Thirty-year follow-up observation of the impact of iodine fortification strategy on intellectual development of children / 中华地方病学杂志

Objective:To follow up and observe the intellectual development of school children aged 8 to 10 in Baicheng County, Xinjiang Uygur Autonomous Region, which was a severe iodine deficiency disorders region in history, before and after effective control of the disease, in order to evaluate the impact of iodine supplementation on protection of children's intellectual development and provide a theoretical basis for scientific supplements of iodine.Methods:From 1989 to 2018, Combined Raven's Test for Rural in China (CRT-RC) was used to observe the intellectual development status of 660 Uyghur school children aged 8 to 10 in Baicheng County in 1989, 2002, 2006, 2012 and 2018, respectively. Children's intelligence quotient (IQ) was calculated using CRT-RC's 1987 normal sample of rural children in the same age group; the data of average iodized salt coverage rate (C-IS) and childhood goiter rate (GR) from multiple local surveys and the median urinary iodine (MUIC) of children were collected, combined with the "Criteria for Elimination of Iodine Deficiency Disorders" (GB 16006-2008) and the United Nations International Children's Emergency Fund (UNICEF) recommended standards, the status of iodine deficiency during children's growth (IDG) was divided into complete exposure to iodine deficiency, no exposure, and semi-exposed. The Flynn effect (FE) gain was calculated using norm samples of children aged 8 to 10 in 1987, 1996 and 2006 of CRT-RC, and the differences in children's intellectual development after FE correction before and after IDG reached the standard were compared.Results:The IQ of children were (81.67 ± 14.13), (83.26 ± 14.05), (89.68 ± 13.58), (98.50 ± 14.33) and (103.23 ± 15.25) points in Baicheng County in 1989, 2002, 2006, 2012 and 2018, respectively, the difference between different years was statistically significant ( F = 58.357, P < 0.01). The three indicators of C-IS, GR, and MUIC didn't meet the standards during the IDG evaluation period in the 1989, 2002, and 2006 groups, which were the complete exposure to iodine deficiency; in the 2012 group, only the MUIC met the standard, which was semi-exposed; in the 2018 group, three indicators all met the standard, which was no exposure. The FE gains of 1987 with 1996, 1996 with 2006 were 0.96 points/year and 0.74 points/year, respectively; after FE correction, the actual gains of IQ of 2002 and 2006 compared with 1989, 2012 and 2018 compared with 2006 were - 9.57, - 6.11, 4.38, and 4.67 points, respectively. Conclusions:In iodine deficiency areas, intermittent iodine supplementation (1989 - 2009) for children exposed to iodine deficiency during growth still cannot effectively protect children's intellectual development; continuous and effective iodine supplementation (2010 - 2018) with iodized salt as the core and covering children's growth period has obvious positive effects on protection of children's normal intellectual development. In the future, we will continue to observe the influence of IDG full-cycle suitable iodine nutrition on children's intellectual development.

Advance in Early Intervention of Intellectual Development Disorders (review) / 中国康复理论与实践

Intellectual development disorders are a group of etiologically diverse conditions originating during the developmental period characterized by significantly below average intellectual functioning and adaptive behavior. It is important to combine the personalized intervention with games and activities of daily living in community and family. Moreover, early intervention methods such as multi-sensory stimulation, activity observation training, goals-activity-motor enrichment are needed to improve their cognitive function; special education, intervention of behavioral, medicine and training of social skills, self-esteem and emotional quotient, to improve the outcome of children with intellectual development disorder.

Trastorno del desarrollo intelectual: Superposiciones con el trastorno del espectro autista y el trastorno por déficit de atención e hiperactividad / Intellectual developmental disability overlapping with autism spectrum disorder and attention deficit-hyperactivity disorder

