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Table of Contents
Vol. 36, No. 3, 2011
Issue release date: June 2011
Section title: Original Paper
Free Access
Neuroepidemiology 2011;36:162–168

Socioeconomic Position and Cognitive Function in the Seychelles: A Life Course Analysis

Kobrosly R.W.a · van Wijngaarden E.a · Galea S.e · Cory-Slechta D.A.b · Love T.c · Hong C.f · Shamlaye C.F.g · Davidson P.W.d
Departments of aCommunity and Preventive Medicine, bEnvironmental Medicine, cBiostatistics and Computational Biology, and dPediatrics, University of Rochester School of Medicine and Dentistry, Rochester, N.Y., eDepartment of Epidemiology, Mailman School of Public Health, Columbia University, New York City, N.Y., and fCollege of Arts, Sciences, Engineering, University of Rochester, Rochester, N.Y., USA; gMinistry of Health, Victoria, Republic of Seychelles
email Corresponding Author

Roni W. Kobrosly

Department of Community and Preventive Medicine

University of Rochester School of Medicine and Dentistry

601 Elmwood Avenue, Box 644, Rochester, NY 14642 (USA)

Tel. +1 585 276 4840, E-Mail Roni_Kobrosly@URMC.Rochester.edu

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Objective: Poorer socioeconomic conditions early in life have been linked with memory, attention and learning deficits in adulthood, as well as with specific areas of educational achievement. It remains unclear, however, whether these distal associations are mediated by more current socioeconomic factors. In this study, we sought to confirm the relation between early-life socioeconomic position (SEP) and adult cognitive function, and to examine potential mediation by contemporaneous SEP. Methods: Data from 463 young adults from the Main Cohort of the Seychelles Child Development Study were analyzed using subtests of the Cambridge Neurological Test Automated Battery and the Woodcock Johnson Test of Scholastic Achievement in relation to maternal Hollingshead Social Status Index scores at study enrollment (infancy), follow-up at 107 months, and follow-up at 17 years. Results: Findings include evidence of a link between infant-period SEP and 17-year memory, which was not mediated by childhood and 17-year SEP. Verbal and mathematical achievement at 17 years was associated with SEP at all points in the life course. Conclusions: SEP at different points during the young-adult life course may affect different cognitive domains later in life, which may provide targets for societal investment in ensuring adequate family resources throughout childhood and adolescence.

© 2011 S. Karger AG, Basel

Article / Publication Details

First-Page Preview
Abstract of Original Paper

Received: December 13, 2010
Accepted: February 16, 2011
Published online: April 20, 2011
Issue release date: June 2011

Number of Print Pages: 7
Number of Figures: 0
Number of Tables: 3

ISSN: 0251-5350 (Print)
eISSN: 1423-0208 (Online)

For additional information: http://www.karger.com/NED

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