Green spaces and cognitive development in primary schoolchildren
Green spaces and cognitive development in primary schoolchildren
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DOI：
10.1073/pnas.1503402112
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发表时间：
2015-06-30
影响因子：
11.1
通讯作者：
Sunyer, Jordi
中科院分区：
文献类型：
--
作者：
Dadvand, Payam;Nieuwenhuijsen, Mark J.;Sunyer, Jordi
接触绿色空间与更好的身心健康有关。尽管这种接触也可能影响儿童的认知发展，但关于这种影响的现有流行病学证据很少。本研究旨在评估小学生接触绿色空间与认知发展指标之间的关联。这项研究以西班牙巴塞罗那 36 所小学的 2,593 名二年级至四年级（7-10 岁）学生为对象（2012-2013 年）。通过对每个结果进行四次重复（每 3 个月）计算机化认知测试，将认知发展评估为工作记忆发展轨迹、优越工作记忆和注意力不集中的 12 个月变化。我们通过使用高分辨率 (5 m x 5 m) 卫星绿化数据（归一化植被指数）来表征家庭和学校以及通勤期间的室外周围绿化度，从而评估了绿色空间的暴露程度。多层次建模用于估计绿色空间和认知发展之间的关联。我们观察到工作记忆和卓越工作记忆在 12 个月内得到了增强，并且与学校边界内和周围的绿化以及周围总绿化指数（包括家庭、通勤路线和学校周围的绿化）相关的注意力不集中现象在 12 个月内得到了更大程度的减少。在模型中添加与交通相关的空气污染物（元素碳）可以解释我们估计的学校绿化程度与 12 个月认知发展之间 20-65% 的关联。我们的研究表明，接触绿色空间与学童认知发展之间存在有益关联，部分原因是减少接触空气污染。
Exposure to green space has been associated with better physical and mental health. Although this exposure could also influence cognitive development in children, available epidemiological evidence on such an impact is scarce. This study aimed to assess the association between exposure to green space and measures of cognitive development in primary schoolchildren. This study was based on 2,593 schoolchildren in the second to fourth grades (7-10 y) of 36 primary schools in Barcelona, Spain (2012-2013). Cognitive development was assessed as 12-mo change in developmental trajectory of working memory, superior working memory, and inattentiveness by using four repeated (every 3 mo) computerized cognitive tests for each outcome. We assessed exposure to green space by characterizing outdoor surrounding greenness at home and school and during commuting by using high-resolution (5 m x 5 m) satellite data on greenness (normalized difference vegetation index). Multilevel modeling was used to estimate the associations between green spaces and cognitive development. We observed an enhanced 12-mo progress in working memory and superior working memory and a greater 12-mo reduction in inattentiveness associated with greenness within and surrounding school boundaries and with total surrounding greenness index (including greenness surrounding home, commuting route, and school). Adding a traffic-related air pollutant (elemental carbon) to models explained 20-65% of our estimated associations between school greenness and 12-mo cognitive development. Our study showed a beneficial association between exposure to green space and cognitive development among schoolchildren that was partly mediated by reduction in exposure to air pollution.