Nunca dejará de ser interesante y relevante el tema de las discapacidades que abarcan la cognición y la adaptabilidad. La etiología genética tiene cada día más peso. La relación con otros trastornos del neurodesarrollo como el trastorno del espectro autista (TEA) y el trastorno por déficit de atención e hiperactividad (TDAH), es de importancia clínica, diagnóstica y terapéutica. Realizamos una revisión sobre el trastorno del desarrollo intelectual (TDI) y su implicación con el TEA y el TDAH. Desde Hipócrates hasta la actualidad los trastornos que afectan las habilidades de aprendizaje, conducta y socialización han sido sujeto de estudios y han variado sobre todo en la denominación como entidad y su percepción desde el punto de vista humano y social. La etiología del TDI en la mayoría de los casos es un enigma y los avances genéticos son la piedra angular para dilucidar el origen de este trastorno del neurodesarrollo, así como su relación con otros como el TEA y el TDAH. El trastorno del desarrollo intelectual, el más antiguo con respecto a definición, estudio y abordaje, aún presenta incógnitas sobre todo de origen etiológico. Su relación con otros trastornos del neurodesarrollo como el TEA y el TDAH es evidente por poseer áreas comunes de afectación, pudiendo ser diagnósticos coincidentes.

The subject of disabilities that include cognition and adaptability will never cease to be interesting and relevant. The genetic etiology has more weight every day. The relationship with other neurodevelopmental disorders such as autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) is of clinical, diagnostic and therapeutic importance. The objective was to conduct a review of intellectual development disorder and its implication with ASD and ADHD. From Hippocrates to the present the disorders that affect learning, behavior and socialization skills have been the subject of studies and have varied, above all, in the denomination as an entity and its perception from the human and social point of view. The etiology of intellectual development disorders in most cases is an enigma and genetic advances are the cornerstone to elucidate the origin of this neurodevelopmental disorder, as well as its relationship with others such as ASD and ADHD. The disorder of intellectual development, the oldest one with respect to definition, study and approach, still presents mysteries above all of etiological origin. Its relationship with other neurodevelopmental disorders such as ASD and ADHD is evident by having common areas of involvement, which may be coincident diagnoses.

The effect of sequential, comprehensive, preventive intervention on the development of premature infants' intelligence / 中华物理医学与康复杂志

Objective To explore the effect of sequential and comprehensive preventative measures on the development of premature infants' intelligence.Methods A cohort of 120 premature infants was randomly divided into an observation group and a control group,each of 60.Both groups were given routine premature infant care,but the observation group was additionally provided with sequential and comprehensive preventive intervention.It included neonatal screening,inpatient-outpatient link-up,and their parents' watching CDs explaining early childhood education and health education.All of the infants were followed up from birth to 3 years old.Their adaptive capacity,fine motor skills,language acquisition,gross motor skills and social communication were evaluated at 12,24 and 36 months old using a child intelligence developmental scale for neurological development.Development intelligence quotients (DQs) were calculated and compared.Results After 12 months,significant inter-group differences were observed in adaptability and fine motor control.At 24 and 36 months old there were also significant differences in language skills.At one,two and 3 years old the average DQ of the observation group was significantly higher than that of the control group.Significant within-group differences in average DQ were observed in both groups between 1 and 2 years old,but not between 2 and 3.Conclusion Intervention within two years after birth is critical for premature infants.Timely,sequential,integrated,preventive intervention can promote the development of intelligence and better life quality for premature infants.

Función ejecutiva y entrenamiento computarizado en niños de 7 a 12 años con discapacidad intelectual / Executive function and computer-based training in children aged 7-12 with intellectual disability

Se presenta un estudio comparativo de la función ejecutiva (componentes de planeación y flexibilidad), por medio de un programa de entrenamiento cognitivo computarizado aplicado a niños y niñas con discapacidad intelectual. La discapacidad intelectual es una problemática mundial y local en constante crecimiento, sin embargo, son pocos los estudios encontrados en cuanto a procesos de intervención para población con discapacidad intelectual que involucran programas computarizados en relación con el funcionamiento ejecutivo y que sirvan como referente tanto para procesos de acompañamiento neuropsicológico como pedagógico. En este estudio, se empleó una muestra poblacional de 20 niños y niñas antioqueños (colombianos) con diagnóstico de discapacidad intelectual, entre los 7 y 12 años de edad, divididos en grupo caso (10) y grupo control (10). El estudio empleó un diseño pretest-postest; el grupo caso tuvo un proceso de entrenamiento con el programa computarizado Lumosity durante 15 sesiones, 3 veces por semana, con una intensidad de 40 minutos cada una, 20 minutos para flexibilidad y 20 minutos para planeación, como componentes de la función ejecutiva. Al comparar estos componentes de la función ejecutiva (antes y después del proceso), tanto en el grupo caso como en el grupo control, se encuentran resultados significativos que demuestran la generación de cambio en los componentes de planeación y flexibilidad en esta población; asimismo, se logra validar la efectividad del programa de entrenamiento cognitivo computarizado

