A longitudinal study of breastmilk feeding duration, EEG power and early academic skills
The cognitive benefits of breastfeeding are widely recognized; however, its effects on brain development and later academic skills require further examination. This study aimed to examine the longitudinal relations between breastmilk feeding, neurophysiological changes, and early academic skills. In...
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| Published in | Early human development Vol. 198; p. 106110 |
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| Main Authors | , , , , , , , , , , , |
| Format | Journal Article |
| Language | English |
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Ireland
Elsevier B.V
01.11.2024
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| Abstract | The cognitive benefits of breastfeeding are widely recognized; however, its effects on brain development and later academic skills require further examination. This study aimed to examine the longitudinal relations between breastmilk feeding, neurophysiological changes, and early academic skills.
In the Growing Up in Singapore Towards healthy Outcomes (GUSTO) birth cohort, breastmilk feeding practices were collected every 3 months from 3 weeks to 18 months postpartum. Resting electroencephalography (EEG) was recorded at 18 months and power spectral density was derived. The outcomes were a set of early academic assessments administered at age 4 (n = 810). Structural equation modelling was used to investigate EEG power as a mediator between breastmilk duration and early academic skills.
Breastmilk feeding for ≥12 months was associated with better general knowledge, numeracy, and language at age 4 compared to shorter durations of breastmilk feeding (Cohen's d: 1.53–17.44). Linear regression showed that breastmilk duration was negatively and positively associated with low- (i.e., delta, theta) and high-frequency power (i.e., gamma), respectively (Cohen's f2: 0.03–0.09). After adjusting for demographic and child baseline covariates, a decrease in absolute and relative delta, as well as relative theta was associated with better general knowledge and numeracy (Cohen's f2: 0.16–0.25). Relative delta power provided an indirect path between breastmilk duration and early academic skills (x2: 18.390, p = 0.010; CFI: 0.978; TLI: 0.954; RMSEA: 0.040).
Extended breastmilk feeding is associated with reduced low-frequency power and better early academic skills, suggesting benefits to brain development. Additional research to confirm this finding is warranted.
•≥12 months of breastmilk was associated with EEG power maturation at 18 months.•Longer breastmilk duration was associated with better academic skills at age 4.•Delta and theta power was inversely associated with general knowledge and numeracy.•Relative delta power mediated the path from breastmilk duration to early academic skills. |
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| AbstractList | The cognitive benefits of breastfeeding are widely recognized; however, its effects on brain development and later academic skills require further examination. This study aimed to examine the longitudinal relations between breastmilk feeding, neurophysiological changes, and early academic skills.
In the Growing Up in Singapore Towards healthy Outcomes (GUSTO) birth cohort, breastmilk feeding practices were collected every 3 months from 3 weeks to 18 months postpartum. Resting electroencephalography (EEG) was recorded at 18 months and power spectral density was derived. The outcomes were a set of early academic assessments administered at age 4 (n = 810). Structural equation modelling was used to investigate EEG power as a mediator between breastmilk duration and early academic skills.
Breastmilk feeding for ≥12 months was associated with better general knowledge, numeracy, and language at age 4 compared to shorter durations of breastmilk feeding (Cohen's d: 1.53–17.44). Linear regression showed that breastmilk duration was negatively and positively associated with low- (i.e., delta, theta) and high-frequency power (i.e., gamma), respectively (Cohen's f2: 0.03–0.09). After adjusting for demographic and child baseline covariates, a decrease in absolute and relative delta, as well as relative theta was associated with better general knowledge and numeracy (Cohen's f2: 0.16–0.25). Relative delta power provided an indirect path between breastmilk duration and early academic skills (x2: 18.390, p = 0.010; CFI: 0.978; TLI: 0.954; RMSEA: 0.040).
Extended breastmilk feeding is associated with reduced low-frequency power and better early academic skills, suggesting benefits to brain development. Additional research to confirm this finding is warranted.
