The glycaemic potency of breakfast and cognitive function in school children

Micha, Renata; Rogers, PJ; Nelson, Michael

doi:10.1038/ejcn.2010.96

Cited by 55 publications

(62 citation statements)

References 48 publications

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“…This study presented a contrast of extremes of GI and GL after a matched high carbohydrate load. Hence, the efficacy of lowering GL on cognitive performance may only be relevant if the carbohydrate load is maintained, which is in line with the suggestions of Micha et al 19,21 Despite different glycaemic responses between the three breakfasts, we observed no effects in appetite or cognition over the 3-h testing period. A low-GL meal, which is also low in carbohydrate, sustained glucose levels above baseline for just beyond 1 h in our children.…”

Section: Discussionsupporting

confidence: 77%

Ingesting breakfast meals of different glycaemic load does not alter cognition and satiety in children

et al. 2012

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BACKGROUND/OBJECTIVES:The effect of Glycaemic Index (GI) and Load (GL) of breakfasts on satiety and aspects of cognitive function in children is inconclusive. We aimed to assess if isocaloric breakfasts differing in GL (by replacing high-GI carbohydrate foods with dairy protein foods) acutely alter cognitive function and satiety in 10-to 12-year-old children. SUBJECTS/METHODS: A total of 39 children, aged 11.6±0.7 years with body mass index 18.9±3.0 kg/m 2 (Mean±s.e.) participated in a randomised crossover trial of three isocaloric breakfasts (1.3 MJ): high GL (HGL: 7 g protein, 9 g fat, 50 g carbohydrate, GL 33); medium GL (MGL: 14 g protein, 9 g fat, 45 g carbohydrate, GL 24) and low GL (LGL: 18 g protein, 10 g fat, 38 g carbohydrate, GL 18). Blood glucose was recorded using a continuous glucose monitor. Subjective hunger and cognitive performance were measured before and hourly after consuming the test breakfast via a computer-delivered battery. Ad libitum intake at a buffet lunch meal was measured at 3 h at the end of testing. RESULTS: Incremental area under the glucose curve (iAUC) was significantly different with HGL4MGL4LGL (Po0.001). Glucose concentrations fell below baseline after 83±6 min for HGL, 63±5 min (MGL) and 67±5 min (LGL)(P ¼ 0.009). Breakfast GL did not significantly alter changes in cognitive function or self-reported satiety throughout testing. Energy intake at lunch was not significantly different between treatments (HGL 2943±168 kJ; MGL 2949±166 kJ; LGL 2993±191 kJ). CONCLUSIONS: Reducing breakfast GL by replacing carbohydrate with protein does not alter satiety or cognition over 3 h in 10-to 12-year-old children.

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Section: Discussionsupporting

confidence: 77%

Ingesting breakfast meals of different glycaemic load does not alter cognition and satiety in children

et al. 2012

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“…Greater attention in class and engagement in learning activities are likely to be associated with productive learning outcomes and better academic achievement. The mechanism for the observed effect on learning behaviour may be related to the physiological effects of improving nutritional status as observed in previous research on attention, memory and cognitive performance (Wesnes et al, 2003;Ingwersen et al, 2007;Benton and Stevens, 2008;Micha et al, 2010), but the effect may also be attributable to a combination of mechanisms. Changes to the dining environment, which improve service flow or enhance the eating environment, also facilitate both physical and social activities.…”

Section: Discussionmentioning

confidence: 91%

“…Published intervention studies have mainly investigated the effect of nutrient supplements and the presence/absence and content of the breakfast meal on a range of subjective and objective learning outcomes (Dickie and Bender, 1982;Meyers et al, 1989;Southon et al, 1994;Wolraich et al, 1994;Rampersaud et al, 2005;Dalton et al, 2009;Micha et al, 2010). Few studies have addressed the relationship between school lunch consumption and educational outcomes (Gietzen and Vermeersch, 1980;Kim et al, 2003;Florence et al, 2008;Selvik Ask et al, 2010) and no study has focussed on classroom behaviour in the post-lunchtime period.…”

