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Barbara J M H Jefferis a Institute of Child Health, Centre for
Paediatric Epidemiology and Biostatistics, London WC1N 1EH, b Department of Health Care and
Epidemiology, Faculty of Medicine, University of British Columbia,
Vancouver, BC, Canada V6T 1Z3
Correspondence to: C Power C.Power{at}ich.ucl.ac.uk
Objectives:
To examine the combined effect of social
class and weight at birth on cognitive trajectories during school age and the associations between birth weight and educational outcomes through to 33 years.
What is already known on this topic
This is maintained across the range of normal birth weights What this study adds
The relation between maths scores and birth weight persists across
birth weights after adjustment for gestational age, parental education,
and other potential confounding factors Trajectories of maths attainment diverge, with more affluent social
groups increasing their relative advantage whereas the effect of birth
weight remains constant over time
Design:
Longitudinal, population based, birth cohort study.
Participants:
10 845 males and females born during
3-9 March 1958 with information on birth weight, social class, and
cognitive tests.
Main outcome measures:
Reading, maths, draw a man,
copying designs, verbal and non-verbal ability tests at ages 7, 11, and
16, highest qualifications achieved by 33, and trajectories of maths
standardised scores at 7-16 years.
Results:
The outcome of all childhood cognitive tests and educational achievements improved significantly with increasing birth weight. Analysis of maths scores at 7 and of highest
qualifications achieved by 33 showed that the relations were robust to
adjustment for potential confounding factors. For each kilogram
increase in birth weight, maths z score increased by 0.17 (adjusted
estimate 0.15, 95% confidence interval 0.10 to 0.21) for males and
0.21 (0.20, 0.14 to 0.25) for females. Trajectories of maths z scores between 7 and 16 years diverged for different social class groups: participants from classes I and II increased their relative position on
the score with increasing age, whereas classes IV and V showed a
relative decline with increasing age. Birth weight explained much less
of the variation in cognition than did social class (range 0.5-1.5%
v 2.9-12.5%).
Conclusions:
The postnatal environment has an
overwhelming influence on cognitive function through to early
adulthood, but these strong effects do not explain the weaker but
independent association with birth weight.
Weight at birth is associated with later cognitive
development
Social class at birth and birth weight have independent effects on
maths scores in childhood, but social class at birth explains more of
the variation in the scores
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