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Clinical Trial Details — Status: Completed

Administrative data

NCT number NCT01401153
Other study ID # COG0611DO
Secondary ID 03MT110527328495
Status Completed
Phase N/A
First received July 19, 2011
Last updated October 9, 2012
Start date May 2011
Est. completion date July 2011

Study information

Verified date October 2012
Source Research Institute of Child Nutrition, Dortmund
Contact n/a
Is FDA regulated No
Health authority Germany: Ethics Commission
Study type Interventional

Clinical Trial 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.


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 information / eligibility

Status Completed
Enrollment 105
Est. completion date July 2011
Est. primary completion date July 2011
Accepts healthy volunteers Accepts Healthy Volunteers
Gender Both
Age group 10 Years to 15 Years
Eligibility Inclusion Criteria:

- All sixth grade students of Gesamtschule Berger Feld with the consent of parents and child

Exclusion Criteria:

- Metabolic diseases or special diet

Study Design

Allocation: Randomized, Intervention Model: Crossover Assignment, Masking: Open Label


Related Conditions & MeSH terms


Intervention

Other:
Skipping lunch
Just water.

Locations

Country Name City State
n/a

Sponsors (1)

Lead Sponsor Collaborator
Research Institute of Child Nutrition, Dortmund

Outcome

Type Measure Description Time frame Safety issue
Primary Tonic Alertness (Mean Reaction Time) Mean reaction time to response to a simple visual stimulus without a preceding warning signal Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Tonic Alertness (Deviation of Reaction Time) Deviation of reaction time --> logarithmic standard deviation of the reaction times Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Tonic Alertness (Commission Errors) Reactions when no stimulus had been presented Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Tonic Alertness (Omission Errors) Stimuli to which no reaction follows within 1.5s Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Immediate Block Span 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) Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Incorrect Immediate Block Span Number of sequences incorrectly reproduced Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Correct Immediate Block Span Number of sequences correctly reproduced Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Sequencing Errors Sequences including all the blocks of a prescribed sequence, but in the wrong order Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Reactions Number of total reactions (Subjects have to decide whether a displayed figure is identical with one of four figures shown or not) Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Percentage Incorrect Reactions Percentage of incorrect reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Number Correct Reactions Number of correct reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Incorrect Reactions Number of incorrect reactions Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Mean Time Correct Reactions Mean time to react correctly Participants were tested twice with one week wash out (1h after having/skipping lunch) No
Primary Mean Time Incorrect Reactions Mean time to react incorrectly Participants were tested twice with one week wash out (1h after having/skipping lunch) No
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