Richard-Devantoy Stéphane, Orri Massimiliano, Bertrand Josie-Anne, Greenway Kyle T, Turecki Gustavo, Gunnell David, Power Chris, Geoffroy Marie-Claude
McGill University & Douglas Mental Health University Research Institute, McGill Group for Suicide Studies, Montréal, Québec, Canada.
CISSS des Laurentides, St-Jerome, Quebec, Canada.
Psychol Med. 2021 Feb;51(3):400-407. doi: 10.1017/S0033291719003143. Epub 2019 Nov 18.
Poor cognitive abilities and low intellectual quotient (IQ) are associated with an increased risk of suicide attempts and suicide mortality. However, knowledge of how this association develops across the life-course is limited. Our study aims to establish whether individuals who died by suicide by mid-adulthood are distinguishable by their child-to-adolescence cognitive trajectories.
Participants were from the 1958 British Birth Cohort and were assessed for academic performance at ages 7, 11, and 16 and intelligence at 11 years. Suicides occurring by September 2012 were identified from linked national death certificates. We compared mean mathematics and reading abilities and rate of change across 7-16 years for individuals who died by suicide v. those still alive, with and without adjustment for potential early-life confounding factors. Analyses were based on 14 505 participants.
Fifty-five participants (48 males) had died by suicide by age 54 years. While males who died by suicide did not differ from participants still alive in reading scores at age 7 [effect size (g) = -0.04, p = 0.759], their reading scores had a less steep improvement up to age 16 compared to other participants. Adjustments for early-life confounding factors explained these differences. A similar pattern was observed for mathematics scores. There was no difference between individuals who died by suicide v. participants still alive on intelligence at 11 years.
While no differences in tests of academic performance and IQ were observed, individuals who died by suicide had a less steep improvement in reading abilities over time compared to same-age peers.
认知能力差和智商低与自杀未遂风险及自杀死亡率增加有关。然而，关于这种关联在整个生命历程中如何发展的了解有限。我们的研究旨在确定到中年期自杀死亡的个体是否可通过其儿童到青少年时期的认知轨迹区分出来。
参与者来自1958年英国出生队列，在7岁、11岁和16岁时接受学业成绩评估，在11岁时接受智力评估。通过关联国家死亡证明确定2012年9月前发生的自杀事件。我们比较了自杀死亡个体与仍存活个体在7至16岁期间的平均数学和阅读能力以及变化率，同时对潜在的早期混杂因素进行了调整和未调整的分析。分析基于14505名参与者。
55名参与者（48名男性）在54岁前自杀死亡。虽然自杀死亡的男性在7岁时的阅读分数与仍存活的参与者没有差异[效应量（g）=-0.04，p = 0.759]，但与其他参与者相比，他们在16岁前阅读分数的提高幅度较小。对早期混杂因素的调整解释了这些差异。数学分数也观察到类似模式。自杀死亡个体与仍存活参与者在11岁时的智力方面没有差异。
虽然在学业成绩和智商测试中未观察到差异，但与同龄人相比，自杀死亡个体的阅读能力随时间的提高幅度较小。
