Association between Serum Copper Status and Working Memory in Schoolchildren

Area of Science:

• Neuroscience
• Environmental Health
• Pediatrics

Background:

• Copper is an essential trace element crucial for various biological processes.
• Traditionally, research focused on copper deficiency, but recent studies indicate elevated copper may impair cognitive function.
• Limited research exists on the impact of excess copper on cognitive development in children.

Purpose of the Study:

• To investigate the association between elevated serum copper levels and cognitive function, specifically working memory, in school-aged children.
• To explore potential sex-specific differences in the effects of copper on cognition.

Main Methods:

• Serum copper levels and working memory test scores were collected from 826 school-aged children (10-14 years) in Jintan, China.
• Copper levels were categorized into three groups based on quartiles (≤84.3 μg/dL, >84.3–≤110.4 μg/dL, >110.4 μg/dL).
• Statistical analysis examined the relationship between copper levels and working memory performance, considering sex as a variable.

Main Results:

• A significant association was found between high serum copper levels (>110.4 μg/dL) and poorer working memory performance in boys.
• No significant association was observed between lower copper levels and working memory in either sex.
• The findings suggest a potential detrimental effect of elevated copper on cognitive function in school-aged children.

Conclusions:

• Elevated copper levels may adversely affect working memory in school-aged children, particularly boys.
• These findings underscore the importance of monitoring copper levels in pediatric populations.
• Further research is warranted to elucidate the mechanisms underlying copper's impact on child cognitive development.