•≥12 months of breastmilk was associated with EEG power maturation at 18 months.•Longer breastmilk duration was associated with better academic skills at age 4.•Delta and theta power was inversely associated with general knowledge and numeracy.•Relative delta power mediated the path from breastmilk duration to early academic skills. The cognitive benefits of breastfeeding are widely recognized; however, its effects on brain development and later academic skills require further examination. This study aimed to examine the longitudinal relations between breastmilk feeding, neurophysiological changes, and early academic skills.BACKGROUNDThe cognitive benefits of breastfeeding are widely recognized; however, its effects on brain development and later academic skills require further examination. This study aimed to examine the longitudinal relations between breastmilk feeding, neurophysiological changes, and early academic skills.In the Growing Up in Singapore Towards healthy Outcomes (GUSTO) birth cohort, breastmilk feeding practices were collected every 3 months from 3 weeks to 18 months postpartum. Resting electroencephalography (EEG) was recorded at 18 months and power spectral density was derived. The outcomes were a set of early academic assessments administered at age 4 (n = 810). Structural equation modelling was used to investigate EEG power as a mediator between breastmilk duration and early academic skills.METHODSIn the Growing Up in Singapore Towards healthy Outcomes (GUSTO) birth cohort, breastmilk feeding practices were collected every 3 months from 3 weeks to 18 months postpartum. Resting electroencephalography (EEG) was recorded at 18 months and power spectral density was derived. The outcomes were a set of early academic assessments administered at age 4 (n = 810). Structural equation modelling was used to investigate EEG power as a mediator between breastmilk duration and early academic skills.Breastmilk feeding for ≥12 months was associated with better general knowledge, numeracy, and language at age 4 compared to shorter durations of breastmilk feeding (Cohen's d: 1.53-17.44). Linear regression showed that breastmilk duration was negatively and positively associated with low- (i.e., delta, theta) and high-frequency power (i.e., gamma), respectively (Cohen's f2: 0.03-0.09). After adjusting for demographic and child baseline covariates, a decrease in absolute and relative delta, as well as relative theta was associated with better general knowledge and numeracy (Cohen's f2: 0.16-0.25). Relative delta power provided an indirect path between breastmilk duration and early academic skills (x2: 18.390, p = 0.010; CFI: 0.978; TLI: 0.954; RMSEA: 0.040).RESULTSBreastmilk feeding for ≥12 months was associated with better general knowledge, numeracy, and language at age 4 compared to shorter durations of breastmilk feeding (Cohen's d: 1.53-17.44). Linear regression showed that breastmilk duration was negatively and positively associated with low- (i.e., delta, theta) and high-frequency power (i.e., gamma), respectively (Cohen's f2: 0.03-0.09). After adjusting for demographic and child baseline covariates, a decrease in absolute and relative delta, as well as relative theta was associated with better general knowledge and numeracy (Cohen's f2: 0.16-0.25). Relative delta power provided an indirect path between breastmilk duration and early academic skills (x2: 18.390, p = 0.010; CFI: 0.978; TLI: 0.954; RMSEA: 0.040).Extended breastmilk feeding is associated with reduced low-frequency power and better early academic skills, suggesting benefits to brain development. Additional research to confirm this finding is warranted.CONCLUSIONSExtended breastmilk feeding is associated with reduced low-frequency power and better early academic skills, suggesting benefits to brain development. Additional research to confirm this finding is warranted. The cognitive benefits of breastfeeding are widely recognized; however, its effects on brain development and later academic skills require further examination. This study aimed to examine the longitudinal relations between breastmilk feeding, neurophysiological changes, and early academic skills. In the Growing Up in Singapore Towards healthy Outcomes (GUSTO) birth cohort, breastmilk feeding practices were collected every 3 months from 3 weeks to 18 months postpartum. Resting