Breastfeeding and later cognitive and academic outcomes
Breastfeeding and later cognitive and academic outcomes
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DOI：
10.1542/peds.101.1.e9
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发表时间：
1998-01-01
期刊：
影响因子：
8
通讯作者：
Fergusson, DM
中科院分区：
文献类型：
--
作者：
Horwood, LJ;Fergusson, DM
Objective.本研究采用一项对1000名以上新西兰儿童进行的18年纵向研究过程中收集的数据，探讨了母乳喂养持续时间与儿童认知能力和学习成绩之间的关系。在婴儿出生到1岁期间，收集了关于母亲母乳喂养做法的资料。在8至18年的时间里，对样本成员进行了一系列认知和学术成果的评估，包括儿童智商的测量;教师对学校表现的评分;阅读理解、数学和学术能力的标准化测试;离校考试的通过率;以及无资格离校。母乳喂养持续时间的增加与以下方面的一致性和统计学显著性增加相关：1）8岁和9岁时评估的智商; 2）10至13岁期间评估的阅读理解、数学能力和学术能力; 3）8岁和12岁时评估的阅读和数学教师评分;（四）毕业考试成绩提高。母乳喂养时间大于或等于8个月的儿童的平均测试分数比奶瓶喂养的儿童高出0.35至0.59 SD单位。选择母乳喂养的母亲往往年龄较大;受过更好的教育;来自较高的社会经济地位家庭;双亲家庭;怀孕期间不吸烟;收入和生活水平高于平均水平。此外，母乳喂养率随着出生体重的增加而增加，第一个孩子更有可能接受母乳喂养。对母亲和其他与母乳喂养相关的因素进行回归调整，降低了母乳喂养与认知或教育结果之间的关联。尽管如此，在12个模型中的10个中，母乳喂养的合适持续时间仍然是后期认知或教育结果的重要预测因素。在调整混杂因素后，母乳喂养大于或等于8个月的儿童的平均测试分数比非母乳喂养的儿童高0.11至0.30 SD单位。它的结论是，brcastfeeding是与小，但可检测到的儿童认知能力和教育成就的增加。这些影响是1）普遍存在的，反映在一系列措施中，包括标准化考试，教师评级和高中的学业成绩; 2）相对持久，从童年一直延续到成年。
Objective. This study examines the associations between duration of breastfeeding and childhood cognitive ability and academic achievement over the period from 8 to 18 years using data collected during the course of an 18-year longitudinal study of a birth cohort of >1000 New Zealand children.Method. During the period from birth to age 1 year, information was collected on maternal breastfeeding practices. Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.Results. Increasing duration of breastfeeding was associated with consistent and statistically significant increases in 1) intelligence quotient assessed at ages 8 and 9 years; 2) reading comprehension, mathematical ability, and scholastic ability assessed during the period from 10 to 13 years; 3) teacher ratings of reading and mathematics assessed at 8 and 12 years; and 4) higher levels of attainment in school leaving examinations. Children who were breastfed for greater than or equal to 8 months had mean test scores that were between 0.35 and 0.59 SD units higher than children who were bottle-fed.Mothers who elected to breastfeed tended to be older; better educated; from upper socioeconomic status families; were in a two-parent family; did not smoke during pregnancy; and experienced above average income and living standards. Additionally, rates of breastfeeding increased with increasing birth weight, and first-born children were more likely to be breastfed.Regression adjustment for maternal and other factors associated with breastfeeding reduced the associations between breastfeeding and cognitive or educational outcomes. Nonetheless, in 10 of the 12 models, fitted duration of breastfeeding remained a significant predictor of later cognitive or educational outcomes. After adjustment for confounding factors, children who were breastfed for greater than or equal to 8 months had mean test scores that were between 0.11 and 0.30 SD units higher than those not breastfed.Conclusions. It is concluded that brcastfeeding is associated with small but detectable increases in child cognitive ability and educational achievement. These effects are 1) pervasive, being reflected in a range of measures including standardized tests, teacher ratings, and academic outcomes in high school; and 2) relatively long-lived, extending throughout childhood into young adulthood.