TY - JOUR
T1 - Low-level lead exposure and contingency-based responding in preschoolers
T2 - An exploratory study
AU - Nelson, Melanie Mc Diarmid
AU - Espy, Kimberly Andrews
N1 - Funding Information:
This report is based on the doctoral dissertation of Melanie McDiarmid Nelson. This research was supported in part by an internal grant from Southern Illinois University. The first author thanks the members of her dissertation committee at Southern Illinois University Carbondale for their input into the dissertation and this resulting article, Drs. Brenda Gilbert, Mary Louise Cashel, Stephanie Dollinger, and Laura Murphy. Also appreciated is the assistance provided by the Jackson County Health Department and participating families.
PY - 2009/7
Y1 - 2009/7
N2 - Two reversal paradigm tasks (spatial reversal and spatial reversal with irrelevant color cues) originally designed to assess contingency-based responding in primates were adapted for use with 139 preschool children with a mean peak blood lead level (BLL) of 4.2 g/dl (SD = 2.2). Sixty-nine children with BLL 5 g/dl and 70 children with BLL of 5 g/dl were included. Results indicated that preschool children with low-level lead exposure take longer to learn associations than preschool children with very low levels of lead exposure, and this difference cannot be attributed to increased distractibility or perseverative responding. These results support the use of these measures to assess specific cognitive functions in preschool children.
AB - Two reversal paradigm tasks (spatial reversal and spatial reversal with irrelevant color cues) originally designed to assess contingency-based responding in primates were adapted for use with 139 preschool children with a mean peak blood lead level (BLL) of 4.2 g/dl (SD = 2.2). Sixty-nine children with BLL 5 g/dl and 70 children with BLL of 5 g/dl were included. Results indicated that preschool children with low-level lead exposure take longer to learn associations than preschool children with very low levels of lead exposure, and this difference cannot be attributed to increased distractibility or perseverative responding. These results support the use of these measures to assess specific cognitive functions in preschool children.
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U2 - 10.1080/87565640902964565
DO - 10.1080/87565640902964565
M3 - Article
C2 - 20183713
AN - SCOPUS:71149104458
VL - 34
SP - 494
EP - 506
JO - Developmental Neuropsychology
JF - Developmental Neuropsychology
SN - 8756-5641
IS - 4
ER -