DIET AND LIFESTYLE IN THE COLLEGE POPULATION:

ASSOCIATIONS WITH COGNITIVE PERFORMANCE

Faoqiya FatimaChristine FilbinRebecca FritzEmily Gerlach

Phoebe GullingEmily Walker

Mentor: Dr. Bonnie Beezhold

Research question

Are diet and lifestyle factors associated with cognitive performance in college students?

Background

• Diet and lifestyle factors play a crucial role in shaping cognitive capacity and brain development1

• Previous research has found a link between diet & lifestyle factors and cognition2,3,4

(1. Gomez-Pinnilla, 2008; 2. Nyaradi, et al., 2014; 3. Yolton, et al., 2004; 4. Zhu, et al., 2014)

Background• Dietary factors (e.g. saturated fat, F&V,

omega-3 fatty acids) and cognitive performance1,2

• Lifestyle factors (e.g. second-hand smoke, physical activity) and cognitive performance3,4

(1. Nyaradi, et al., 2014; 2. Fontani, et al., 2005; 3. Yolton, et al., 2004; 4. Zhu, et. al., 2014)

Study objectives

• Primary objective: To investigate the link between diet and cognitive performance in college students.

• Secondary objective: To investigate the link between lifestyle factors and cognitive performance in college students.

METHODOLOGY

Study design

• Cross-sectional study• Participants were Benedictine students• Components: online cognitive testing (“brain games”) and online survey completion

• Collaborative planning

Survey – diet questions

• Brain foods (berries, fatty fish, sugar, caffeinated beverages, saturated fat sources)

• General food groups (e.g. F/V, nuts, dairy, sweets, meat)

• Pre-test intake (caffeine, sugar, water, bacon/sausage, cigarette smoking)

• Meal patterns (meals per day, fast-food intake, eating on campus, pre-made foods at home, campus meal plan)

Survey – other questions• Demographic variables (FDU)

• Medications, parental marital status, presence of father • Lifestyle variables (FDU)

• Hours of sleep/night, exercise, relaxation, cigarette and alcohol use, marijuana/recreational drugs, participation in diet to lose weight, recent weight changes, dietary restrictions/allergies, breakfast habits, # meals/day, and supplement use

• Cognitive measures (FDU) • High school/college GPA, ACT/SAT scores, and highest

education level achieved by mother/father

Survey validity & reliability

Validity

• Incorporated validated survey measures • Godin Leisure Time Exercise

Questionnaire• EPIC Norfolk frequencies

• Use of clear and appropriate language for survey questions

• Pilot testing and feedback

Reliability• Potentially unclear questions

were eliminated• Survey measures used strong

consistency within answer choices and question format

• Godin Q; EPIC Norfolk frequencies found to correctly identify low, medium and high consumers of food groups

Cognitive testing

• Cognitive domains most impacted by diet and lifestyle were identified1

• Cogstate provided test battery2

• Validated cognitive testing for clinical trials, healthcare, academic research, brain injury solutions

• Eligible to use Cogstate Research software• Customized battery was selected• Software downloaded on 6 computers in computer lab

(1. DeJager, et al., 2014; 2. Cogstate)

Cognitive testing validity & reliability

Validity

• Instructions were clear and concise

• Cognitive testing was available in all major languages

• Proven ability to detect both improvement and decline in cognitive function1

Reliability

• Minimal learning effects allows testing to be repeated often- even closely together2

• Reliable for all age groups due to sensitivity of testing2

• R values competitive for cognitive testing measures2

• R=(.49-.83)

(1. Cogstate; 2. Nyaradi, et al., 2014)

Processing speed• Ability to take in information, process and extract it1

• Eg: Time it takes to look at a picture and say what it is• Affected by diet/lifestyle in short- and long-term• Groton Maze Timed Chase Test2

• Detection Test2

(1. Turken, et al., 2008; 2. Cogstate)

Verbal learning • Process of acquiring, retaining and recalling of verbal material1• Eg: Hearing a name and remembering it

