The brain is an extremely complex organ that continues to amaze researchers in neuroscience. It houses several important glands and is responsible for controlling movements, recalling memories, and a multitude of other tasks in the human body. It is no surprise that there is tremendous interest in keeping the brain healthy. Previously separate schools of research that focused on psychological or biological functions of the brain have now merged into more complex areas of research that combine multiple disciplines Mind Lab Pro of science, such as psychoneurobiology and psychoneuroimmunoendocrinology. It is clear from these multidisciplinary approaches that the brain (and spinal cord) are plastic systems capable of being “rewired.” The ability of the brain and connecting nervous systems to communicate with each other and the rest of the body and make alterations as needed are directly influenced by components of the diet. There is a fair amount of scientific literature detailing the effects of specific dietary components on the brain during development, aging, and various pathological conditions. There is much less information available on their role for normal, healthy, adult brain
function. This article overviews the roles and limitations of a variety of nutrients promoted.
Assessing cognitive function
Research studies use various methods to determine cognitive performance. These methods range from answering questions that measure short-term memory to making decisions that affect reaction time. Changes in cognitive performance are assumed to de due to cerebral changes. Another assumption is that all of the subjects decline or improve at the same rate. It is also assumed that snapshots of cognition (that are called tests) within a clinical trial can document such effects. These assumptions may be flawed in several areas. There are multiple biological and social-psychological factors that influence cognitive changes during the life cycle (particularly during development). Individual responses to nutrient deficiencies may vary so that a given test may overlook significant changes in status, especially if it is outside the scope of the test, for example if only learning was assessed, improvements in memory may be missed. One way to de