Cross-over Trial Determining the Short-term Effects of Lunch on Children's Cognitive Functioning
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Cognition - Other
- Sponsor
- Research Institute of Child Nutrition, Dortmund
- Enrollment
- 105
- Primary Endpoint
- Tonic Alertness (Mean Reaction Time)
- Status
- Completed
- Last Updated
- 13 years ago
Overview
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.
Investigators
Eligibility Criteria
Inclusion Criteria
- •All sixth grade students of Gesamtschule Berger Feld with the consent of parents and child
Exclusion Criteria
- •Metabolic diseases or special diet
Outcomes
Primary Outcomes
Tonic Alertness (Mean Reaction Time)
Time Frame: 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)
Time Frame: 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)
Time Frame: 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)
Time Frame: 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
Time Frame: 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
Time Frame: Participants were tested twice with one week wash out (1h after having/skipping lunch)
Number of sequences incorrectly reproduced
Correct Immediate Block Span
Time Frame: Participants were tested twice with one week wash out (1h after having/skipping lunch)
Number of sequences correctly reproduced
Sequencing Errors
Time Frame: 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
Time Frame: 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
Time Frame: Participants were tested twice with one week wash out (1h after having/skipping lunch)
Percentage of incorrect reactions
Number Correct Reactions
Time Frame: Participants were tested twice with one week wash out (1h after having/skipping lunch)
Number of correct reactions
Incorrect Reactions
Time Frame: Participants were tested twice with one week wash out (1h after having/skipping lunch)
Number of incorrect reactions
Mean Time Correct Reactions
Time Frame: Participants were tested twice with one week wash out (1h after having/skipping lunch)
Mean time to react correctly
Mean Time Incorrect Reactions
Time Frame: Participants were tested twice with one week wash out (1h after having/skipping lunch)
Mean time to react incorrectly