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The influence of birth weight and socioeconomic position on cognitive development: Does the early home and learning environment modify their effects?

Power, C; Jefferis, BJMH; Manor, O; Hertzman, C; (2006) The influence of birth weight and socioeconomic position on cognitive development: Does the early home and learning environment modify their effects? J PEDIATR , 148 (1) 54 - 61. 10.1016/j.jpeds.2005.07.028.

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Abstract

Objective To establish whether effects of birth weight and socioeconomic position on cognition are explained or modified by home or learning environments.Study design Prospective birth cohort (n = 13,980) with math tests at 7, 11, and 16 years of age and qualifications by 33 years of age.Results For 1 kg increase in birth weight, 7-year math Z score increased 0.23 (0.19 adjusted for parental interest in child's progress) and adult qualifications increased 0.22 (on a 5-point scale). Maternal reading benefited math less among lower than higher birth weights (p < .05). The birth weight effect remained unchanged 7 to 16 years of age. For each increment in social class (4 categories; IV&V to I&II), 7-year math increased 0.19 (0.12 adjusted for parental interest). Benefits of mother's reading and father's interest were greatest in classes IV&V (interaction p < .05). The difference in Z scores between classes I&II to IV&V was 0.57 at 7 years; 1.12 at 16 years of age. Estimates were little affected by home and school factors. Adult qualifications increased 0.40 per unit social class (0.33 adjusted for parental interest). Maternal interest reduced the chances of those from unskilled manual origins gaining few qualifications (p < .05). Similarly, interactions were seen for maternal reading and paternal interest.Conclusion Influences in the home partly underlie associations between social background and cognition, but they do little to explain a birth weight/cognition association.

Type: Article
Title: The influence of birth weight and socioeconomic position on cognitive development: Does the early home and learning environment modify their effects?
DOI: 10.1016/j.jpeds.2005.07.028
Keywords: PERINATAL COMPLICATIONS, EARLY INTERVENTION, RISK-FACTORS, CHILDHOOD, ADULTHOOD, CHILDREN, COHORT, HEALTH, ADVERSITY, ABILITY
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Pop Health Sciences > Institute of Epidemiology and Health
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Pop Health Sciences > Institute of Epidemiology and Health > Primary Care and Population Health
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Pop Health Sciences > UCL GOS Institute of Child Health
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Pop Health Sciences > UCL GOS Institute of Child Health > ICH Pop, Policy and Practice Prog
URI: http://discovery.ucl.ac.uk/id/eprint/87533
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