发育暴露于环境污染物与青春期后期空间导航的关系。

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL New Directions for Child and Adolescent Development Pub Date : 2022-03-01 DOI:10.1002/cad.20478
Kevin Bastien, Gina Muckle, Pierre Ayotte, Yohann Courtemanche, Neil C Dodge, Joseph L Jacobson, Sandra W Jacobson, Dave Saint-Amour
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引用次数: 1

摘要

魁北克北部(加拿大)的因纽特人社区暴露于环境污染物,特别是汞、铅和多氯联苯。先前的研究报告了这些神经毒物与记忆表现之间的不良联系。本研究旨在确定212名因纽特青少年(平均年龄为18.5岁)产前和产后暴露于汞、铅和PCB-153对空间导航记忆的影响,使用计算机任务,该任务需要学习基于非中心空间表征的隐藏平台的位置。在出生时的脐带血和11岁时以及测试时的血液样本中测量了污染物浓度。多变量回归模型显示,青少年汞和产前多氯联苯-153暴露与较差的空间学习有关,而目前暴露于多氯联苯-153与探针试验中空间记忆检索的改变有关。这些发现表明,污染物可能与不同阶段的空间导航处理的不同方面有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Associations between developmental exposure to environmental contaminants and spatial navigation in late adolescence.

Inuit communities in Northern Quebec (Canada) are exposed to environmental contaminants, particularly to mercury, lead and polychlorinated biphenyls (PCBs). Previous studies reported adverse associations between these neurotoxicants and memory performance. Here we aimed to determine the associations of pre- and postnatal exposures to mercury, lead and PCB-153 on spatial navigation memory in 212 Inuit adolescents (mean age = 18.5 years) using a computer task which requires learning the location of a hidden platform based on allocentric spatial representation. Contaminant concentrations were measured in cord blood at birth and blood samples at 11 years of age and at time of testing. Multivariate regression models showed that adolescent mercury and prenatal PCB-153 exposures were associated with poorer spatial learning, whereas current exposure to PCB-153 was associated with altered spatial memory retrieval at the probe test trial. These findings suggest that contaminants might be linked to different aspects of spatial navigation processing at different stages.

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来源期刊
CiteScore
7.70
自引率
3.60%
发文量
34
期刊介绍: The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.
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