A comparative study of executive function (planning and flexibility components) presented by a computerized cognitive training program applied to children with intellectual disabilities. Few studies found on intervention in population with intellectual disabilities involving computer programs about executive functioning, and focused on neuropsychological processes as educational support. In this study, a population sample of 20 boys and girls in Antioquia (Colombia) diagnosed with intellectual disabilities, between 7 and 12 years of age, divided into an experimental group (10) and a control group (10) was used. The study used a pretest-posttest design; the case group had a training process with the computer software Lumosity for 15 sessions, 3 times a week, with an intensity of 40 minutes each (20 for flexibility and 20 for planning) as components of executive function. Comparing these components of executive function (before and after the process), in the case group and the control group are significant results that demonstrate the generation change in the components of planning and flexibility in this population; It is also possible to validate the effectiveness of computerized cognitive training programs.

Metabolic screening and metabolomics analysis in the Intellectual Developmental Disorders Mexico Study / Tamiz bioquímico y metabolómico en el estudio de los trastornos del desarrollo intelectual en México

Abstract: Objective: Inborn errors of metabolism (IEM) are genetic conditions that are sometimes associated with intellectual developmental disorders (IDD). The aim of this study is to contribute to the metabolic characterization of IDD of unknown etiology in Mexico. Materials and methods: Metabolic screening using tandem mass spectrometry and fluorometry will be performed to rule out IEM. In addition, target metabolomic analysis will be done to characterize the metabolomic profile of patients with IDD. Conclusion: Identification of new metabolomic profiles associated with IDD of unknown etiology and comorbidities will contribute to the development of novel diagnostic and therapeutic schemes for the prevention and treatment of IDD in Mexico.

Resumen: Objetivo: Los errores innatos del metabolismo (EIM) son condiciones genéticas que pueden asociarse con trastornos del desarrollo intelectual (TDI). El objetivo de este estudio es contribuir a la caracterización metabólica de los pacientes con TDI de etiología desconocida. Material y métodos: Se realizará un tamiz metabólico mediante espectrometría de masas-tándem y fluorometría para descartar EIM; además, se analizará el perfil metabolómico de los pacientes con TDI. Conclusión: La identificación de perfiles metabolómicos asociados con los TDI de etiología desconocida contribuirá al desarrollo de nuevos esquemas diagnósticos y terapéuticos para la prevención y tratamiento de los TDI en México.

Bayley-III scales of infant and toddler development: transcultural adaptation and psychometric properties / Escalas bayley-III de desenvolvimento infantil: adaptação transcultural e propriedades psicométricas / Escalas de desarrollo infantil bayley-III: adaptación transcultural y propiedades psicométricas

Scales with evidence of validity and reliability are important to evaluate child development. In Brazil, there is a lack of standardized instruments to evaluate young children. This study investigated the psychometric properties of the Bayley Scales of Infant Development, Third Edition (Bayley-III). It was translated into Brazilian Portuguese, culturally adapted and tested on 207 children (12-42 months of age). Evidence of convergent validity was obtained from correlations of the Bayley-III with the: Peabody Developmental Motor Scale 2, Leiter International Performance Scale-R, Expressive Vocabulary Assessment List and Peabody Picture Vocabulary Test. Exploratory factor analyses showed a single component explaining 86% of the variance, supported by goodness-of-fit indexes in confirmatory factor analysis. The Bailey-III demonstrated good internal consistency with alpha coefficients greater than or equal to .90 and stability for fine motor scale only. These robust psychometric properties support the use of this tool in future national studies on child development.