• Affected by diet/lifestyle in short- and long-term • International Shopping List Test2

(1. Verbal Learning; 2. Cogstate)

Verbal memory

• Ability to recall verbally presented information1

• Eg: Someone tells you a grocery list and you remember it later at the store

• Affected by diet/lifestyle in short- and long-term• International Shopping List Test - Delayed Recall2

(1. Tatsumi, et al., 2008; 2. Cogstate)

Executive function• Set of mental skills that help you get things done; time mgmt, focus, planning, multi-tasking1

• Eg: successfully remembering instructions and carrying out the task

• Affected by diet/lifestyle in short- and long-term• Identification Test2

• Groton Maze Learning Test2

(1. Executive Function & Self-Regulation; 2. Cogstate)

Working memory

• Responsible for: planning, problem solving, multi-tasking, and reasoning; short-term memory1

• Eg: Recalling a recipe while cooking a meal• Affected by diet/lifestyle in short-term• One-Back Memory Test2

(1. McLeod S, 2008; 2. Cogstate)

Visual memory• Ability to correctly identify or reproduce a previously seen image1

• Eg: Looking at the title of a book in class, and then remembering title later at the bookstore

• Affected by diet/lifestyle in short- and long-term• Groton Maze Learning Test - Delayed Recall2

(1. Brady, et al., 2011; 2. Cogstate)

Recruitment• BU student population

• Flyer distribution, instructor contact/class visits, one- on-one campus recruitment

• Incentives • Eligibility criteria

• 18-24 years old • Current BU student• Not taking prescription

medications for mental conditions

Recruitment• Incentives

• Light snack• Gift cards

• Not eligible for gift card if receiving extra credit

Study protocol• Data collection on six 4-hr am sessions on Thursdays and Fridays in April-May 2016

• Protocol time was ~45 minutes• Informed consent/sign-in; ID number• Cognitive testing• Survey completion • Snack of water, bars, fruit offered; drawing for raffle or

extra credit• Reliability considerations

Statistical analysis

• Correlational, differential • Descriptive statistics• Nonparametric analyses• Multivariate analyses: Chi square tests, Pearson and Spearman correlations

• Univariate analyses: Mann-Whitney U tests, Kruskal Wallis H tests

• Significance - p values < .05; SPSS version 24

RESULTS

Population characteristicsVariable N Mean ± SE

Age 54 21.67 ± 0.20

Gender (m / f) 54 9 / 45

Academic year (lower / upper / grads) 54 8 / 36 / 10

Ethnicity (white / Asian / other) 54 24 / 17 / 13

BMI 54 23.08 ± 0.69

Commuter / Resident 54 46 / 8

Results – Academic year

Freshman

Sophomore

Junior

Senior

Graduate35%

1%

19% 13%

31%

Results – EthnicityHispanic, Latino, or SpanishBlack or African Amer-icanWhite (not Middle Eastern)White (Middle Eastern)Asian

10%8%

47%4%

27%

Variables N Study Mean ± SD

Normative Mean ± SD

Cognitive test scores Identification Test 53 2.73 ± 0.07 2.66 ± 0.08

Groton Maze Timed Chase Test 51 1.49 ± 0.58 -

Groton Maze Learning Test 53 57.45 ± 18.53 40.88 ± 15.34

Groton Maze Learning Test - Delayed Recall 53 9.21 ± 10.01 7.26 ± 5.38

Detection Speed of Performance Test 52 2.55 ± 0.10 2.46 ± 0.09

International Shopping List Test 53 26.21 ± 4.13 25.17 ± 4.30

International Shopping List - Delayed Recall Test

53 9.13 ± 2.13 9.25 ± 3.02

One Back Memory Test 53 1.20 ± 0.28 1.37 ± 0.14

College grade point average (GPA) 53 3.31 ± 0.42 -

Cognitive performance measures

Phoebe Gulling

Research question: What non-diet factors are associated with cognitive performance?

