Cognitive Function Clinical Trial
The Cognition Intervention Study Dortmund (CogniDo) and the Cognition Intervention Study Dortmund PLUS (CogniDo PLUS) investigated the short-term effects of having school lunch versus skipping it on children's basal (CogniDo) and executive (CogniDo PLUS) cognitive functions in the afternoon. The present Coco study connect this two previous studies and investigates the effect of having school lunch versus skipping it on children's basal and executive cognitive functions later in the afternoon.
Because of cerebral particularities, children may react highly sensitive to variations of
nutrient supply. Therefore, an optimised composition of meals at favourable mealtime should
be considered for optimal cognitive performance. The increasing implementation of all-day
schools in Germany requires the children's catering for lunch at school. However, the number
of 'meal skippers' is increasing among children and adolescents. Thus, the effect of
skipping lunch 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 mid-morning is standardized. The
intervention is integrated in 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 water as a beverage (intervention
of 'skipping meal'), 12.45 p.m. to 1.15 p.m. regular lunch break, 1.15 p.m. to 14.10 p.m.
regular school lesson. 14.15 p.m. computerized tests of executive cognitive and basal
(alertness) functioning, 3 p.m. lunch for the 'skipping meal'-group. Parameters of cognition
with relevance to everyday school life are measured by a computerized test program developed
by the Institute of Working Learning and Aging (ALA). Usual eating behaviour, sleep
behaviour, physical activity and parental education were determined as control variables by
questionnaires for children, parents.
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Allocation: Randomized, Intervention Model: Crossover Assignment, Masking: Open Label
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