Education of the postprandial experience by a sensory-cognitive intervention

Abstract

Background

Ingestion of a meal induces homeostasis-related sensations (satiety/fullness) that have a hedonic dimension (satisfaction/mood). We have previously shown that a previous physiological intervention, a meal preload, influences the responses to a subsequent meal, specifically: it increases satiety/fullness and decreases satisfaction. We now wished to determine the differential effects of education on the homeostatic and hedonic postprandial experience.

Methods

Randomized, parallel study comparing the effect of real vs sham education on the responses to a probe meal. In two groups of healthy subjects (n = 14 each), homeostatic (satiety, fullness) and hedonic sensations (digestive well-being, mood) in response to a probe meal (250 mL soup, 25 g bread) were measured on 2 separate days before and after a single sensory-cognitive educational intervention (taste recognition test of supra- and sub-threshold tastands for real and sham education, respectively).

Key Results

Before education, in both groups the probe meal induced homeostatic sensations (satiety, fullness) with a positive hedonic dimension (increased digestive well-being and mood). In contrast to sham education, real education enhanced both homeostatic and hedonic responses to the probe meal (P < .05 vs sham education for all).

Conclusions and Inferences

Education modifies the subjects′ receptiveness and influences the responses to a meal, not only the hedonic postprandial experience, but also homeostatic sensations. Since homeostatic and hedonic responses are dissociable, education might be tailored to target different conditions.

Effect of education on the homeostatic (Figure 2A) and the hedonic responses (Figure 2B) to a probe meal. Real education increased both the homeostatic responses and hedonic responses to the probe meal, whereas sham education had no effect. For clarity, only P values corresponding to education effect are shown: comparisons between real and sham education (education effect) were performed with a two-way mixed ANOVA using the change in postprandial sensations (first 3 time-points after the meal normalized from basal) from day 1 to day 2. All sensations measured on 10 point scales (fullness scored from 0 to 10, and hunger/satiety, well-being and mood from −5 to +5). Data are mean ± SE.

from #ORL-AlexandrosSfakianakis via ola Kala on Inoreader http://ift.tt/2vi6UoS