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Effects of iron deficiency on attention and learning processes in preschool children: Bandung, Indonesia
S Soewondo1, M Husaini, E Pollitt
1University of Indonesia, Jakarta.
Insights
Iron supplementation improved cognitive functions in children with iron-deficiency anemia (IDA). Treatment reversed alterations in visual attention and concept acquisition caused by IDA.
Area of Science:
- Pediatric Nutrition
- Cognitive Neuroscience
- Hematology
Background:
- Iron deficiency anemia (IDA) is prevalent in children globally.
- Cognitive impairments are associated with IDA, affecting development.
- Understanding the impact of iron on cognitive function is crucial.
Purpose of the Study:
- To investigate the effects of iron supplementation on cognitive performance in iron-depleted and iron-deficient anemic children.
- To assess the reversibility of cognitive deficits with iron treatment.
Main Methods:
- A double-blind, placebo-controlled clinical trial was conducted in Indonesian children.
- Participants were categorized as iron-depleted, iron-deficient anemic, or iron-replete.
- Intervention involved 8 weeks of elemental iron or placebo supplementation.
Main Results:
- Iron supplementation significantly improved hematological markers (ferritin, transferrin saturation, hemoglobin) in anemic and iron-depleted children.
- Cognitive assessments revealed that IDA negatively impacts visual attention and concept acquisition.
- Iron treatment reversed these cognitive alterations in affected children.
Conclusions:
- Iron deficiency anemia significantly impairs cognitive processes in children.
- Iron supplementation can effectively reverse these cognitive deficits.
- Early intervention with iron is vital for optimal cognitive development in children.
Abstract:
A double-blind clinical trial was conducted in Indonesia to assess effects of iron supplementation on performance of iron-depleted and iron-deficient anemic children in discrimination and oddity learning tasks. Half these children received elemental Fe for 8 wk; the others received a placebo. There were significant changes from pre- to postintervention evaluations in ferritin, transferrin saturation, free erythrocyte protoporphyrin, and hemoglobin among the anemic and iron-depleted children; no changes were observed among the placebos or any of the iron-replete children. The magnitude of hematological changes in anemic children treated with iron was small; yet, after treatment the children's mean ferritin, transferrin saturation, and hemoglobin values were above the cutoff points used for the definition of iron-deficiency anemia (IDA). Pre- and posttreatment psychological test data show that IDA produces alterations in cognitive processes related to visual attention and concept acquisition, alterations reversed with iron treatment.