Neurocognitive Function in Children with Primary Hypertension after Initiation of Antihypertensive Therapy.

OBJECTIVE: To determine the change in neurocognitive test performance in children with primary hypertension after initiation of antihypertensive therapy. STUDY DESIGN: Subjects with hypertension and normotensive control subjects had neurocognitive testing at baseline and again after 1 year, during which time the subjects with hypertension received antihypertensive therapy. Subjects completed tests of general intelligence, attention, memory, executive function, and processing speed, and parents completed rating scales of executive function. RESULTS: Fifty-five subjects with hypertension and 66 normotensive control subjects underwent both baseline and 1-year assessments. Overall, the blood pressure (BP) of subjects with hypertension improved (24-hour systolic BP load: mean baseline vs 1 year, 58% vs 38%, P < .001). Primary multivariable analyses showed that the hypertension group improved in scores of subtests of the Rey Auditory Verbal Learning Test, Grooved Pegboard, and Delis-Kaplan Executive Function System Tower Test (P < .05). However, the control group also improved in the same measures with similar effects sizes. Secondary analyses by effectiveness of antihypertensive therapy showed that subjects with persistent ambulatory hypertension at 1 year (n = 17) did not improve in subtests of Rey Auditory Verbal Learning Test and had limited improvement in Grooved Pegboard. CONCLUSIONS: Overall, children with hypertension did not improve in neurocognitive test performance after 1 year of antihypertensive therapy, beyond that also seen in normotensive controls, suggesting improvements with age or practice effects because of repeated neurocognitive testing. However, the degree to which antihypertensive therapy improves BP may affect its impact upon neurocognitive function.

Neurocognitive Function in Children with Primary Hypertension.

OBJECTIVE: To compare neurocognitive test performance of children with primary hypertension with that of normotensive controls. STUDY DESIGN: Seventy-five children (10-18 years of age) with newly diagnosed, untreated hypertension and 75 frequency-matched normotensive controls had baseline neurocognitive testing as part of a prospective multicenter study of cognition in primary hypertension. Subjects completed tests of general intelligence, attention, memory, executive function, and processing speed. Parents completed rating scales of executive function and the Sleep-Related Breathing Disorder scale of the Pediatric Sleep Questionnaire (PSQ-SRBD). RESULTS: Hypertension and control groups did not differ significantly in age, sex, maternal education, income, race, ethnicity, obesity, anxiety, depression, cholesterol, glucose, insulin, and C-reactive protein. Subjects with hypertension had greater PSQ-SRBD scores (P = .04) and triglycerides (P = .037). Multivariate analyses showed that hypertension was independently associated with worse performance on the Rey Auditory Verbal Learning Test (List A Trial 1, P = .034; List A Total, P = .009; Short delay recall, P = .013), CogState Groton Maze Learning Test delayed recall (P = .002), Grooved Pegboard dominant hand (P = .045), and Wechsler Abbreviated Scales of Intelligence Vocabulary (P = .016). Results indicated a significant interaction between disordered sleep (PSQ-SRBD score) and hypertension on ratings of executive function (P = .04), such that hypertension heightened the association between increased disordered sleep and worse executive function. CONCLUSIONS: Youth with primary hypertension demonstrated significantly lower performance on neurocognitive testing compared with normotensive controls, in particular, on measures of memory, attention, and executive functions.

Reconciling subjective memory complaints with objective memory performance in the menopausal transition.

OBJECTIVE: The overall aim of this study was to examine the relationship between subjective memory complaints and objective cognitive performance in perimenopausal women. The specific aims were to determine (1) if subjective complaints of memory problems relate to objective performance on memory tests, (2) if subjective complaints of memory problems relate to other domains of cognitive function, and (3) if subjective memory complaints relate to other noncognitive factors, such as depression, anxiety, and sleep quality. METHODS: Seventy-five perimenopausal women completed a comprehensive neuropsychological battery, which included measures of attention, working memory, verbal memory, verbal fluency, visuospatial skill, and fine motor dexterity; completed self-report inventories of their perceived memory and menopausal symptoms; and provided serum levels of estradiol and follicle-stimulating hormone. RESULTS: Memory complaints were not associated with verbal learning or verbal memory but were associated with working memory and complex attention/vigilance. Memory complaints were also associated with symptoms of depression, anxiety, somatic complaints, and sleep disturbance. Regression analyses revealed that memory complaints were best predicted by depressive symptoms, somatic complaints, and working memory performance. CONCLUSIONS: Memory complaints in the menopausal transition may reflect true difficulties with attentionally mediated cognitive processes. Memory complaints may also be associated with other menopausal-related symptoms.