Purpose
To explore the interaction effects of children's plasma copper (Cu) levels and socioeconomic status (SES) on cognitive function in preschoolers.
Methods
This study utilized follow-up data from the China National Birth Cohort conducted at Ma’anshan Maternal and Child Health Center between May 2017 and September 2018. Cognitive development in 3-year-old children was assessed by trained professionals using the Bayley Scales of Infant and Toddler Development-Third Edition (BSID-III). Plasma Cu concentrations were measured by inductively coupled plasma mass spectrometry. Family SES was assessed as a composite index derived from a baseline parental questionnaire. Restricted cubic spline plots and Poisson regression models were applied respectively to analyze the independent and interactive effects of children’s Cu exposure and SES on preschoolers’ cognitive development.
Results
The median plasma Cu concentration was 1062.8 µg/L (IQR: 931.9–1229.3 µg/L). Compared to high SES, low SES was associated with an increased risk of abnormalities in cognitive function (OR=2.56, 95 % CI: 1.27–5.14), receptive communication (OR=2.87, 95 % CI: 1.22–6.80), expressive communication (OR=1.77, 95 % CI: 1.23–2.54), and fine motor (OR=2.57, 95 % CI: 1.19–5.56). A medium or high concentration of Cu was associated with an increased risk of abnormalities in cognition and expressive communication compared to a low concentration of Cu. Children with medium Cu level and low SES had an increased risk of abnormalities in cognition (OR=9.88, 95 % CI: 1.26–77.47) and expressive communication (OR=2.85, 95 % CI: 1.33–6.10) compared to low Cu/high SES. Similarly, the combination of high Cu level and low SES was associated with an increased risk of abnormalities in cognition (OR=14.35, 95 % CI: 1.81–113.52) and expressive communication (OR=3.87, 95 % CI: 1.84–8.17).
Conclusions
Our findings revealed that low SES and children’s high concentrations of Cu were associated with preschoolers’ cognitive development both independently and interactively.
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