What children eat for breakfast affects brain development

January, 2011

A Japanese study finds higher IQ among children who habitually eat white rice for breakfast, compared to those who eat white bread.

A number of studies have provided evidence that eating breakfast has an immediate benefit for cognitive performance in children. Now a new study suggests some “good” breakfasts are better than others.

A Japanese study of 290 healthy, well-nourished children, has revealed that those whose breakfast staple was white rice had a significantly larger ratio of gray matter in their brains, and several significantly larger regions, including the left superior temporal gyrus and bilateral caudate. Those who habitually ate white bread had significantly larger regional gray and white matter volumes of several regions, including the orbitofrontal gyri, right precentral gyrus and postcentral gyrus. Overall IQ scores, and scores on the perceptual organization subcomponent in particular, were significantly higher for the rice group.

One possible reason for the difference may be the difference in the glycemic index (GI) of these two substances; foods with a low GI are associated with less blood-glucose fluctuation than are those with a high GI. There is also a difference in fat content, with those eating white bread typically consuming more fat than those eating a rice-based breakfast. High levels of fat have been shown to reduce the expression of BDNF.

Regardless of the reason for the difference, the fact that breakfast staple type affects brain size and cognitive function in healthy children points to the importance of good nutrition during the years of brain development.

http://www.plosone.org/article/info:doi/10.1371/journal.pone.0015213

Reference:

[2077] Taki, Y., Hashizume H., Sassa Y., Takeuchi H., Asano M., Asano K., et al.
(2010). Breakfast Staple Types Affect Brain Gray Matter Volume and Cognitive Function in Healthy Children.
PLoS ONE. 5(12), e15213 - e15213.

classroom learning

school-age child

intelligence

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