Breakfast and cognition: an integrative summary
Breakfast and cognition: an integrative summary
复制标题
DOI：
10.1093/ajcn/67.4.804s
复制
发表时间：
1998-04-01
影响因子：
7.1
通讯作者：
Mathews, R
中科院分区：
文献类型：
--
作者：
Pollitt, E;Mathews, R
在本增刊中，总结了1995年在加利福尼亚州纳帕举行的早餐和性能国际研讨会上发表的论文，并将其与自那时以来发表的数据相结合。特别是，重点是研究设计，测量，机制，潜在的影响修饰符（如，年龄）和公共政策的相关性的问题。从现有的数据中，无论是关于早餐对认知和学校学习的长期和短期益处，还是介导这种关系的机制，都无法得出明确的结论。汇总数据表明，不吃早餐会干扰认知和学习，这种影响在营养不良的儿童中比营养良好的儿童更明显。至少。吃早餐可以提高学生的出勤率，并提高学生的饮食质量。
In this supplement, the papers presented at the International Symposium on Breakfast and Performance in Napa, CA in 1995 are summarized and integrated with data published since that time. In particular, the focus is on issues of research design, measurements, mechanisms, potential effect modifiers (eg, age), and relevance for public policy. No definitive conclusions can be drawn from the existing data on either the long-and short-term benefits of breakfast on cognition and school learning or the mechanisms that mediate this relation. The pooled data suggest that omitting breakfast interferes with cognition and learning, an effect that is more pronounced in nutritionally at-risk children than in well-nourished children. At the very least. breakfast consumption improves school attendance and enhances the quality of the students' diets.