Escalas com evidências de validade e precisão são importantes para avaliação do desenvolvimento infantil. No Brasil, há escassez de instrumentos padronizados e normatizados para a primeira infância. Este estudo investigou as propriedades psicométricas da Bayley Scales of Infant and Toddler Development, terceira edição (Bayley-III) que foi traduzida, adaptada para o português e testada com 207 crianças (12-42 meses). Evidências de validade convergente foram observadas entre a Bayley-III e: Peabody Developmental Motor Scale-2, Escala Internacional de Inteligência Leiter-R, Lista de Avaliação de Vocabulário Expressivo e Teste de Vocabulário por Imagens-Peabody. Análise fatorial exploratória indicou componente que explica 86% da variância, corroborado por bons índices de ajustes na análise fatorial confirmatória. A Bayley-III apresentou boa consistência interna com coeficientes alfa a partir de 0,90 e boa estabilidade teste-reteste apenas para a escala motora fina. Estas adequadas propriedades psicométricas podem contribuir para o avanço nas pesquisas em contexto nacional na área de avaliação do desenvolvimento infantil.

Escalas con evidencia de la validez/fiabilidad son importantes para la evaluación del desarrollo infantil. En Brasil, faltan instrumentos estandardizados/normalizados para la evaluación en la primera infancia. Este estudio investigó las propiedades psicométricas de las Bayley Scales of Infant and Toddler Development-III, traducida y adaptada al portugués. Se evaluaron 207 niños (12-42 meses). Evidencias de validez convergente se observaron entre Bayley-III con: Escala de Desarrollo Motor de Peabody 2, Escala de Inteligencia Internacional Leiter-R, Lista de Evaluación de Vocabulario y Prueba de Vocabulario Expresivo Imágenes Peabody. El análisis factorial exploratorio indicó un componente que explica el 86% de la varianza, corroborado por buenos índices de ajuste en el análisis factorial confirmatorio. Bayley-III mostró buena consistencia interna, con coeficientes alfa de 0,90. La adecuación de las propiedades psicométricas puede contribuir al avance de la investigación en el contexto nacional en el área de evaluación del desarrollo infantil.

Características do raciocínio do aluno deficiente intelectual à luz da epistemologia genética / Features of the reasoning of the intellectual disabled student in the light of genetic epistemology reasoning intellectually disabled / Características del raciocinio del alumno deficiente intelectual a la luz de la epistemología genética raciocinio del deficiente intelectual

Esta pesquisa teve por objetivo compreender as singularidades do raciocínio de 28 alunos com deficiência intelectual por meio das contribuições da Epistemologia Genética e de uma pesquisa empírica. A base teórica fundamenta-se em pesquisas acerca da construção da aprendizagem humana aplicadas ao desenvolvimento atípico realizadas por Inhelder, Ramozzi-Chiarottino, Dolle e Bellano e Piaget. A pesquisa empírica, de ordem qualitativa, utilizando o método clínico piagetiano, avaliou, por meio de 11 provas operatórias, o desenvolvimento cognitivo de alunos com idades de 10 a 14 anos com deficiência intelectual moderada. Neste grupo, 15 encontram-se em um período pré-operatório inicial, 12 no período pré-operatório e um no período operatório concreto. Esses resultados permitem localizar a maioria dos alunos em uma etapa pré-lógica por ausência de estrutura mental operatória. Conclui-se que há necessidade de promoção de metodologias desafiadoras para modificar esquemas ora intuitivos em esquemas operatórios, a descentração intelectual e intraindividual e a abstração reflexionante.

This research aimed to understand the singularities of the reasoning of 28 students with intellectual disabilities through the contributions of Genetic Epistemology and empirical research. The theoretical basis is based on research on the construction of human learning applied to atypical development undertaken by Inhelder, Ramozzi-Chiarottino, Dolle and Bellano and Piaget. The empirical research, qualitative, using the Piagetian clinical method, assessed through 11 operational tests, cognitive development of students aged 10 to 14 years with moderate intellectual disability. In this group, 15 are in an initial preoperative period, 12 in the preoperative period and the concrete operative period. These results allow us to locate the majority of students in a pre-logical step for the absence of operative frame of mind. It is concluded that there is need to promote challenging methodologies to modify either intuitive schemes operative schemes, intellectual decentration and intra-individual and reflective abstraction.