Section: Introductionmentioning

confidence: 99%

A randomized controlled trial of the effect of school food and dining room modifications on classroom behaviour in secondary school children

Storey¹,

Pearce²,

Ashfield‐Watt³

et al. 2010

Eur J Clin Nutr

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Background/Objectives: Adequate nutrition is considered important for learning, but there is little robust research on the association between diet and learning in school-aged children in industrialized countries. This study investigated the effect of tailored modifications to the food and dining experience in secondary schools on learning-related behaviours. Subjects/Methods: In 2008, 12 co-educational secondary schools in England were recruited. Schools were randomly allocated to receive a tailored action plan and support to modify their food provision and dining environment over a 15-week period (intervention or to control). Learning-related behaviours were systematically observed during post-lunchtime classes at all schools. Observations were made by trained observers using a validated protocol to determine whether pupils were 'on-task' (concentrating and alert) or 'off-task' (disruptive or disengaged). Results: In total, 156 pupils were observed (control n ¼ 58, intervention n ¼ 98) at baseline (12 210 and 20 560 observations, control and intervention, respectively) and at follow-up (16 846 and 23 462, respectively). On-task and off-task behaviours were similar across treatment groups at baseline. At follow-up, intervention group pupils were 18% more likely to be on-task (odds ratio (OR) 1.18, 95% confidence interval ((95% CI) 1.05-1.33) and 14% less likely to be off-task (OR 0.86, 95% CI 0.75-0.98) compared with control group pupils. Conclusions: This study suggests that modifying food provision and the dining environment can improve learning-related behaviours of secondary school pupils in the post-lunch period. This finding supports ongoing investment and interventions by local authorities across the United Kingdom to improve school food and lunchtime dining facilities.

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“…Considering that insulin resistance appears to be a peripheral postprandial phenomenon, 17,19,24,29,30 it can be speculated that the improvement seen in the cognitive tests after the G-WWB may be a consequence of an acutely improved insulin sensitivity within the brain. In an animal model, there was a failure in insulin resistant and obese rats to enhance plasma membrane GLUT4 translocation in hippocampus, despite elevation in plasma glucose; and no changes were found in the density of insulin receptors and in total GLUT4.…”

mentioning

confidence: 99%

Effects on cognitive performance of modulating the postprandial blood glucose profile at breakfast

2012

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BACKGROUND/OBJECTIVES: Considering the importance of glucose as a brain substrate, the postprandial rate of glucose delivery to the blood could be expected to affect cognitive functions. The purpose was to evaluate to what extent the rate of glucose absorption affected measures of cognitive performance in the postprandial period. In addition, cognitive performance was evaluated in relation to individual glucoregulation. SUBJECTS/METHODS: A white wheat bread (WWB) enriched with guar gum (G-WWB) with the capacity to produce a low but sustained blood glucose net increment was developed. The G-WWB was evaluated in the postprandial period after breakfast with respect to effects on cognitive function (working memory and selective attention (SA)) in 40 healthy adults (49-71 years, body mass index 20-29 kg/m 2 ), using a high glycaemic index WWB for comparison in a randomised crossover design. RESULTS: The G-WWB improved outcome in the cognitive tests (SA test) in the later postprandial period (75-225 min) in comparison with the WWB (Po0.01). Subjects with better glucoregulation performed superior in cognitive tests compared with subjects with worse glucoregulation (Po0.05). CONCLUSIONS: Beneficial effects on cognitive performance were observed with the G-WWB in the late postprandial period. The positive effect is suggested to emanate from improved insulin sensitivity, possibly in a combination with an enhanced neural energy supply. The results highlight the importance of carbohydrate foods that induces a low but sustained blood glucose profile in enhancing postprandial cognitive functions.

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The glycaemic potency of breakfast and cognitive function in school children

Cited by 55 publications

References 48 publications

Ingesting breakfast meals of different glycaemic load does not alter cognition and satiety in children

Ingesting breakfast meals of different glycaemic load does not alter cognition and satiety in children

A randomized controlled trial of the effect of school food and dining room modifications on classroom behaviour in secondary school children

Effects on cognitive performance of modulating the postprandial blood glucose profile at breakfast

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