electroencephalography (EEG) was recorded at 18 months and power spectral density was derived. The outcomes were a set of early academic assessments administered at age 4 (n = 810). Structural equation modelling was used to investigate EEG power as a mediator between breastmilk duration and early academic skills. Breastmilk feeding for ≥12 months was associated with better general knowledge, numeracy, and language at age 4 compared to shorter durations of breastmilk feeding (Cohen's d: 1.53-17.44). Linear regression showed that breastmilk duration was negatively and positively associated with low- (i.e., delta, theta) and high-frequency power (i.e., gamma), respectively (Cohen's f : 0.03-0.09). After adjusting for demographic and child baseline covariates, a decrease in absolute and relative delta, as well as relative theta was associated with better general knowledge and numeracy (Cohen's f : 0.16-0.25). Relative delta power provided an indirect path between breastmilk duration and early academic skills (x : 18.390, p = 0.010; CFI: 0.978; TLI: 0.954; RMSEA: 0.040). Extended breastmilk feeding is associated with reduced low-frequency power and better early academic skills, suggesting benefits to brain development. Additional research to confirm this finding is warranted. |
| ArticleNumber | 106110 |
| Author | Chong, Yap Seng Pang, Wei Wei Chua, Mei Chien Husain, Syeda Fabeha Lim, Shuping Fok, Doris Wlodek, Mary E. Rifkin-Graboi, Anne Chong, Mary F.-F. Daniel, L. Mary Ong, Yi Ying Law, Evelyn C. |
| Author_xml | – sequence: 1 givenname: Syeda Fabeha surname: Husain fullname: Husain, Syeda Fabeha organization: Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore – sequence: 2 givenname: Shuping surname: Lim fullname: Lim, Shuping organization: Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore – sequence: 3 givenname: Wei Wei surname: Pang fullname: Pang, Wei Wei organization: Global Centre for Asian Women's Health, Yong Loo Lin School of Medicine, National University of Singapore, Singapore – sequence: 4 givenname: Yi Ying surname: Ong fullname: Ong, Yi Ying organization: Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore – sequence: 5 givenname: Doris surname: Fok fullname: Fok, Doris organization: Department of Neonatology, National University Hospital, Singapore – sequence: 6 givenname: Anne surname: Rifkin-Graboi fullname: Rifkin-Graboi, Anne organization: National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore – sequence: 7 givenname: Mary F.-F. surname: Chong fullname: Chong, Mary F.-F. organization: Singapore Institute for Clinical Sciences (SICS), Agency for Science, Technology and Research (ASTAR), Singapore – sequence: 8 givenname: Yap Seng surname: Chong fullname: Chong, Yap Seng organization: Department of Obstetrics and Gynaecology, Yong Loo Lin School of Medicine, National University of Singapore and National University Health System, Singapore – sequence: 9 givenname: Mei Chien surname: Chua fullname: Chua, Mei Chien organization: Kandang Kerbau Women's and Children's Hospital (KKH), Singapore – sequence: 10 givenname: L. Mary surname: Daniel fullname: Daniel, L. Mary organization: Kandang Kerbau Women's and Children's Hospital (KKH), Singapore – sequence: 11 givenname: Mary E. surname: Wlodek fullname: Wlodek, Mary E. organization: Department of Obstetrics and Gynaecology, Yong Loo Lin School of Medicine, National University of Singapore and National University Health System, Singapore – sequence: 12 givenname: Evelyn C. surname: Law fullname: Law, Evelyn C. email: paelecn@nus.edu.sg organization: Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore |
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17 Jing (10.1016/j.earlhumdev.2024.106110_bb0225) 2007; 31 Pang (10.1016/j.earlhumdev.2024.106110_bb0030) 2020; 59 Foorman (10.1016/j.earlhumdev.2024.106110_bb0075) 2002; 9 Berger (10.1016/j.earlhumdev.2024.106110_bb0250) 2023 Feldman (10.1016/j.earlhumdev.2024.106110_bb0230) 2003; 43 Hardin (10.1016/j.earlhumdev.2024.106110_bb0240) 2021; 80 Bell (10.1016/j.earlhumdev.2024.106110_bb0035) 2012; 13 Gabard-Durnam (10.1016/j.earlhumdev.2024.106110_bb0145) 2018; 12 Wang (10.1016/j.earlhumdev.2024.106110_bb0180) 2019; 224 Bar (10.1016/j.earlhumdev.2024.106110_bb0015) 2016; 28 Oddy (10.1016/j.earlhumdev.2024.106110_bb0100) 2011; 127 |
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