Thesis Presentation

DIET AND LIFESTYLE IN THE
COLLEGE POPULATION:
ASSOCIATIONS WITH
COGNITIVE PERFORMANCE
Faoqiya Fatima
Christine Filbin
Rebecca Fritz
Emily Gerlach
Phoebe Gulling
Emily 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.

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
• 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
• 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
• 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
• 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

Population characteristics
Variable 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
Graduate
35%
1%
19% 13%
31%

Results – Ethnicity
Hispanic, Latino,
or Spanish
Black or African
American
White (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 Yes
Father’s education - N/Y college degree 51 25 26
Mother’s education - N/Y college degree 53 21 32
Parents 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 Yes
Sleep 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 patterns
Variable N No Yes
Diet to lose weight 54 45 9
Weight change in 1 mo 54 37 17
Dietary restriction/allergy 54 39 15
Eat within 1 hour of waking 54 29 25
At least 3 meals/day 54 16 38
Commuter
>1 meal away from home/wk 46 12 32
At least 1 fast food meals/wk 46 16 30
Resident
Meal plan 14 9 5
Eat at cafeteria 10 5 5
At least 1 fast food meal/wk 10 3 7
Prepare 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 = 8
Juniors
N = 17
Seniors
N = 19
Graduate
Students
N = 10
Total 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.
Total meat/
poultry
x/wk
Red meat
x/mo
Processed
meat x/mo
r / p / n rho / p / n rho / p / n
Groton Maze Learning Test
(executive function; lower score
better)
-0.30 /
0.031
n = 53
- -
Groton Maze Learning Test - Delayed
Recall (visual memory; lower score
better)
-0.44 /
0.001
n = 53
-0.36 /
0.010
n = 51
-0.35 /
0.012
n = 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
better)
n = 31
Md = 9.00
n = 22
Md = 5.00
U = 198.00
p = 0.010*; r = -0.36
Groton Maze Learning Test (executive
function; lower score better)
n = 31
Md = 28.25
n = 22
Md = 25.25
U = 302.50
p = 0.487; r = -0.10
International Shopping List - Delayed
Recall (verbal memory; higher score
better)
n = 31
Md = 24.00
n = 22
Md = 31.23
U = 248.00
p = 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
Sophomores
N = 8
Juniors
N = 17
Seniors
N = 19
Graduate
Students
N = 10
Never 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 / p
College 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
measure
≤1 x/wk
N = 22
≥2 x/wk
N = 30
College GPA
n = 22
Md = 3.20
n = 30
Md = 3.50
U = 193.50
p = 0.011*; r = 0.35
Identification Speed of
Performance Test (attention;
lower score better)
n = 22
Md = 2.72
n = 30
Md = 2.72
U = 310.00
p = 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 N
Freshmen and
Sophomores
N = 8
Juniors
N = 17
Seniors
N = 19
Graduate
Students
N = 10
Total 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
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 /
0.014
n = 52
-
Detection Speed of Performance Test
(psychomotor function; lower score
better)
0.48 /
0.000
n = 51
-0.34 /
0.015
n = 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 = 21
Md = 2.71
n = 31
Md = 2.56
U = 253.0
p = 0.176; r = 0.19
Detection Speed of Performance Test
(psychomotor function; lower score
better)
n = 20
Md = 2.74
n = 31
Md = 2.53
U = 309.00
p = 0.985; r = 0.02
variables in levels of total dairy intake
frequency

variables in levels of whole dairy intake
frequency
p values < .05 indicate significance; Mann Whitney U
tests.
measures
Never or less than
monthly
Monthly to daily
Detection Speed of
Performance Test
(psychomotor function; lower
score better)
n = 31
Md = 2.73
n = 21
Md = 2.51
U = 191.00
p = 0.012*; r = -0.35

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
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 N
Freshmen
and
Sophomores
N = 8
Juniors
N = 17
Seniors
N = 19
Graduate
Students
N = 10
Coffee Intake frequency
Never or monthly 27 5 9 10 3
Weekly or daily 27 3 8 9 7
Pre-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.
measures
N
Coffee intake
frequency
Pre-test
caffeine
N/Y
rho / p rho / p
better)
53
0.28 / 0.042 0.35 / 0.010
Groton Maze Learning Test -
Delayed Recall (visual memory;
lower score better)
53
0.41 / 0.002 0.44 / 0.001
Correlations of caffeine intake variables

Cognitive performance measure
Never or
monthly
Weekly or
daily
n = 27
Md = 52.00
n = 27
Md = 59.00
U = 266.00
p = 0.130; r = 0.28
better)
n = 27
Md = 6.00
n = 27
Md = 10.00
U = 189.50
p = 0.004*; r = 0.41
measures in levels of coffee intake
frequency

Cognitive performance measure No Yes
n = 33
Md = 52.00
n = 19
Md = 59.00
U = 231.00
p = 0.117; r = 0.35
better)
n = 33
Md = 7.00
n = 19
Md = 10.00
U = 196.50
p = 0.026*; r = 0.31
measures in levels pre-test caffeine
intake

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
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 N
Freshmen
and
Sophomores
N = 8
Juniors
N = 17
Seniors
N = 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 4
Soft drinks; sugar – sweetened, non-diet
Never or < 1x/mo 29 2 10 10 7
1 or more x/mo 24 6 6 9 3
Pre-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.
N
Sugar-
sweetened
non diet soft
drinks freq
Pre-test
sugary
foods NY
rho / 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 -
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

measures in levels of soft drinks intake
frequency
≤1 x/mo
N = 29
>1 x/mo
N = 24
College GPA
n = 28
Md = 3.50
n = 24
Md = 3.20
U = 179.50
p = 0.004*; r = 0.40
Groton Maze Timed Chase Test (visual
processing speed; higher score better)
n = 27
Md = 1.77
n = 23
Md = 1.33
U = 181.00
p = 0.012*; r = 0.40

measures in levels of pre-test sugary
food intake
Cognitive performance measure
No
N = 39
Yes
N = 15
better)
n = 38
Md = 51.0
n = 14
Md = 57.5
U = 164.00
p = .028*; r = 0.30
Recall scores (visual memory; lower
score better)
n = 39
Md = 7
n = 14
Md = 10
U = 138.00
p = 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)

Conclusion
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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