HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Purchase Article View Shopping Cart Alert me when this article is cited Alert me if a correction is posted Citation Map Services Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Wainwright, P. E Articles by Colombo, J. Search for Related Content PubMed PubMed Citation Articles by Wainwright, P. E Articles by Colombo, J. Agricola Articles by Wainwright, P. E Articles by Colombo, J.

Nutrition and the development of cognitive functions: interpretation of behavioral studies in animals and human infants^1,2,3,4

¹ From the Department of Health Studies and Gerontology, University of Waterloo, Waterloo, Ontario, Canada (PEW), and the Schiefelbusch Institute for Life Span Studies, Department of Psychology, University of Kansas, Lawrence, KS (JC)

A rapidly accumulating body of evidence on the neural basis of cognition suggests that cognition is not a unitary function but rather depends on the functions of multiple and dissociable neural systems. The nonlinear interactions in the differing trajectories of these systems during development result in changing patterns of cognitive functions over time; they may also lead to paradoxical outcomes, for which enhancement of one function through dietary intervention may be at the expense of another. This emerging understanding has important implications for the design and interpretation of studies on the cognitive effects of specific nutrients during development. It is important that researchers move away from global tests of development and strive rather to ensure that their choice of behavioral task is based on specific hypotheses of the systems expected to be altered by a dietary manipulation and on an understanding of which behavioral tests are valid, sensitive, and reliable indicators of this disruption. Furthermore, to understand whether accelerated or delayed development related to a particular cognitive function is beneficial or problematic, it is important to study the entire behavioral profile over different time points, rather than relying on one outcome measured at one time point. It is also necessary to control for sensory or motivational differences that will affect performance on the behavioral tasks. Implementation of these methodologic recommendations may contribute to a deeper understanding of the mechanisms involved in the nutrition-associated changes in cognitive functions and thereby aid in the development of an appropriate population-based dietary policy.

Key Words: Cognitive development • nutrition • animal models • infants • behavioral assessment • neural systems • attention • learning and memory

This article has been cited by other articles:

				J. C. McCann and B. N. Ames Is there convincing biological or behavioral evidence linking vitamin D deficiency to brain dysfunction? FASEB J, April 1, 2008; 22(4): 982 - 1001. [Abstract] [Full Text] [PDF]

				The NEMO Study Group Effect of a 12-mo micronutrient intervention on learning and memory in well-nourished and marginally nourished school-aged children: 2 parallel, randomized, placebo-controlled studies in Australia and Indonesia Am. J. Clinical Nutrition, October 1, 2007; 86(4): 1082 - 1093. [Abstract] [Full Text] [PDF]

				L. G. Smithers, R. A. Gibson, and M. Makrides Long-chain Polyunsaturated Fatty Acid (LCPUFA) Supplementation for Infants Born Preterm NeoReviews, April 1, 2007; 8(4): e143 - e151. [Abstract] [Full Text] [PDF]