Esta investigación tuvo por objetivo comprender las singularidades del raciocinio de 28 alumnos con deficiencia intelectual por intermedio de las contribuciones de la Epistemología Genética y de una investigación empírica. La base teórica se fundamenta en investigaciones acerca de la construcción del aprendizaje humana aplicadas al desarrollo atípico realizadas por Inhelder, Ramozzi-Chiarottino, Dolle e Bellano y Piaget. La investigación empírica, de orden cualitativa, utilizando el método clínico piagetiano, evaluó, por medio de 11 pruebas operatorias, el desarrollo cognitivo de alumnos con edades de 10 a 14 años con deficiencia intelectual moderada. En este grupo, 15 se encuentran en un período pre-operatorio inicial, 12 en el período pre-operatorio y uno en el período operatorio concreto. Esos resultados permiten localizar la mayoría de los alumnos en una etapa pre-lógica por ausencia de estructura mental operatoria. Se concluye que hay necesidad de promoción de metodologías desafiadoras para modificar esquemas ora intuitivos en esquemas operatorios, la descentración intelectual e intra-individual y la abstracción reflexiva.

Desempenho Cognitivo na Infância: A Mãe e o Meio Urbano fazem a Diferença / Cognitive Performance in Childhood: Mother and Urban Environment Make the Difference

RESUMO Apesar das controvérsias sobre o conceito e a avaliação da inteligência, o desempenho cognitivo assume um papel fundamental no contexto educativo e são múltiplos os fatores que lhe estão associados. Este estudo toma uma amostra aleatória e representativa de 1201 crianças do 2.º ciclo do ensino básico de escolas públicas portuguesas, com idades entre 9 e 14 anos. Discute-se o impacto das variáveis sociofamiliares (profissão da mãe e do pai, escolaridade da mãe e do pai e meio de pertença urbano vs rural). Os resultados destacam a relevância dessas variáveis para a explicação do desempenho cognitivo dos alunos, especialmente a escolaridade da mãe e o meio urbano de proveniência. Apresentam-se considerações práticas voltadas à equidade do sistema educativo.

ABSTRACT Despite the controversies over the concept and evaluation of intelligence, cognitive achievement plays a fundamental role in educational context, and multiple factors are related to it. The current study uses a random and representative sample of 1201 2nd grade children from Portuguese public schools, between 9 and 14 years old. This study aims to discuss the impact of social and familial variables (mother and father's jobs, mother and father's educational level, and urban or rural environment of belonging). The results highlight the importance of social and familial variables as an explanation to students' cognitive achievement, with great relevance to mother's educational level and urban environment of belonging. Practical considerations aiming a better equity in educational system are presented.

Effect of Family Rehabilitation on Growth and Development of Children with Hypoxic Ischemic Encephalopathy / 中国康复理论与实践

Objective To explore the effect of family rehabilitation on growth and development of children with hypoxic ischemic en-cephalopathy (HIE). Methods 80 children with moderate HIE were divided into control group (n=40) and observation group (n=40). The control group received routine intervention and nursing, and the observation group accepted family rehabilitation in addition. Mental devel-opment index (MDI) and psychomoter developmental index (PDI) were compared when they were 3 and 6 months old with intellectual de-velopment testing, and their development quotients (DQ) were compared at the age of 1 year. Results The MDI and PDI scores were higher (P<0.01) in the observation group than in the control group when they were 3 and 6 months old. The DQ were higher (P<0.05) in the obser-vation group than in the control group when they were 1 year old. Conclusion Family rehabilitation can promote the development of intelli-gence in children with HIE.

Influence of chiropractic therapy on the growth and intellectual development of 6 months infants / 中国实用护理杂志

Objective To investigate the influence of chiropractic therapy on the growth and intellectual development of 6 months infants.Methods 160 cases of 1-month-old full-term normal infants were divided into the chiropractic therapy group and the control group,each group contained 80 samples.Chiropractic therapy was given to the chiropractic therapy group daily.The development of weight,length,head circumference were observed,and the intelligent development for two groups were evaluated at the age of 6 months.Results The weight,body length in the chiropractic therapy group at the sixth month were higher than those in the control group.The intellectual development in the chiropractic therapy group was also higher than that in the control group.Conclusions Chiropractic therapy plays a significant role in promoting the physical and mental development of babies of 6 months,which is worth being promoted.