Background – specific demographic / lifestyle factors

• Demographic factors associated with cognitive performance (e.g. father in the home1, socioeconomic status2)

• Lifestyle factors associated with cognitive performance (e.g. stress3, sleep4)

(1. Chapman, 1977; 2. Waber, et al., 2012; 3. Pritchard, 2003; 4. Lo, et al., 2016)

Variable N No YesFather’s education - N/Y college degree 51 25 26Mother’s education - N/Y college degree 53 21 32Parents marital status - N/Y married 54 9 45

Father present in home 54 2 52

Frequency of demographic factors

Frequency of lifestyle factors

Variable N No YesSleep hours/night (<7 / ≥7) 54 39 15

Moderate exercise x/wk (<5x / ≥5X) 54 29 25

Relaxes by reading 54 35 19

Relaxes by religious/spiritual 54 37 17

Relaxes by spending time with pets 54 37 17

Relaxes by listening to music 54 12 42

Relaxes by breathing practices 47 36 11

Cigarette exposure 54 44 10

Alcohol at least once/week 54 42 12

Frequency of meal patternsVariable N No YesDiet to lose weight 54 45 9Weight change in 1 mo 54 37 17Dietary restriction/allergy 54 39 15Eat within 1 hour of waking 54 29 25At least 3 meals/day 54 16 38Commuter>1 meal away from home/wk 46 12 32At least 1 fast food meals/wk 46 16 30ResidentMeal plan 14 9 5Eat at cafeteria 10 5 5At least 1 fast food meal/wk 10 3 7Prepare meals in housing unit 12 3 9

Cognitive performance measures N Father’s

education

Commuter meals

away from home x/wk

Commuter fast food

meals x/wk

Reading for

relaxation N/Y

Pets for relaxation

N/Y

rho / p r / p r / p r / p r / p Detection test (psychomotor function; lower score better)

51 0.29 / 0.040 - - - -

International Shopping List Test-Delayed Recall test (verbal memory; higher score better)

45

- 0.31 / 0.038 - - -

Groton Maze Learning-Delayed Recall test (visual memory; lower score better)

45

53 - - 0.41 / 0.005 - 0.28 /

0.045

International Shopping List Test (verbal learning; higher score better)

53- - - 0.28 /

0.046 -

p < .05 indicates significance; Pearson product-moment and Spearman rank order correlations.

Correlations of lifestyle factor variables with cognitive performance measures

Significant correlations

1. ↑ father’s highest education level : ↓ psychomotor function

2. ↑ commuter total meals away from home : ↑ verbal memory

3. ↑ commuter fast food meals : ↓ visual memory

4. ↑ reading for relaxation : ↑ verbal learning

5. ↑ spending time with pets : ↓ visual memory

Discussion• Consumption of fast food may lower visual memory function • Fast food intake associated with lower test scores among

elementary age students1

• Fast food intake associated with lower GPA among undergraduate students2

• Reading for relaxation may enhance verbal memory• Reading for pleasure associated with higher GPA and greater

desire for higher level thinking among undergraduate students3

(1. Tobin, 2011; 2. Kobayashi, 2009; 3. Turner, et al., 2011)

Emily Walker

Research question: Is meat and poultry intake associated with cognitive performance?

Background• Millennials consume meat at rate similar to previous generations1

• Composition can be both positive and negative for cognition2

• Dietary Guidelines recommend lower intakes of meats, including processed meat

• Studies are conflicting regarding cognition3,4

(1. Midan Marketing, 2016; 2. McAfee, et al., 2010; 3. Baym, et al., 2014; 4. Neumann, et al., 2007)

Methods• Fill in (food/beverage type) times per week: Meat and poultry (beef, buffalo, lamb, pork, chicken, turkey, duck)

• Based on average over past year, check any frequency of (food/beverage type) that you eat/drink: Red meat, processed meat, poultry

• Never or <1x/mo, 1-3x/mo, 1x/wk, 2-4x/wk, 5-6x/wk, 1x/d, 2-3x/d, 4-5x/d, 6+x/d11

