Agriculture Reference
In-Depth Information
tAble 11.1
linear growth Retardation and cognitive outcomes: Prospective cohort studies
Reference
sample
outcomes
covariates
Results
Berkmann et
al. 2002
Peru; random sample from periurban
shanty town; 239 children followed
from birth to 2 years old; 143 assessed
at 9 years
IQ WISC-R at age 9
years
Paternal education, school
type, grade level, tester
Severely stunted in second year of life lower IQ
(
p
= .011) than combined group (never stunted
and not severely stunted)
Martorell et
al. 1992
Guatemala; 4 villages; 243 subjects with
height measurement at 3 years assessed
at 18-26 years
Reasoning ability,
numeracy, literacy,
general knowledge
years at school
Village, maternal education,
household wealth
Height at 3 years signiicantly correlated with
schooling, literacy, knowledge, numeracy;
correlated with reasoning ability in males only
Mendez and
Adair, 1999
Philippines; birth cohort from randomly
selected administrative units; 2131
children with cognition at 8 years and
height at 2 years (69% of birth cohort)
Philippines nonverbal
intelligence test at age 8
and 11 years
Grade level, several social
background variables, birth
weight, maternal height,
sex, dietary fat
Children stunted at age 2 years had signiicantly
lower scores at 8 years; at 11 years, severely
stunted had signiicantly lower scores but not
those moderately stunted
Daniels and
Adair, 2004
Same cohort as above; 1997-2191
children with schooling data
Age at enrollment, grade
repetition, highest grade
attained
Parity, maternal height,
several social background
variables
1 SD greater height for age at 2 years associated
with reduced risks of late enrollment (boys
32%, girls 40%), grade repetition (boys 14%,
girls 22%), and dropout in primary (boys 26%,
girls 34%) or secondary school (boys 33%,
girls 9%, n.s.)
Walker et al,
2005
Stunted and nonstunted children aged
9-24 months from poor neighborhoods
in Kingston, Jamaica; 103 of 129
stunted followed up at 17 years, 64 of
84 nonstunted
IQ, reasoning ability,
vocabulary, verbal
analogies, memory,
reading, math, school
dropout
Maternal verbal IQ,
education, occupation,
housing, and hunger at 17
years; home environment
on enrollment
Stunted participants had signiicant deicits
compared to nonstunted in all tests except one
memory test and more likely to drop out of
school
n.s., not signiicant; WISC-R, Wechsler Intelligence Scale for Children—Revised.
