Eating Breakfast for Success

Running Heads Breakfast and Learning Impact of Breakfast on Learning in School Ming Wen University of mummy Boston Dr. Sheree Conrad Psychology 101 Fall 2012 Abstract In this experiment, we pull up stakes study the impact of breakfast on learning in shallow. Students in several(prenominal) classes will be pursueed on their breakfast eating habits and their personal test scores. It will be a one-time survey over the course of one test. Factors that will be put under consideration ar the amount of times each individual studied and the amount of sleep they had the iniquity before.Many researches hold back been conducted proving that at that place argon significant relationships between eating breakfast and educational motions. This study hypothesizes that students who ate breakfast will do significantly better on tests than students who didnt eat breakfast. Impact of Breakfast on Learning in School Boschloo, Annemarie, et Al. (2012) conducted a survey with 608 adolescents age 1 1-18 investigating whether skipping breakfast has an impact on educational performances. The survey was to determine if those who eat breakfast daily have a better end-term-grade than those who skips breakfast.As a result, those who eat breakfast daily performed better in school than those who dont eat breakfast. The result also shows that multitude who slept late tend to slip breakfast, but sleep had no effect on performances. The results utilise to older and younger students also boys and girls. Anformer(a) crossover trail has been done by Widenhorn-Muller, Katharina et al. (2008), the trail was applied on high school students age 13-20. Students were designate to two groups one with breakfast and who without breakfast. They compared cognitive functions of students in each group.As a result, Breakfasthad no effect on paying more attention in class among students, but it has a short term effect on self-assessment and personal performance among the students. Pollitt, Ernesto et a l. (1982-1983) found that the timing and nutrient composition of meals have discerning and demonstrable effects on behavior. They conducted research on kids 9-11 yrs. old in controlled groups of fasting (breakfast) and non-fasting. They gave these children many tests such as assessment of IQ, the Matching Familiar Figures Test, and Hagen rallyIncidental Test.Glucose andinsulinlevels were also measured. Pivik, R. T. et al. (2012) found that neural network legal action involved in processing numerical information is functionally enhanced andperformanceis amend in children who have eatenbreakfast. Meanwhile students who did not eat breakfast will require more mental effort to solve mathematical problems. This founding was come-at-able by measuring the electroencephalographic (EEG) activity of kids age 7-11 while they are solving math problems. Kids who ate breakfast showed higher(prenominal) frequency EEG activity whereas vice-versa for kids who did not eat breakfast.The propose d study is designed to investigate whether breakfast has an impact on how well a student perform on his/her test. We can have on that each student has a general knowledge on the subject and that they are prepared to take the test. Questions that will be raised during this experiment are 1. whether a person should eat breakfast before test and 2. how much should we eat for it to be consider a healthy breakfast. Method The proposed study is a survey for students age 15-22 in high schools and colleges. Surveys should separate participants into male or female.This survey is conducted on students taking math courses and numbers of males and female should be tied(p) in each age group. It is best to conduct the survey on participants within the same classes. Questions will be asked is number of sleep each students had the night before. Whether they had breakfast in the morning. How often do they eat breakfast. Also have the students list the breakfast they had in the morning. Discussion This discussion section will source practical and methodological difficulties in carrying out this survey.Also ethnical background issue will be put under consideration. Some difficulties we might encounter when taking a survey might be each individuals eating habits, some might eat more than others and the food they consume are different. Also health issues might affect a persons performance, for example, a person that weighs 130 pounds might have different results in performance compared to a person who is weigh 220 pounds even if they consume the same amount of food for breakfast. Also personal views will affect the survey.Some people have higher standards than others and naturally, the people with higher standards will try harder to get a higher grade than students with lower standards. This also brings up the issue of ethnicity and backgrounds because some people have higher expectations and different cultures have different habits of eating. In future studies, I would like t o conduct this survey to a wider age group such as kids from age 5-13 and adults from age 25-40. The adult brain is more developed than childrens brains and breakfast might have a different effect on children and adults.Also this survey can be expanded into testing on a wider range of tasks. Instead of math tests it can be test on other subjects, and other jobs such as a persons performance in an office or ground work. The survey should also study different types of people such as people with special needs compared to a person with normal functions. References Boschloo, Annemarie, et Al. (2012). The relation betweenbreakfastskipping and school performance in adolescents. Mind, Brain, and Education, Vol 6(2), Jun, 2012. pp. 81-88. Widenhorn-Muller, Katharina et al. 2008) knead of havingbreakfaston cognitiveperformanceand mood in 13- to 20-year-old highschool students Results of a crossover trial. Pediatrics, Vol 122(2), Aug, 2008. pp. 279-284. Pollitt, Ernesto et al. (1982-1983). Fas ting and cognitive function. Journal of Psychiatric Research, Vol 17(2), 1982-1983. pp. 169-174. Pivik, R. T. et al. (2012). alimentationbreakfastenhances the efficiency of neural networks engaged during mental arithmetic inschool-aged children. Physiology & Behavior, Vol 106(4), Jun 25, 2012. pp. 548-555.