(1. EPIC-Norfolk FFQ)

Variable N Freshmen and Sophomores

N = 8JuniorsN = 17

SeniorsN = 19

Graduate Students

N = 10Total meat & poultry/wk

Less than 6 x/wk 32 5 12 9 6

≥6 x/wk 22 3 5 10 4

Red meat/mo Never or <1 x/wk 21 1 11 6 3

> 1 x/wk 31 6 5 13 7

Processed meats/mo

Never or < 1 x/mo 19 0 8 7 4

Monthly, weekly, more 32 7 7 12 6

Poultry/mo Less than 5 x/wk 30 5 11 8 6

≥5 x/wk 21 2 5 11 3

Reporting of meat intake frequency by student academic year

Correlations of meat intake variables with cognitive performance measures

p < .05 indicates significance; Pearson product-moment correlations and Spearman rank order correlations.

Cognitive performance measuresTotal meat/

poultryx/wk

Red meat x/mo

Processed meat x/mo

r / p / n rho / p / n rho / p / nGroton Maze Learning Test (executive function; lower score better)

-0.30 / 0.031n = 53

- -

Groton Maze Learning Test - Delayed Recall (visual memory; lower score better)

-0.44 / 0.001n = 53

-0.36 / 0.010n = 51

-0.35 / 0.012n = 51

International Shopping List - Delayed Recall (verbal memory; higher score better)

0.28 / 0.045

n = 52- -

Cognitive performance measure <6 x/wk ≥6 x/wk

Groton Maze Learning Test - Delayed Recall (visual memory; lower score better)

n = 31Md = 9.00

n = 22Md = 5.00

U = 198.00p = 0.010*; r = -0.36

Groton Maze Learning Test (executive function; lower score better)

n = 31Md = 28.25

n = 22Md = 25.25

U = 302.50p = 0.487; r = -0.10

International Shopping List - Delayed Recall (verbal memory; higher score better)

n = 31Md = 24.00

n = 22Md = 31.23

U = 248.00p = 0.089; r = -0.23

Comparison of cognitive performance measures by total meat/poultry intake frequency weekly

*p < .05 indicates significance; Mann Whitney U tests.

Discussion• Consuming meat was associated with better cognitive performance

• An omnivorous diet may contribute to better cognitive performance1,2

• Nutrients in meat like B12 are related to cognition1,2

(1. Louwman, et al., 2000; 2. Heys, et al., 2010)

Emily Gerlach

Research question: Is egg intake associated with cognitive performance?

Background

•Nutrient dense; may be helpful for cognition

•Studies of key nutrients are conflicting• Saturated fat1

• Choline2,3

(1. Knott, et al., 2015; 2. Poly, et al., 2011; 3. Okereke, et al., 2012)

Methods

•Fill in times per week: Eggs, including yolk

• Whole number response

Variable N

Freshmen and

SophomoresN = 8

JuniorsN = 17

SeniorsN = 19

Graduate Students

N = 10Never or 1x/wk 23 7 8 7 1

2 or more x/wk 30 1 8 12 9

Reporting of weekly egg intake frequency by student academic year

(Statista, 2016)

Correlations of weekly egg intake with cognitive performance measures

p < .05 indicates significance; Pearson product-moment correlation coefficient.

Cognitive performance measure N Egg intake x/wk

r / pCollege GPA 52 0.33 / 0.017

Identification Speed of Performance Test (attention; lower score better)

52 0.29 / 0.037

Comparison of cognitive performance measures in levels of weekly egg intake frequency

Cognitive performance measure

≤1 x/wkN = 22

≥2 x/wkN = 30

College GPA

n = 22Md = 3.20

n = 30Md = 3.50

U = 193.50p = 0.011*; r = 0.35

Identification Speed of Performance Test (attention; lower score better)

n = 22Md = 2.72

n = 30Md = 2.72

U = 310.00p = 0.711; r = 0.05

*p < .05 indicates significance. Mann Whitney U tests.