Desarrollo psicomotor en niños de nivel socioeconómico medio-alto / Psychomotor development among children of upper-middle class in Chile

Objective: Describe the psychomotor development (PMD) in upper middle class children, utilizing Bayley's Scale of Intellectual Development (BSID), internationally standarized. Patients and Methods: A total of 119 children in groups of 8, 18 and 30 months were enrolled at the well-baby clinic in a Private Hospital in Santiago, Chile. BSID III was utilized in all cases. Children born preterm, or with neurological, genetic, or metabolic diseases were excluded. Results: BSID scores followed a normal distribution (100.3 +/- 10). Prevalence of déficit was found to be 30%) at 8 months, 7.7%> at 18 months, and 2.7%> at 30 months, without gender difference. Gross motor development and language predominated at 8 months. Ther threee subscales showed an upward trend, cognitive and motor scales most significantly. Gross motor scales, which had been deficient at 8 months became normal at 18 months. Conclusions: The high frequency of motor deficits found at 8 months of age was striking. While all scales improved, cognitive and motor scales were most significant. The effect of stimulation and upbringing patterns upon chil development is discussed, being important for future studies of causality.

Objetivo: Describir los puntajes de desarrollo psicomotor (DSM) en niños sanos de nivel socio económico medio alto mediante la Escala de Bayley de Desarrollo Infantil (BSID), estandarizada internacionalmente. Pacientes y Métodos: Estudio transversal descriptivo. Se enrolaron 119 niños 8, 18 y 30 meses, que acudieron a control sano en una Clínica privada de Santiago de Chile, para la aplicación de BSID III. Se excluyeron los nacidos de pre-término o con enfermedad neurológica, genética o metabólica conocida. Resultados: Los puntajes obtenidos en BSID siguieron una distribución normal (100,3 +/- 10). La prevalencia de déficit en el DSM fue 30% a los 8 meses, 7,7% a los 18 y 2,7% a los 30 meses, no hubo diferencia por sexo. A los 8 meses predominó el déficit motor grueso y posteriormente el lenguaje. Las tres subescalas mostraron una tendencia al alza, las áreas cognitiva y motriz siguieron una progresión significativa. La motricidad gruesa, que estaba en el rango inferior a los 8 meses, fue normal a los 18. Conclusiones: Destaca la alta frecuencia de déficit motor en la población evaluada, especialmente a la edad de 8 meses. Todas las subescalas mostraron una tendencia al alza, siendo ésta diferencia significativa en las áreas cognitiva y motora. Se discute el efecto de la estimulación y los patrones de crianza en el desempeño de los niños, siendo necesario planificar estudios prospectivos para conocer su relación de causalidad.

La educacion praa la vida en la obra martiana / Edcation for liffe in marti's work

La práctica de la docencia le permite a nuestro Héroe Nacional José Martí, penetrar sus regularidades, universo de relaciones y comunicaciones; su pensamiento pedagógico resulta de una vigencia impresionante en el nuevo siglo. El Maestro nos apunta sobre el papel de la educación en la vida; señala las características del proceso educativo como la unidad de lo instructivo y lo educativo; la importancia del logro de una buena comunicación, la evaluación aplicada de manera educativa de estimular la creatividad y el desarrollo intelectual de los estudiantes; se opone a la enseñanza memorística, reproductiva y señala la necesidad de preparar al Hombre para aplicar los conocimientos en las situaciones nuevas que se le presenten. Para dar un enfoque científico a la labor docente-educativa ajustada a las exigencias del tercer milenio es una necesidad para los educadores de hoy el estudio y aplicación del Ideario Pedagógico de nuestro Héroe Nacional, adelantado a su tiempo.

The practice of the educational one allows to our national hero José Martí, to penetrate its regularities, universe of relationships and communications, its pedagogic thought is of an impressive validity in the new century. The teacher aims us on the paper of the education in the life, it points out the characteristics of the educational process as the unit of the instructive thing and the educational thing, the importance of the achievement of a good communication, the applied evaluation in an educational way, to stimulate the creativity and the intellectual development of the students, it is opposed to the teaching memoristic, reproductive, the necessity to prepare the man to apply the knowledge in the new situations that are presented. To give a scientific focus to the adjusted educational work to the demands of the third millennium it is a necessity for today's educators the study and application of our National Hero's pedagogic ideas, early at their time.

