Sugar is one of the major dietary components and any relation between
sugar and behavior is of major interest. We review the scientific evid
ence supporting or refuting the relation between sugar and behavior or
cognitive function. Little evidence supports the claim that refined s
ugar intake significantly influences behavior or cognitive performance
in children. A few children may have idiosyncratic reactions or rare
allergic syndromes and may therefore respond adversely, but this has y
et to be substantiated by carefully controlled research. A role for gl
ucose in the potentiation of memory processing appears clear. Further
research is required to define the clinical relevance of this role and
to elucidate the mechanisms involved. Sucrose may have a sedative eff
ect, at least in infants, but there are no substantial data suggesting
that any sugar has analgesic properties.