Discussion• Intake of eggs may be associated with better academic performance

• Breakfast consumption associated with enhanced cognitive function1

• High intakes of saturated fat associated with worse cognition2

(1. Cooper, et al., 2011; 2. Okereke, et al., 2012)

Faoqiya Fatima

Research question: Is dairy intake associated with cognitive performance?

Background

• Composition of dairy may enhance brain function1

• College students have high intake of dairy2

• Previous human studies have linked dairy with enhanced cognition3,4

(1. Camfield, 2011; 2.Durá Travé, 2008; 3. Crichton, et al., 2012; 4. Rahman, et al., 2007)

Methods• Fill in (food/beverage type) times per day: Total dairy foods (milk, cheese, yogurt, etc.)

• Based on average over past year, check any frequency of (food/beverage type) that you eat/drink: • Whole dairy intake (whole milk, cheese, butter)• Yogurt or kefir • Milk (cow’s milk)

• Never or <1x/mo, 1-3x/mo, 1x/wk, 2-4x/wk, 5-6x/wk, 1x/d, 2-3x/d, 4-5x/d, 6+x/d1

Variables NFreshmen and Sophomores

N = 8JuniorsN = 17

SeniorsN = 19

Graduate Students

N = 10Total dairy foods (milk, cheese, yogurt, etc.) Never or 1x/wk 23 7 8 7 1

2 or more x/wk 30 1 8 12 9

Whole dairy intake (whole milk, cheese, butter) Never or less than monthly intake 31 7 9 11 4

Monthly to daily intake 23 1 8 8 6

Yogurt or kefir Never to less than 1x/wk 22 5 5 10 2

1 or more x/wk 31 3 11 9 8

Milk (cow’s milk) Never to 1x/wk 22 3 6 8 5

2 or more x/wk 32 5 11 11 5

Reporting of dairy frequency by student academic year

Correlations of dairy intake variables with cognitive performance measures

Cognitive performance measures Total dairy intake x/day

Whole dairy foods x/mo

r / p / n rho / p / n

Identification Speed of Performance Test (attention; lower score better)

0.34 / 0.014n = 52

-

Detection Speed of Performance Test (psychomotor function; lower score better)

0.48 /0.000n = 51

-0.34 / 0.015n = 51

p < .05 indicates significance; Pearson product-moment and Spearman rank order correlations.

Cognitive performance measures None or 1 x/day 2-7 x/day

Identification Speed of Performance Test (attention; lower score better)

n = 21Md = 2.71

n = 31Md = 2.56

U = 253.0p = 0.176; r = 0.19

Detection Speed of Performance Test (psychomotor function; lower score better)

n = 20Md = 2.74

n = 31Md = 2.53

U = 309.00p = 0.985; r = 0.02

Comparison of cognitive performance variables in levels of total dairy intake frequency

*p < .05 indicates significance; Mann Whitney U tests.

Comparison of cognitive performance variables in levels of whole dairy intake frequency

p values < .05 indicate significance; Mann Whitney U tests.

Cognitive performance measures

Never or less than monthly Monthly to daily

Detection Speed of Performance Test (psychomotor function; lower score better)

n = 31Md = 2.73

n = 21Md = 2.51

U = 191.00p = 0.012*; r = -0.35

*p < .05 indicates significance; Mann Whitney U tests.

Discussion• Dairy intake results were conflicting• Low-fat dairy intake and better cognitive function consensus in studies1,2

• Fat in dairy may increase cognitive function3

(1. Parker, et al., 2012; 2. Crichton, 2012; 3. Bell, n.d.)

Christine Filbin

Research question: Is caffeine intake associated with cognitive performance?