Effect of maternal subclinical thyroid abnormalities on offspring's intellectual development / 中华内分泌代谢杂志

Objective To study the effect of maternal subclinical thyroid abnormalities [including subclinical hypothyroidism, hypothyroxinemia and positive anti-thyroid peroxidase antibody (TPOAb) with normal thyroid function] in women during 16-20 weeks of gestation on offspfing's intellectual development and motor function. Methods Sera from 1 268 women during 16-20 weeks of gestation (collected 2 years ago) were obtained and thyroid stimulating hormone (TSH), total thyroxine (TT4), free thyroxine (FT4) and TPOAb levels were measured. Pregnant specific thyroid function reference ranges were used to screen for subclinical hypothyroidism (18 cases), hypothyroxinemia (19 cases) and positive TPOAb (34 cases). From the same cohort, a total of 142 pregnant women who were euthyroid with negative TPOAb were selected as controls (a case: control ratio of 1 : 2). Intellectual and motor development score evaluations were performed in their children at 25-30 months of age. Results In the group of pregnant women with subclinical hypothyroidism, the offspring' s intelligence score was (109.89±13.81) points, which was 8.88 points lower than in the control group (P < 0.01). Similarly, the motor score of the offspring was (108.11±9.93) points, which was 9.98 points lower than in the control group (P < 0.01). In the pregnant women with hypothyroxinemia, the offspring's intelligence score was (112.32±15.10) points, 9.30 points lower than in the control group (P <0.01); the motor score was (112.21±12.26) points, 7.57 points lower than in the control group (P < 0.01). In the pregnant women with positive TPOAb and euthyroid function, the offspring's intelligence score was (112.70±20.64) points, 10.56 points lower than in the control group (P < 0.01); the motor score was (110.64±12.49) points, 9.03 points lower than in the control group (P < 0.01). Conclusion Maternal subclinical thyroid abnormality between 16-20 weeks of gestation adversely may affect offspring intellectual and motor development, suggesting the necessity for screening and treatment of maternal subclinical thyroid abnormality in the early stages of pregnancy.

FOLLOW-UP OF PHYSICAL AND INTELLECTUAL DEVELOPMENT OF CHILDREN WITH INTRAUTERINE INFECTION OF TOXOPLASMA GONDII / 中国血吸虫病防治杂志

Objective To understand the e ffect of physical and intellectual development of children with intrauterine inf ection of Toxoplasma gondii. M ethods With matching method, 167 children born betw een 1990 and 1996 were selected, whose umbilical cord blood with antibodies of [WT5”BX ]Toxoplasma gondii as positive group, while 160 childr en whose umbilical cord blood without antibodies of Toxopla sma gondii were selected as the contrast. Their physical index a nd IQ were examined with routine method and Binei or WISP. The measurement numbe rs of nine cities of China were as the standard. The relationship between infect ion of Toxoplasma gondii and the intellectual a nd physical development was analyzed. Results I ntellectual development of children with intrauterine infection of [WT5” BX]Toxoplasma gondii[WT5”B Z] was obviously slow and their eyesights were poor. However, the infection of [ WT5”BX]Toxoplasma gondii had no effect on their height an d weight. Conclusion The children with intrauter ine infection of Toxoplasma gondii should be sy stematically treated after birth so as to lower the harm to the brains and eyes, raise their intellectual levels and improve their healthy development. [

MULTIPLE REGRESSION ANALYSIS OF FACTORS FOR THE PHYSICAL AND INTELLECTUAL DEVELOPMENT OF 0-18 MONTH CHILDREN IN GUANGDONG PROVINCE / 营养学报

Objective To find the relevant factors of the young children’ physical and intellectual development in Guangdong province for children growth promotion.Method Physical status of 3 844 children 0-18 month and intellectual status of 749 children from urban,suburb and rural area in Guangdong province and their relevant factors were investigated.Then multiple regression analysis was applied statistically for their physical and intellectual development.Results Adjusted the interfering factors,the young children’ physical development was significantly correlated to their birth place,monthly income of family,monthly expense of food,paternal education degree,duration of breastfeeding,duration of exclusively breastfeeding,time of introduction of complementary food and intake of egg and vegetable.And their intellectual development was significantly correlated to their birth place,maternal education degree,time of introduction of complementary food and intake of formula,meat,bean and egg.Conclusion Increase of socioeconomic level,popularization of nutrition knowledge,promotion of breastfeeding and timely and reasonable introduction of complementary food are main effective measures to improve children’s development.