Public Health Value Judgments
When you can’t have it all, which is pretty much all the
time, it is necessary to set priorities.
Other people (e.g. friends, relations, employers, and the government)
are often there to help you set your priorities – whether you want them to or
not. But still, everybody does have to
make their own choices on occasion. For
example, unless your mom, spouse, or religion chime in, you can choose what
fish you eat and how much all by yourself.
You probably already know whether you like fish or not, and you also
probably know how much it costs. If
there are other factors that go into the decision, then you will need to know
what they are.
Unfortunately, the trend in public health these days is give
consumers food consumption advice without exactly saying why. There is no good reason for this that I know
of, but I am aware of two of the bad ones.
First, not getting in to the gritty details avoids political controversy
stemming from scientific uncertainties. That
doesn’t mean the advice in necessarily bad, but then again maybe it is. Second, doling out public advice can be a
career all by itself, and career advisers often care more about protecting
their jobs than whether or not the advice is sensible. So, at best, food consumption advice is an
expression of the social values of the people giving advice - which may or may not correspond to your values. At worst, the advice doesn’t reflect anyone’s
valuation at all. As a result, distrusting
public health advice is generally a pretty good idea, especially when the
advice isn’t accompanied by some intelligible reasons for it, which will also permit you decide for yourself if those reasons are good enough for you.
Grading on the Curve
While psychology studies are sometimes grounded in physiology
with physical measurements (e.g. nerve conduction velocity), most
epidemiological studies concerned with neurobehavioral development largely employ
batteries of tests that reflect the social science interface of
psychology. Since the value of these
tests is subjective, they are standardized by determining how subjects
“normally” perform. Since variation in
performance on tests is normal, the tests are typically given numerical values
that reflect how far above or below average a score is relative to much it
normally varies. There are a two major
problems with this. First, how much a
test score varies isn’t necessarily a good indicator of how much performance on
the test really matters. Second,
defining what a “normal” population can be rather arbitrary. For example, the Denver
Developmental Screening Test was originally standardized in Denver, while
the Boston Naming
Test was developed in Boston. Yet,
what is normal in Denver may be somewhat different from what is normal in
Boston. For a book length discussion of
the problems with standardized testing, see Gould (1981). Nonetheless, standardized psychological test
batteries are more objective and reproducible than a doctor’s or a teacher’s
opinion, and they are widely used for that reason.
The most basic normalized scale used for psychological
testing is the Z-score where the difference between the average and test score
is divided by the standard deviation. As
a result, a -1 signifies a test result that is one standard deviation below the
average, while a value of +1 signifies a test result that is one standard
deviation above average. Other
standardized tests are often scaled with modified with modified Z-scores. In particular, the Intelligence Quotient (IQ)
is scaled with a mean is defined to be 100 and the standard deviation is 15,
while Scholastic Aptitude Tests (SAT) have a mean of 500 and a standard
deviation of 100. The following table
compares how test results are scaled with each method:
2 SD below
|
1 SD below
|
Average
|
1 SD above
|
2 SD above
|
|
Z-Score
|
-2
|
-1
|
0
|
1
|
2
|
IQ
|
70
|
85
|
100
|
115
|
130
|
SAT
|
300
|
400
|
500
|
600
|
700
|
Individual Neurobehavioral Risks and Benefits Arising From Fish Consumption
So, let’s talk about fish.
The point of the preceding discussion is that there is evidence that the
consumption of fish during pregnancy may have both bad (from methylmercury) and
good (from omega-3 fatty acids or perhaps something else) effects on future
neurobehavioral performance of the child – and the effects aren’t exactly the
same. Plus, I’m not going to tell you
what you should do. I am leaving that to
be your problem, and since it really isn’t a simple decision I have no idea
what you will decide. However, I will do
my best to supply some reliable information.
My main vehicle for information delivery is an Excel-based
program, which is a slightly modified version of a risk-benefit assessment
model that I developed while I was at the FDA (2014). Although there are some other minor
modifications as well, the main difference is that this version of the model is
intended to estimate risks for a specific individual. However, if you don’t have Excel, or it is
more trouble than it is worth, here are some sample results that give a feel
for what the program does:
- Consuming a high mercury such as swordfish fish twice a week during pregnancy will result in a developmental delay of the age at which a toddler learns to walk of about a week. The uncertainty associated with this estimate ranges from 0 to about three weeks.
- Consuming one can of albacore tuna and one can of albacore tuna once a week during pregnancy will result in an increase of about 2.5 IQ points in the child. However, there may be a decrement in IQ of about 0.3 points, or the increase may be as much as 3.5 points.
- Consuming salmon once a week will result in a projected increase in performance on the Verbal SAT of about 25 points. However, given the many uncertainties association wit the estimate, the increase may be as little as 0 or as much as 35 points.
Software
This Excel macro, Personal_Seafood_Net_Effect_Estimator.xls, integrates four components presented
earlier:
References
Gould, SJ (1981). The Mismeasure of Man. W. W. Norton & Company.
U.S. Food and Drug Administration (2014). Quantitative
Assessment of the Net Effects on Fetal Neurodevelopment from Eating Commercial
Fish (As Measured by IQ and also by Early Age Verbal Development in Children).
Official Post Soundtrack
Ponty, J-L (1983). Individual Choice. In: Individual
Choice, Track 5.
Post Notes
Thesis Post #63, and the fifth of a series of five.
