Cognition Intervention Study Dortmund
- Conditions
- Cognition - Other
- Interventions
- Other: Skipping lunch
- Registration Number
- NCT01401153
- Lead Sponsor
- Research Institute of Child Nutrition, Dortmund
- Brief Summary
Major aim of this study is to add scientifically proven insights into cognitive effects of meals to the existing recommendations for school meals in Germany. As a first step the short-term effects of skipping lunch on children's cognitive functioning in the afternoon will be examined in a cross-over trial. The study is conducted in a large comprehensive school in Gelsenkirchen (Germany) including about 150 children.
- Detailed Description
Because of cerebral particularities, children may react sensitive to short-term variations of nutrient supply. Therefore, an optimised composition of meals at nutritionally favourable mealtime should be considered for optimal cognitive performance. The increasing implementation of all-day schools in Germany requires the children's catering at school. However, also the number of 'meal skippers' is increasing among children. Thus, the effect of skipping of the midday meal at school on cognitive functioning is examined in this experimental cross-over trial.
As prior intake of food can have an influence on the physiological effect of test meal, the children's dietary intake in the morning is standardized. The intervention is integrated in the usual everyday school life:
9.15 a.m. standardized snack within the frame of the regular break, 9.45 a.m. to 12.25 p.m. everyday school life, 12.25 p.m. either lunch (control) or only a non-caloric beverage (intervention of 'skipping meal'), 12.45 p.m. to 1.15 p.m. regular lunch break, 1.15 p.m. computerized tests of cognitive functioning, 2 p.m. lunch for the 'skipping meal'-group.
Parameters of cognition with relevance to everyday school life are measured by a computerized test battery of the 'Wiener Testsystem'. Usual eating behaviour, sleep behaviour, physical activity, parental education and migration background are determined as control variables by questionnaires for children, parents and teachers. Beside the Body Mass Index, the individual IQ is measured by a paper-pencil-test.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 105
- All sixth grade students of Gesamtschule Berger Feld with the consent of parents and child
- Metabolic diseases or special diet
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- CROSSOVER
- Arm && Interventions
Group Intervention Description Having lunch/skipping lunch Skipping lunch Lunch ad libitum on test day 1 and no lunch on test day 2. Water available on both days. Skipping lunch/having lunch Skipping lunch No lunch on test day 1 and lunch ad libitum on test day 2. Water available on both days.
- Primary Outcome Measures
Name Time Method Tonic Alertness (Mean Reaction Time) Participants were tested twice with one week wash out (1h after having/skipping lunch) Mean reaction time to response to a simple visual stimulus without a preceding warning signal
Tonic Alertness (Deviation of Reaction Time) Participants were tested twice with one week wash out (1h after having/skipping lunch) Deviation of reaction time --\> logarithmic standard deviation of the reaction times
Tonic Alertness (Commission Errors) Participants were tested twice with one week wash out (1h after having/skipping lunch) Reactions when no stimulus had been presented
Tonic Alertness (Omission Errors) Participants were tested twice with one week wash out (1h after having/skipping lunch) Stimuli to which no reaction follows within 1.5s
Immediate Block Span Participants were tested twice with one week wash out (1h after having/skipping lunch) Longest sequence correctly reproduced in at least two of three items (the test is a task of reproducing prescribed sequences from two to eight blocks)
Incorrect Immediate Block Span Participants were tested twice with one week wash out (1h after having/skipping lunch) Number of sequences incorrectly reproduced
Correct Immediate Block Span Participants were tested twice with one week wash out (1h after having/skipping lunch) Number of sequences correctly reproduced
Sequencing Errors Participants were tested twice with one week wash out (1h after having/skipping lunch) Sequences including all the blocks of a prescribed sequence, but in the wrong order
Reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) Number of total reactions (Subjects have to decide whether a displayed figure is identical with one of four figures shown or not)
Percentage Incorrect Reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) Percentage of incorrect reactions
Number Correct Reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) Number of correct reactions
Incorrect Reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) Number of incorrect reactions
Mean Time Correct Reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) Mean time to react correctly
Mean Time Incorrect Reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) Mean time to react incorrectly
- Secondary Outcome Measures
Name Time Method