Background• Caffeine acts as stimulant1

• Recommendation <400 mg/day2

• Intake found widely among college-aged students3

• Promotes sustained cognition during fatigue or decreased sleep4

• Decreased reaction time with unchanged accuracy during times of fatigue5

(1. Lakhan, et al., 2012; 2. Mayo Clinic; 3. TCU Nutrition; 4. Kamimori, et al., 2014; 5. van Duinen, et al., 2005)

Methods• Based on average over past year, check any frequency of beverage type

that you drink: Coffee, brewed including coffee drinks• Never or <1x/mo, 1-3x/mo, 1x/wk, 2-4x/wk, 5-6x/wk, 1x/d, 2-3x/d, 4-5x/d, 6+x/d1

• Pre-test Q: Did you drink any of the following caffeinated beverage(s) earlier today?2

12-24 of regular or Diet Coke, Pepsi, or Mountain Dew; black tea (hot or iced) (20-50 mg caffeine)

1 brewed coffee; a small latte/cappuccino; a single espresso shot; a bottled frappuccino; an energy juice, water or tea product; or a small Red Bull or similar brand energy drink (70-120 mg caffeine)

2 or more cups of brewed coffee; a medium or large latte/cappuccino; a double or triple espresso shot; 16 of or more of energy beverages such as Red Bull, Monster Energy, Arizona Green Tea Energy, Jolt Cola, etc.150-250 mg caffeine)

I drank none of these beverage types

(1. EPIC-Norfolk FFQ; 2. Mayo Clinic )

Variable NFreshmen

and Sophomores

N = 8JuniorsN = 17

SeniorsN = 19

Graduate Students

N = 10

Coffee Intake frequency Never or monthly 27 5 9 10 3 Weekly or daily 27 3 8 9 7Pre-Test Caffeine No / Yes 33 / 20 3 / 5 7 / 9 5 / 14 10 / 5

Reporting of caffeine intake by student academic year

p < .05 indicates significance; Spearman rank order correlations.

Cognitive performance measures N Coffee intake

frequencyPre-test caffeine

N/Yrho / p rho / p

Groton Maze Learning Test(executive function; lower score better)

530.28 / 0.042 0.35 / 0.010

Groton Maze Learning Test - Delayed Recall (visual memory; lower score better)

530.41 / 0.002 0.44 / 0.001

Correlations of caffeine intake variables with cognitive performance measures

Cognitive performance measure Never or monthly

Weekly or daily

Groton Maze Learning Test (executive function; lower score better)

n = 27Md = 52.00

n = 27Md = 59.00

U = 266.00p = 0.130; r = 0.28

Groton Maze Learning Test - Delayed Recall (visual memory; lower score better)

n = 27Md = 6.00

n = 27Md = 10.00

U = 189.50p = 0.004*; r = 0.41

Comparison of cognitive performance measures in levels of coffee intake frequency

*p < .05 indicates significance; Mann Whitney U tests.

Cognitive performance measure No Yes

Groton Maze Learning Test (executive function; lower score better)

n = 33Md = 52.00

n = 19Md = 59.00

U = 231.00 p = 0.117; r = 0.35

Groton Maze Learning Test - Delayed Recall (visual memory; lower score better)

n = 33Md = 7.00

n = 19Md = 10.00

U = 196.50p = 0.026*; r = 0.31

Comparison of cognitive performance measures in levels pre-test caffeine intake

*p < .05 indicates significance; Mann Whitney U tests.

Discussion• Intake of caffeine may lower cognitive performance

• Studies show caffeine may worsen cognitive performance1

• Caffeine blocks inhibitory process of adenosine increasing dopamine in the brain2

• Dopamine imbalance may hinder cognitive performance3

(1. Lesk, et al., 2004; 2. Hale, 2012; 3. Nieoullon, et al., 2002)

Becca Fritz

Research question: Is sugar intake associated with cognitive performance?

