and maternal reading ability (β = 1.42; 95% CI, 0.16-2.68), and negative associations were found with parenting stress (β = -1.04; 95% CI, -1.86 to -0.21). A moderate increase in these beneficial exposures was associated with a notable improvement in estimated cognitive test scores using marginal means (0.5% of an SD). Black children experienced fewer beneficial cognitive performance exposures; in a model including all 24 exposures and covariates, no racial disparity was observed in cognitive performance (95% CIs for race included the null). Conclusions and Relevance: The prospective analysis identified multiple beneficial and modifiable cognitive performance exposures that were associated with mean differences in cognitive performance by race. The findings from this observational study may help guide experimental studies focused on reducing racial disparities in childhood cognitive performance.
Authors: Erin R Wallace; Yu Ni; Christine T Loftus; Alexis Sullivan; Erin Masterson; Adam A Szpiro; Drew B Day; Morgan Robinson; Kurunthachalam Kannan; Fran A Tylavsky; Sheela Sathyanarayana; Nicole R Bush; Kaja Z LeWinn; Catherine J Karr Journal: Environ Int Date: 2021-12-11 Impact factor: 9.621
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Authors: Doretta Caramaschi; Alexander Neumann; Andres Cardenas; Gwen Tindula; Silvia Alemany; Lea Zillich; Giancarlo Pesce; Jari M T Lahti; Alexandra Havdahl; Rosa Mulder; Janine F Felix; Henning Tiemeier; Lea Sirignano; Josef Frank; Stephanie H Witt; Marcella Rietschel; Michael Deuschle; Karen Huen; Brenda Eskenazi; Tabea Sarah Send; Muriel Ferrer; Maria Gilles; Maria de Agostini; Nour Baïz; Sheryl L Rifas-Shiman; Tuomas Kvist; Darina Czamara; Samuli T Tuominen; Caroline L Relton; Dheeraj Rai; Stephanie J London; Katri Räikkönen; Nina Holland; Isabella Annesi-Maesano; Fabian Streit; Marie-France Hivert; Emily Oken; Jordi Sunyer; Charlotte A M Cecil; Gemma Sharp Journal: Mol Psychiatry Date: 2022-02-10 Impact factor: 13.437
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