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Updated: Sep 10, 2025

Breakfast Habits among Schoolchildren in the City of Uruguaiana, Brazil
Published on: July 29, 2020
英国小学龄儿童的水分,情绪和认知能力
C A Roberts1, K Boak1, N McCullogh1
1Department of Sport, Exercise and Rehabilitation, Northumbria University, Newcastle Upon-Tyne, UK.
这会影响他们的记忆力和情绪. 干预措施应集中在增加在学校时间内的水摄入量和保持量上.
科学领域:
- 儿童营养
- 认知科学
- 学校的健康
背景情况:
- 有效的认知对于学业成功至关重要,
- 之前的研究表明水分状态与儿童的认知功能之间存在联系.
研究的目的:
- 评估小学生 (9-10岁) 在整个学期的水分状况.
- 调查这个年龄段的水分状态,认知和情绪之间的关系.
主要方法:
- 摄影饮食记录跟踪食物和液体摄入.
- 尿液/血清度 (Uosm/Sosm),尿液特异重量 (USG) 和尿液颜色 (Ucol) 测量了水分.
- 视觉模拟尺度 (VAS) 评估情绪和食欲.
- 计算机化精神表现评估系统评估认知能力.
主要成果:
- 孩子们在整个学日都表现出脱水趋势,Sosm,USG和Ucol的增加.
- 情绪指标如焦点和快乐减少, 而无聊,饥饿,疲劳和口渴增加.
- 水分测量与长期记忆和工作记忆有显著的关联.
结论:
- 小学孩子在上学时经常没有足够的水分,
- 需要采取干预措施来提高学校的水摄入量和保持量,以支持儿童的认知功能和福祉.
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