ObjectiveThe primary objective of this study was to assess the gander specific cognitive function of primary school children in Pakistan.DesignProspective observational study conducted in 4 schools in a small district of Pakistan.MethodTwo hundred children (90 male,110 female), age 7–12 years class 3, 4 and 5 were assessed using McCarthy scale of child cognition. Verbal and linguistic skills, mathematical skills, reasoning in conversation, memory (word, number, picture, past) and Gross fine movements were assessed.ResultsVerbal and linguistic skills: Better skills demonstrated in girls mean score 3.99 SD(0.84), 95% CI (3.81,4.17) when compared to boys mean score 3.81 SD(0.91),95% CI (3.64,3.98).Comparison of two groups did not reach to the statistical significance T = 2.05, P = 0.15.Mathematical abilityGirls mean score 2.66 SD (0.52), 95% CI (2.55,2.77) whereas boys mean score 2.40 SD (0.69),95% CI (2.27,2.53).It was statistically significant T = 8.3,P = 0.004. Reasoning in conversation: Better reasoning among girls demonstrated with mean score 3.90 SD (2.17), 95% CI (3.44,4.36) whereas boys scored 3.47 SD(1.89), 95% CI(3.11,3.83).It was not statistically significant T = 2.19,P = 0.14.MemoryGirls mean score 3.52 SD(0.60),95% CI (3.40,3.65) whereas boys scoring 3.22 SD (0.87) 95% CI(3.05,3.38).It was statistically significant with T = 7.8,P = 0.006.Gross movementsGirls scored 4.29SD(0.75),95% CI (4.13,4.45) whereas boys scoring 4.08 SD(0.91), 95% CI (3.91,4.25).Though better gross movements demonstrated by girls they did not reach to statistical significance T = 2.98,P = 0.08.ConclusionGirls demonstrate better cognitive function in general and there mathematical ability and memory in particle are better than there age and background matched male classmates.
Dietary micronutrients are associated with higher cognitive function gains among primary school children in rural Kenya