Effect of three different breakfast meals with varying glycaemic load and dairy composition on cognition and satiety in healthy children

INTERVENTION: Three breakfast meals that differ in glycaemic load (GL) and dairy composition. Meal 1 (GL 36/low dairy) ‐ 70g white bread, 10g margarine, 10g vegemite (or 30g diet jam), 200ml sweetened fruit drink, 100ml water Meal 2 (GL 27/medium dairy) ‐ 35g white bread, 100g yoghurt, 20g cheese, 5g vegemite (or 15g diet jam), 100ml sweetened fruit drink, 100ml water Meal 3 (GL 21/high dairy) ‐ 35g white bread, 100g yoghurt, 20g cheese, 5g vegemite (or 15g jam), 100ml reduced fat milk, 100ml water. Food and beverage intake is not controlled for other meals, however there is an overnight 'wash‐out' period between interventions. CONDITION: Glycaemic response PRIMARY OUTCOME: Cognitive functioning tasks will be presented and completed via a computer. ; A battery of 8 tests will include: ; Speed of Processing: Inspection Time, ; Simple Reaction Time, ; Choice Reaction Time, ; Short Term Memory: Word List, Immediate Recall, ; Working Memory: Digit Span Backwards, ; Attention: Switching Task, ; Speed of Reasoning: Odd‐Man‐Out Task. ; (see outcomes below) SECONDARY OUTCOME: Blood glucose ‐ using continuous glucose monitoring system (CGMS) (Medtronic, 2005) Choice reaction time ‐ computerised task Satiety ‐ computer‐based visual‐analogue scale Short Term Memory: Word List, Immediate Recall ‐ computerised version of the Rey Auditory Verbal Learning Test (RAVLT) (Rey, 1964) Simple reaction time ‐ computerised task Working Memory: Digit Span Backwards ‐ computerised version of Wechsler Intelligence Scale for Children (WISC‐IV) subtest (Weschler, 2003) speed of processing ‐ inspection time INCLUSION CRITERIA: children aged 10‐12 years. Willing to attend on four mornings in one week of the school holidays. Willing to undertake continuous glucose monitoring. informed child and parental consent. Parent judgement about child's ability to complete cognitive testing requirements (e.g. ability to comprehend and sustain attention).