Monique H. Vingerhoeds

Professionally realistic multi-task environments, such as the NASA Multi-Attribute Task Battery (MATB-II), are employed for measuring vigilance and attention in professionals. However, it is unclear whether well-known intervention effects on performance during simple lab-based tasks, such as those of caffeine, also translate to these more realistic working situations. In a preregistered, double-blind, randomized, controlled repeated-measures experiment (https://osf.io/2zubx), we compared the performance of thirty-five civil pilots during vigilance- and attention-related tasks in simple (psychomotor vigilance task; auditory oddball detection) versus multitask environments (MATB-II system monitoring; MATB-II communications) after consuming regular vs. decaffeinated coffee. For vigilance tasks, no coffee intervention effects were found. Instead, a reversed task repetition effect was found, with participants being slower in session 2 in the simple task environment, but faster in session 2 in the complex environment. For attention-related tasks, regular coffee improved performance accuracy in the simple, but not the multitask environment. Coffee versus decaf effects in the simple task environment did not correlate with those in the complex task environment, neither for vigilance nor for selective attention. However, an experiment-wide increase in sleepiness was attenuated if participants drank regular coffee in the second session. This finding was supported by heart rate and eye blink measures. Results suggest that intervention-related findings do not easily translate to different vigilance- and attention-related tasks if task environments differ in complexity. The MATB-II multi-task environment, in its current form, is perhaps more suitable for assessing intervention effects on physiological measures of fatigue and vigilance than on cognitive performance.

Objective: To investigate the content of lunchboxes of primary school children and to examine children’s support and preferences for alternative healthy school lunch concepts.Design: A cross-sectional study among Dutch children from seven primary schools. The content of the lunchboxes was assessed by photographs. Support and preferences for alternative lunch concepts were examined via a self-reported questionnaire. Linear regression analyses were used to investigate the associations between children’s support and preferences and sex, educational group and migration background.Setting: The Netherlands.Participants: Primary school children.Results: A total of 660 children were included (average 9·9 years old). Most lunchboxes contained sandwiches and a drink. Few lunchboxes contained fruit or vegetables. The alternative school lunch concepts elicited mixed support among children. The lunch concepts ‘Sandwiches prepared by the children themselves’ and a ‘hot lunch buffet’ had the highest mean support, while the concept ‘a healthy lunch brought from home’ was the most preferred concept. Small significant differences were observed depending on sex, educational group and migration background.Conclusion: Lunchboxes of Dutch children contained sandwiches and a drink but rarely fruit and vegetables. Among different alternatives, children reported the highest support for the preparation of their own sandwiches in class or a hot lunch buffet. Future studies should investigate if these alternative lunch concepts improve the dietary intake of children.

Background: A school provided healthy lunch might help to improve the nutritional quality of children’s lunches. However, in the Netherlands, school lunch programs are not common. The aim of this study was to identify factors that promote or inhibit the implementation of a school lunch program at primary schools, from the viewpoint of school professionals. Methods: A cross-sectional online survey was conducted among 204 primary school professionals. The normalization process theory and its four constructs (i.e. coherence, cognitive participation, collective action, reflective monitoring) were used to develop questions and interpret findings. Descriptive statistics were used for 14 multiple choice questions (yes, no, don’t know) and thematic content analysis for qualitative responses. Results: Participants had a shared understanding about how a lunch program differed from current practices. Most participants had the same view on the rationale for implementation (coherence), such as equality among children. Sixty percent expected that a healthy school lunch will contribute to healthier eating by the children. Participants showed different degrees of cognitive participation (46% indicated that healthy school lunch is good idea). Commitment depended on their belief whether providing a healthy lunch was part of their responsibility as school and 30% expected a large effect on their daily work (collective action). When appraising school lunch implementation (reflective monitoring), participants’ concerns focused on feasibility and adaptability of a program in their own school. Conclusions: The introduction of a school lunch program will require substantial effort, although there is considerable support and understanding about potential benefits. The findings point to a number of preconditions for large-scale introduction, including the need for support—both financially and organizationally—bottom-up involvement of teachers, children and parents and freedom to adapt the program.

Food experiences are not only driven by the food’s intrinsic properties, such as its taste, texture, and aroma, but also by extrinsic properties such as visual brand information and the consumers’ previous experiences with the foods. Recent developments in automated facial expression analysis and heart rate detection based on skin color changes (remote photoplethysmography or RPPG) allow for the monitoring of food experiences based on video images of the face. RPPG offers the possibility of large-scale non-laboratory and web-based testing of food products. In this study, results from the video-based analysis were compared to the more conventional tests (scores of valence and arousal using Emojis and photoplethysmography heart rate (PPG)). Forty participants with varying degrees of familiarity with soy sauce were presented with samples of rice and three commercial soy sauces with and without brand information. The results showed that (1) liking and arousal were affected primarily by the specific tastes, but not by branding and familiarity. In contrast, facial expressions were affected by branding and familiarity, and to a lesser degree by specific tastes. (2) RPPG heart rate and PPG both showed effects of branding and familiarity. However, RPPG heart rate needs further development because it underestimated the heart rate compared to PPG and was less sensitive to changes over time and with activity (viewing of brand information and tasting). In conclusion, this study suggests that recording of facial expressions and heart rates may no longer be limited to laboratories but can be done remotely using video images, which offers opportunities for large-scale testing in consumer science.

Background: Since there is a shift from eating lunch at home to eating lunch at primary schools in the Netherlands, providing a school lunch may be an important opportunity to improve the diet quality of Dutch children. Therefore, the aim of this Healthy School Lunch project is to encourage healthy eating behavior of children at primary schools by offering a healthy school lunch, based on the guidelines for a healthy diet. In this study, two research questions will be addressed. The first research question is: What and how much do children consume from a self-served school lunch and how do they evaluate the lunch? The second research question is: Do children compensate healthier school lunches by eating less healthy outside school hours? The purpose of this paper is to report the rationale and study design of this study. Methods: In the Healthy School Lunch project children in grades 5–8 (aged 8–12 years) of three primary schools in the Netherlands will receive a healthy school lunch for a 6-month period. To answer research question 1, lunch consumption data will be collected at baseline and again at 3- and 6-months. This will be measured with lunch photos and questionnaires among children. To answer the second research question, a quasi-experimental, pre-test post-test intervention-comparison group design (3 intervention schools and 3 comparison schools) will be carried out. Potential compensation effects will be measured with a single brief questionnaire among parents at the three intervention and three comparison schools at month 6 of the lunch period. The school lunch will also be evaluated by parents (discussion groups) and teachers and support staff (brief questionnaires). Discussion: Results of this study will provide valuable information to influence future school lunch interventions and policies. Trial registration: This study is registered at the Netherlands trial register (NTR): trialregister.nl, Trial NL7402 (NTR7618), registered retrospectively at 2018-11-13.