93
EXPLORING THE IMPACT OF ANEMIA ON COGNITIVE FUNCTION:
A STUDY OF MEMORY AND ATTENTION IN UNIVERSITY STUDENTS
Akalaeva D.A., Isroilov A.G‘., 3-year students, Faculty of Medicine №2, TMA The scientific
supervisor: Marufkhanov Khamid Mahmudovich - Associate Professor, Doctor of Medical
Sciences.
Tashkent Medical Academy, Uzbekistan
Relevance:
Anemia, which results in approximately 25% of the population being affected
globally, is a clinical condition characterized by a reduction in red blood cells, or a reduction
in hemoglobin, that is generally caused by a nutritional deficiency (i.e., iron, vitamin B12,
folate) or chronic disease. Although anemia is often associated with fatigue and weakness, it
can also affect cognitive ability. Cognitive domains that are particularly susceptible to anemia,
and that could develop cognitive deficits in the presence of chronic or severe anemia, include
attention, memory, and executive functional abilities. Ultimately, if anemia remains
unresolved, cognitive symptoms may result in difficulties with learning and performing
activities of daily living.
The aim of the study:
The purpose of this research is to examine the relationship between
anemia and cognitive impairment in university students, focusing on the influence of anemia
on cognitive domains that include attention, memory, and executive functions. The study
intends to examine cognitive performance in both anemic and non-anemic individuals to
identify if anemia contributes to cognitive disabilities that may lead to impaired academic
performance and daily functioning.
Material and Methods:
For the purpose of the study, 50
students aged between 18-25, consisting of 28 females and 22 males, were chosen: 25 students
had anemia while the other 25 students were healthy and without anemia. Cognitive functions
were assessed by using the Stroop Test (ST) which looks at attention, cognitive flexibility, and
processing speed, and the Wechsler Memory Scale (WMS) for assessing different domains of
memory function: immediate recall, delayed recall and working memory. The students were
matched on age, education and any other demographic characteristics necessary to provide
validity to the results. Cognitive performance between the two groups (anemic and non-
anemic) was compared to investigate if anemia was associated with cognitive functioning.
Results and Discussion:
All participants underwent the assessment of cognitive function
utilizing the Stroop Test (ST) and Wechsler Memory Scale (WMS).
✓
Stroop Test (ST):
The anemic group demonstrated much poorer performance than the nonanemic group. On
average, participants with anemia achieved the task in
45.3 seconds (±5.1) and were able to answer 22.4 (±3.7) items correctly,
by contrast the non-anemic participants completed the task in 38.2 seconds (±4.3) and
answered 28.1 (±2.9) items correctly, (p < 0.01). These outcomes indicate that participants
with anemia processed information slower and had less attention as a result of a longer time
response and less answers that were correct.
✓
Wechsler Memory Scale (WMS):
94
In terms of memory performance, the anemic group members obtained significantly less scores.
For immediate recall scores, anemic participants obtained 75.6 (±8.2) when compared to non-
anemic participants immediate recall score of 82.4 (±6.7), (p < 0.05). For delayed recall,
members of the anemic group scored 68.4 (±7.9) when compared to the non-anemic groups
79.2 (±6.1), (p < 0.05). For working memory, the anemic subjects scored 74.9 (±6.5) while the
non-anemic participants scored 83.7 (±5.3) (p < 0.05).
Upon conducting an analysis by age group division:
➢
Students aged 18–20: The average time for anemic participants on the Stroop Test was 46.2
seconds and the average score on the WMS was 73.8. The average time for the non-anemic
students was 38.9 seconds and the average score was 81.5.
➢
Students aged 21–25: The mean time on the Stroop Test for anemic students was 44.1 seconds
and the mean WMS score was 77.4, compared with a mean time 37.6 seconds and mean score
of 84.2 in the non-anemic students.
Conclusion:
Anemia can negatively affect cognitive ability in university students,
evidenced by anemic students receiving lower attention, processing speed, and memory test
scores (Stroop Test, Wechsler Memory Scale) than their non-anemic counterparts. Therefore,
it is possible that anemia might contribute to a reduced ability to function academically and
daily. Initiating detection and treatment can potentially mitigate cognitive difficulties among
young adults.
REFERENCES:
1.
Агзамова, Ш. А., И. Д. Шахизирова, and Д. И. Ахмедова. "УРОВЕНЬ
ВИТАМИНОВ, МАКРО И МИКРОЭЛЕМЕНТОВ У ДЕТЕЙ С ПОСТКОВИДНЫМ
СИНДРОМОМ." Science and innovation 3.Special Issue 44 (2024): 26-34.
2.
Khalmukhamedov, J., Rasulev, Y., Daminov, B., & Yoo, T. H. (2025). WCN25-1089
THE USE OF ACETAMINOPHEN FOR PAIN RELIEF IN PATIENTS WITH STAGE 5
CHRONIC
KIDNEY
DISEASE
ON
HEMODIALYSIS. Kidney
International
Reports, 10(2), S97.
3.
Агзамова, Ш. А. "Клеточный и гуморальный иммунитет у детей раннего
возраста, инфицированных внутриутробно цитомегаловирусом и вирусом простого
герпеса." Вятский медицинский вестник 2 (46) (2015): 13-17.
4.
Abdusalamovna, Agzamova Shoira. "Factor analysis of cause-effect relationship of
fetal infections of children by the agents of TORCH—complex." European science review 5-
6 (2015): 43-46.
5.
Агзамова, Ш. "Артериальная гипертензия у детей: Полиморфизм BsmI
(rs1544410) гена VDR и витамина D." Актуальные вопросы практической педиатрии 1.1
(2023): 17-19.