Background

(1. West, et al., 2006; 2. Cooper, et al., 2015)

• Recommendations: Added sugars not >10% of calories per day

• Elevated blood glucose / insulin associated with poorer cognitive performance1

• The brain may need sustained energy release2

Methods

(1. EPIC-Norfolk FFQ)

• Fill in (food type) times per day: Sweets, not including chocolate (pastries, cakes, pies, cookies, candy, etc.)• Whole number

• Based on average over past year, check any frequency of (beverage type) that you drink: Soft drinks: sugar-sweetened, non-diet • Never or <1x/mo, 1-3x/mo, 1x/wk, 2-4x/wk, 5-6x/wk, 1x/d, 2-

3x/d, 4-5x/d, 6+x/d1

• Pre-test Q: In the past 2 hours have you consumed any sugary foods: (muffins, donuts, cinnamon rolls, etc.)• Check Yes or No

Variables NFreshmen

and Sophomores

N = 8

Juniors N = 17

SeniorsN = 19

Graduate Students

N = 10

Total sweets frequency daily, not including chocolate No intake 22 3 7 6 6 1 or more x/day 31 5 10 12 4Soft drinks; sugar – sweetened, non-diet Never or < 1x/mo 29 2 10 10 7 1 or more x/mo 24 6 6 9 3Pre-test sugary food intake No intake 39 4 9 17 9 Yes intake 15 4 8 2 1

Reporting of sugar intake by student academic year

p < .05 indicates significance; Pearson product-moment and Spearman rank order correlations.

Cognitive performance measures N

Sugar-sweetened

non diet soft drinks freq

Pre-test sugary

foods NYrho / p r / p

College GPA 52 -0.34 / 0.014 -

Groton Maze Timed Chase Test (visual processing speed; higher score better) 50 -0.35 / 0.014 -

Groton Maze Learning Test (executive function; lower score better) 53 - 0.35 / 0.010

Groton Maze Learning Test – Delayed Recall (visual memory; lower score better) 53 - 0.44 / 0.001

Correlations of sugar intake variables with cognitive performance measures

Comparison of cognitive performance measures in levels of soft drinks intake frequency

Cognitive performance measures ≤1 x/moN = 29

>1 x/moN = 24

College GPA

n = 28Md = 3.50

n = 24Md = 3.20

U = 179.50p = 0.004*; r = 0.40

Groton Maze Timed Chase Test (visual processing speed; higher score better)

n = 27Md = 1.77

n = 23Md = 1.33

U = 181.00p = 0.012*; r = 0.40

*p < .05 indicates significance; Mann Whitney U tests.

Comparison of cognitive performance measures in levels of pre-test sugary food intake

*p < .05 indicates significance; Mann Whitney U tests.

Cognitive performance measure NoN = 39

YesN = 15

Groton Maze Learning Test (executive function; lower score better)

n = 38Md = 51.0

n = 14Md = 57.5

U = 164.00p = .028*; r = 0.30

Groton Maze Learning Test - Delayed Recall scores (visual memory; lower score better)

n = 39Md = 7

n = 14Md = 10

U = 138.00p = 0.006*; r = 0.37

Discussion• Intake of added sugars may negatively impact cognitive performance

• Poorer memory related to sugar intake1,2

(1. Ye X, et al., 2012; 2. Riby, et al., 2015)

KEY FINDINGS

Conclusion

COGNITIVE

PERFORMANCE

Memory

Verbal learning

Executive function

Attention

College GPA

Processing speed

Psychomotor function

(+) meat & poultry(-) fast food, pre-test caffeine, coffee daily, pre-test sugary foods

(+) reading for relaxation

(+) meat & poultry(-) pre-test caffeine, pre-test sugary foods

(-) eggs weekly, dairy daily

(+) eggs weekly(-) sugar-sweetened soft drinks daily

(-) sugar-sweetened soft drinks daily

(+) whole dairy (-) dairy daily

Strengths• Validated performance

testing measures• Survey questions• Cognitive testing

available in all major languages

• Piloted protocol• Standardized script

during testing• Collaboration with larger

campus

Limitations• Study design• Small sample size• Multiple proctors• Online survey only

available in English• Multiple students in

same room• Potential response bias• Recruitment population• External validity

Future research• Larger population• Comparison of vegan and omnivore cognitive measures

• Experimental study design

Thank you to our sponsors…

Amir Ouranus in IT Dept

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