ANNOTATED BIBLIOGRAPHY Annotated Bibliography Natalia Megala West Coast University PSYC 290: Life Span Psychology Professor Mark Meis September 12, 2021 1 ANNOTATED BIBLIOGRAPHY Annotated Bibliography. Adolphus, K., Hoyland, A., Walton, J., Quadt, F., Lawton, C. L., & Dye, L. (2021). Ready-to-eat cereal and milk for breakfast compared with no breakfast has a positive acute effect on cognitive function and subjective state in 11–13-year-olds: a school-based, randomised, controlled, parallel groups trial. European Journal of Nutrition. https://doi.org/10.1007/s00394-021-02506-2 This study of the influence of breakfast and no breakfast on cognitive function was performed on adolescents aged 11–13. They were recruited to participate in this school-based, randomized, controlled, parallel groups trial with two interventions - breakfast or no breakfast. The breakfast consisted of Ready-To-Eat-Cereal (up to 70 g) with milk (up to 300 ml). Assessment of cognitive function was performed 70- and 215-min post-intervention in a testing location, similar to a school classroom setting. The study showed a positive effect of breakfast on reaction time and visual-sustained attention. The results also demonstrated that breakfast gave a greater advantage for performance when no breakfast performance was poorer. This source is relevant and credible. The study supports my thesis. Adolphus, K., Lawton, C. L., & Dye, L. (2015). The Relationship between Habitual Breakfast Consumption Frequency and Academic Performance in British Adolescents. Frontiers in Public Health, 3. https://doi.org/10.3389/fpubh.2015.00068 2 ANNOTATED BIBLIOGRAPHY Studies show that breakfast positively affects learning in children. The goal of this study was to examine the relationship between breakfast consumption and academic performance. The goal of this study was to examine the association between regular breakfast consumption frequency and Cognitive Abilities Test (CAT) performance, a reasoning test routinely used in UK schools. Adolescents aged 11–13 years completed a questionnaire to report the usual weekly breakfast intake frequency. The participants subjectively defined breakfast as rare (0–2 days), occasional (3–4 days), or frequent (5–7 days). Regular breakfast consumption frequency did not significantly predict any CAT normative standard age scores. This source is credible; however the study is indecisive, and does not support my thesis. Adolphus, K., Lawton, C. L., & Dye, L. (2019). Associations Between Habitual School-Day Breakfast Consumption Frequency and Academic Performance in British Adolescents. Frontiers in Public Health, 7. https://doi.org/10.3389/fpubh.2019.00283 The present study goal is to examine associations between regular school breakfast consumption frequency and academic performance, as measured by the General Certificate of Secondary Education, UK (GCSE), equivalent to GED in the US. Adolescents aged 16–18 completed a 7-day food diary to report breakfast intake and a questionnaire to report GCSE grades. Regular weekly school breakfast consumption frequency was categorized as rare (0–1 days), occasional (2–3 days), or frequent (4–5 days). GCSE grades were combined into point scores, and linear regression models were applied. A cross-sectional study demonstrates that habitual school breakfast consumption amongst adolescents is a significant correlate of GCSE accomplishment. 3 ANNOTATED BIBLIOGRAPHY This source is relevant and credible. The study supports my thesis. Hoyland, A., Dye, L., & Lawton, C. L. (2009). A systematic review of the effect of breakfast on the cognitive performance of children and adolescents. Nutrition Research Reviews, 22(2), 220–243. https://doi.org/10.1017/s0954422409990175 Breakfast is promoted as a healthy habit and to improve cognitive function and academic performance. A series of studies were performed on children and adolescents aged 4-18 on how breakfast affects their cognitive performance at school. The article describes the studies that compare performance with breakfast, with no breakfast and different breakfast types. The evidence indicates that breakfast consumption is more beneficial than skipping breakfast, but this effect is more obvious in children with compromised nutritional status. Studies of school breakfast programs suggest that such interventions can have positive effects on academic performance. This source is relevant and credible. The study supports my thesis. 