Eating the right amount of fish: Inverted U-shape association between fish consumption and cognitive performance and academic achievement in Dutch adolescents

Abstract

De Groot, R. H. M., Ouwehand, C., & Jolles, J. (2012). Eating the right amount of fish: Inverted U-shape association between fish consumption and cognitive performance and academic achievement in Dutch adolescents. Prostaglandins, Leukotrienes, and Essential Fatty Acids, 86(3), 113-117. doi:10.1016/j.plefa.2012.01.002Fish consumption has shown its benefits for cognitive functioning in the elderly or children with disorders (e.g,, autism, ADHD), but has rarely been investigated in relation to cognitive performance and school performance of healthy adolescents. We executed an observational study in 700 Dutch high school students aged 12-18 years. Fish consumption data, end term grades, scores on the Amsterdam Vocabulary Test, and scores on the Youth Self-Report were collected. Results revealed that 13.6% of the Dutch adolescents never ate fish, 6.4% met national guidelines, 16.9% reached half of the norm, and 63.1% did eat fish but too little to meet at least half of the norm. Analysis of variance, controlled for relevant covariates, showed significant differences between the four fish consumption groups in vocabulary (p= 0.05). A trend for significance was found for end term grades (p= 0.07). Contrast analyses demonstrated significant quadratic associations between fish consumption and vocabulary (p= 0.01) and end term grades (p= 0.01). Thus higher fish intake was associated with more advanced vocabulary and higher end term grades. However, eating more fish than the described norm seemed no longer beneficial

Seafood Intake and Neurodevelopment: A Systematic Review

“…Eight studies evaluated seafood exposure prenatally, five studies evaluated seafood exposure postnatally, and three studies evaluated seafood exposure both pre-and postnatally. After birth, seafood intake was evaluated during childhood [1, 14••, 15-17, 18•] and adolescence [19][20][21]. Most of the studies were prospective cohorts [1, 10, 15-17, 18•, 20-26, 27•], probably the best-suited methodology to evaluate whether maternal intake of fish can influence the development of the offspring.…”

“…Most of the studies were prospective cohorts [1, 10, 15-17, 18•, 20-26, 27•], probably the best-suited methodology to evaluate whether maternal intake of fish can influence the development of the offspring. Other study designs were cross-sectional [19] and case control [28] .…”

“…Most studies used a Food Frequency Questionnaire (FFQ) [1, 10, 15-17, 18•, 22-26, 27•, 28] to assess dietary seafood intake, especially for studies examining prenatal exposure. Other dietary questionnaires were also used in postnatal exposure studies [15,16,[19][20][21], ranging from simple questions to dietary diaries ( Table 2).…”

“…Outcomes can be classified as pertaining to cognitive, behavioral, or general developmental areas. Cognitive outcomes were ascertained by using VRM (Visual Recognition Memory) [22], WISC (Wechsler Intelligence Scale for Children) [10,17,25,27 [19,20]. Behavioral outcomes were measured by the SDQ (Strengths and Difficulties Questionnaire) [10,25], CRS-T (Conner's Rating Scale-Teacher's version) [27•], and the YSR (Youth Self-Report) [19].…”

“…Cognitive outcomes were ascertained by using VRM (Visual Recognition Memory) [22], WISC (Wechsler Intelligence Scale for Children) [10,17,25,27 [19,20]. Behavioral outcomes were measured by the SDQ (Strengths and Difficulties Questionnaire) [10,25], CRS-T (Conner's Rating Scale-Teacher's version) [27•], and the YSR (Youth Self-Report) [19]. General development tests included: the stereoacuity test [16], MCDI (MacArthur Communicative Development Inventory) and DDST (Denver Developmental Screening Test) [15], ALSPAC scale (Avon Longitudinal Study of Parents and Children) [10], NBAS (Neonatal Behavioral Assessment Scale) [26], neurological exam [28], and maternal interview.…”