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The relation between low-level lead ...

McDiarmid, Melanie D.

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The relation between low-level lead exposure and attention in preschool children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relation between low-level lead exposure and attention in preschool children./
作者:	McDiarmid, Melanie D.
面頁冊數:	200 p.
附註:	Major Professor: Kimberly Andrews Espy.
Contained By:	Dissertation Abstracts International63-09B.
標題:	Health Sciences, Toxicology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3065162
ISBN:	0493841008

The relation between low-level lead exposure and attention in preschool children.
McDiarmid, Melanie D.

The relation between low-level lead exposure and attention in preschool children. - 200 p.

Major Professor: Kimberly Andrews Espy.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2002.

Approximately 900,000 children currently are exposed to levels of environmental lead (Pb) exceeding national guidelines set by the U.S. Center for Disease Control and Prevention (Tips, Falk, & Jackson, 1998). Studies of the effects of low-level lead exposure (LE) have produced mixed results. In general, a small to moderate inverse relation between low-level LE and global measures of cognitive functioning has been observed (Needleman & Gatsonis, 1990) in addition to a negative relation between LE in early childhood and later academic outcome (e.g., Bellinger et al., 1984).

ISBN: 0493841008Subjects--Topical Terms:

1017752
Health Sciences, Toxicology.

The relation between low-level lead exposure and attention in preschool children.
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245 1 0 $a The relation between low-level lead exposure and attention in preschool children.
300 $a 200 p.
500 $a Major Professor: Kimberly Andrews Espy.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: B, page: 4395.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2002.
520 $a Approximately 900,000 children currently are exposed to levels of environmental lead (Pb) exceeding national guidelines set by the U.S. Center for Disease Control and Prevention (Tips, Falk, & Jackson, 1998). Studies of the effects of low-level lead exposure (LE) have produced mixed results. In general, a small to moderate inverse relation between low-level LE and global measures of cognitive functioning has been observed (Needleman & Gatsonis, 1990) in addition to a negative relation between LE in early childhood and later academic outcome (e.g., Bellinger et al., 1984).
520 $a How early LE affects intellectual functioning and academic achievement has remained unclear, as research using specific neuropsychological measures has been inconclusive. One outcome area that has not been investigated adequately is attention. However, regulatory and executive aspects of attention are correlated consistently with LE (Bellinger & Stiles, 1993). Given the widespread effects of LE on the brain, early LE may disturb attention processes resulting in poorer academic and behavioral outcome. Therefore, this study investigated the relation between low-level LE and attention using a multidimensional, comprehensive approach to outcome assessment.
520 $a In this investigation, 45 children (age 30 to 66 months) with low-level LE (peak Pb screening results ≥5 μg/dl; LLE group) were compared to 34 children with negligible Pb screening results (very low-level LE; VLLE group). Using principal components analysis, three attention factors (Focus/Execute, Sustain, Shift) were identified, consistent with Mirsky, Anthony, Duncan, Ahearn, and Kellam (1991). The Sustain and Shift component composite scores differed as a function of LE group, even after covariates (age, maternal education, estimated child IQ) were controlled statistically, but parent ratings of attention-related behaviors did not. Children with low-level LE responded more perseveratively, evidenced by both more optimal scores on measures of sustained attention and less optimal performance on tasks requiring cognitive shifting. Multiple regression analyses failed to discern a predictive association between peak BPb levels and any cognitive or behavioral attention measures, suggesting that LE effects at this low level represent a threshold rather than a continuum. Furthermore, neither a mediator nor moderator model adequately described the relations among LE, home environment, and attention outcome.
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791 $a Ph.D.
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