4 ANNOTATED BIBLIOGRAPHY Annotated Bibliography. Adolphus, K., Hoyland, A., Walton, J., Quadt, F., Lawton, C. L., & Dye, L. (2021). Ready-to-eat cereal and milk for breakfast compared with no breakfast has a positive acute effect on cognitive function and subjective state in 11–13-year-olds: a school-based, randomised, controlled, parallel groups trial. European Journal of Nutrition. https://doi.org/10.1007/s00394-021-02506-2 This study of the influence of breakfast and no breakfast on cognitive function was performed on adolescents aged 11–13. They were recruited to participate in this school-based, randomized, controlled, parallel groups trial with two interventions - breakfast or no breakfast. The breakfast consisted of Ready-To-Eat-Cereal (up to 70 g) with milk (up to 300 ml). Assessment of cognitive function was performed 70- and 215-min post-intervention in a testing location, similar to a school classroom setting. The study showed a positive effect of breakfast on reaction time and visual-sustained attention. The results also demonstrated that breakfast gave a greater advantage for performance when no breakfast performance was poorer. This source is relevant and credible. The study supports my thesis. Adolphus, K., Lawton, C. L., & Dye, L. (2015). The Relationship between Habitual Breakfast Consumption Frequency and Academic Performance in British Adolescents. Frontiers in Public Health, 3. https://doi.org/10.3389/fpubh.2015.00068 1 ANNOTATED BIBLIOGRAPHY Studies show that breakfast positively affects learning in children. The goal of this study was to examine the relationship between breakfast consumption and academic performance. The goal of this study was to examine the association between regular breakfast consumption frequency and Cognitive Abilities Test (CAT) performance, a reasoning test routinely used in UK schools. Adolescents aged 11–13 years completed a questionnaire to report the usual weekly breakfast intake frequency. The participants subjectively defined breakfast as rare (0–2 days), occasional (3–4 days), or frequent (5–7 days). Regular breakfast consumption frequency did not significantly predict any CAT normative standard age scores. This source is credible; however the study is indecisive, and does not support my thesis. Adolphus, K., Lawton, C. L., & Dye, L. (2019). Associations Between Habitual School-Day Breakfast Consumption Frequency and Academic Performance in British Adolescents. Frontiers in Public Health, 7. https://doi.org/10.3389/fpubh.2019.00283 The present study goal is to examine associations between regular school breakfast consumption frequency and academic performance, as measured by the General Certificate of Secondary Education, UK (GCSE), equivalent to GED in the US. Adolescents aged 16–18 completed a 7-day food diary to report breakfast intake and a questionnaire to report GCSE grades. Regular weekly school breakfast consumption frequency was categorized as rare (0–1 days), occasional (2–3 days), or frequent (4–5 days). GCSE grades were combined into point scores, and linear regression models were applied. A cross-sectional study demonstrates that habitual school breakfast consumption amongst adolescents is a significant correlate of GCSE accomplishment. 2 ANNOTATED BIBLIOGRAPHY This source is relevant and credible. The study supports my thesis. Hoyland, A., Dye, L., & Lawton, C. L. (2009). A systematic review of the effect of breakfast on the cognitive performance of children and adolescents. Nutrition Research Reviews, 22(2), 220–243. https://doi.org/10.1017/s0954422409990175 Breakfast is promoted as a healthy habit and to improve cognitive function and academic performance. A series of studies were performed on children and adolescents aged 4-18 on how breakfast affects their cognitive performance at school. The article describes the studies that compare performance with breakfast, with no breakfast and different breakfast types. The evidence indicates that breakfast consumption is more beneficial than skipping breakfast, but this effect is more obvious in children with compromised nutritional status. Studies of school breakfast programs suggest that such interventions can have positive effects on academic performance. This source is relevant and credible. The study supports my thesis. 3
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