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[Effects of sleep deprivation on the intelligence structure of school-age children in Changsha, China.]
Abstract
To investigate the effects of sleep deprivation on intelligence development in primary school students.
Between June 2009 and April 2010, 316 grade 5 students aged 10-11 years were selected from four primary schools in four administrative districts of Changsha, China by stratified random sampling. The intelligence characteristics of children with varying degrees of sleep deprivation were investigated using the Chinese Wechsler Intelligence Scale for Children.
A total of 286 valid questionnaires were received, with a response rate of 90.5%. The survey was comprised of a sleep deprivation group (sleep time <8 hours per night; n=180) and a control group (sleep time ≥8 hours per night; n=106). The sleep deprivation group had significantly lower subtest scores, verbal intelligence quotient (IQ) (VIQ), performance IQ (PIQ) and full scale IQ (P<0.05) and significantly lower verbal comprehension factor score and memory/attention factor score compared with the control group (P<0.05). Compared with the control group, the moderate sleep deprivation subgroup had significantly decreased VIQ and full scale IQ as well as verbal comprehension factor score and memory/attention factor score (P<0.05), and the severe sleep deprivation subgroup showed decreases in all scores (P<0.05). The sleep deprivation group and moderate and severe sleep deprivation subgroups had significantly higher proportions of children with VIQ-PIQ imbalance than the control group.
Sleep deprivation adversely affects intelligence development, especially VIQ, in primary school students, and the adverse effects of sleep deprivation are mainly seen in students with moderate and severe sleep deprivation.
Greater fish consumption is associated with improved cognition among children, but the mediating pathways have not been well delineated. Improved sleep could be a candidate mediator of the fish-cognition relationship. This study assesses whether 1) more frequent fish consumption is associated with less sleep disturbances and higher IQ scores in schoolchildren, 2) such relationships are not accounted for by social and economic confounds, and 3) sleep quality mediates the fish-IQ relationship. In this cohort study of 541 Chinese schoolchildren, fish consumption and sleep quality were assessed at age 9-11 years, while IQ was assessed at age 12. Frequent fish consumption was related to both fewer sleep problems and higher IQ scores. A dose-response relationship indicated higher IQ scores in children who always (4.80 points) or sometimes (3.31 points) consumed fish, compared to those who rarely ate fish (all p < 0.05). Sleep quality partially mediated the relationship between fish consumption and verbal, but not performance, IQ. Findings were robust after controlling for multiple sociodemographic covariates. To our knowledge, this is the first study to indicate that frequent fish consumption may help reduce sleep problems (better sleep quality), which may in turn benefit long-term cognitive functioning in children.
Design and methods:
We used a cross-sectional study design with stratified random sampling. Pairs of children and parents were recruited from a school-based sample of third- and fourth-grade students, enrolling 362 child and parent pairs. The content validity, construct validity, convergent validity, internal consistency, and inter-rater reliability of the CSAQ were assessed.
Results:
The CSAQ comprised three parts: sleep hygiene, sleep quality, and sleep disturbance. Sleep hygiene showed a moderate intra-class correlation coefficient (0.37-0.66) between children and parents. Results of exploratory factor analysis suggested a four-factor structure model for sleep quality with 64.9% of variance and a two-factor structure for sleep disturbance with 57.7% of variance. These two models also demonstrated good fit with the confirmatory factor analysis.
Conclusions:
The CSAQ is a valid and reliable instrument for assessing sleep problems in school-aged children.
Practice implications:
Both clinicians and researchers can use the CSAQ to screen or elucidate the children' sleep problems.
Objective: To investigate the effects of high-altitude environment on cognitive function and ultrastructure in CAI region of the hippocampus of Wistar rats in sleep deprivation (SD). Methods: SD was induced in Wistar rats by employing "flower pot" technique. Sixty-four rats were randomly divided into 2 groups: Lanzhou group (at an altitude of 1520 m) and Kekexili group (at an altitude of 4767 m), and each group was further divided into 4 subgroups according to the time of SD (0, 1, 3 and 5 d). The behaviors of rats were studied by Morris water maze test at given time points. The ultrastructure of hippocampal neurons was observed by transmission electron microscope (TEM). Results: 1) Compared with Lanzhou group, rat behavior of Kekexili group presented excitement-irritation-suppression changes with the extension of SD time, but the extent was weakened gradually, and time of sleepiness increased obviously. 2) Compared with Lanzhou group, neurons in CAI region of hippocampus showed enlarged cell body, disappeared nuclear membrane, shrunken nuclei and decreased organelle. End-feet of glia cells sticking to capillaries swelled and ruptured, and the typical synaptic structure disappeared. 3) Morris water maze test: as compared with Lanzhou group, the escape latency of Kekexili group prolonged (P<0.05, for all), the ability of distance exploration increased (P<0.05, for all), and the times across plot decreased (P<0.05, for all) in 1, 3 and 5 d of SD. Conclusions: High-altitude environment may significantly influence the cognitive function of rats in SD, and there was close correlation between the cognitive disorders and the changes in the ultrastructure of hippocampal CAI region.
Prior studies have placed emphasis on the need for adequate total sleep time for student performance. We sought to investigate the relative importance of total sleep time compared to the timing of sleep and wakefulness for academic performance.
We performed a questionnaire-based survey of college students in October 2007. The questionnaire gathered detailed information on sleep habits including naps, reasons for missing sleep, academic performance, study habits, time spent working outside of school, and stimulant use.
Compared to those with the lowest academic performance, students with the highest performance had significantly earlier bedtimes (p = 0.05) and wake times (p = 0.008). Napping tended to be more common among high performers (p = 0.07). Of importance, there were no significant differences in total sleep time with or without naps, weekend sleep habits, study time, gender, race, reasons for staying up at night, nor in use of caffeinated beverages, over-the-counter stimulant pills, or use of prescription stimulants.
Timing of sleep and wakefulness correlated more closely with academic performance than total sleep time and other relevant factors. These findings have important implications for programs intended to improve academic performance by targeting sleep habits of students.
To examine risk factors regarding short sleep duration among Chinese school-aged children.
A random sample of 20,778 children aged around 5-11years participated in a cross-sectional survey, which was conducted in eight cities of China in 2005. A parent-administered questionnaire was used to collect information on children's sleep duration and possible related factors from eight domains. Short sleep duration was defined as total sleep duration <9h per day.
In all, 28.3% of the sampled children slept <9h per day. The multivariate logistic regression identified, after adjusting for demographic and socioeconomic variables, factors associated with short sleep duration: more television viewing during weekdays (OR=1.21, p=0.004), more frequent computer/internet using (OR=1.17, p=0.006), earlier school starting time (OR=1.10, p=0.020), more time on homework during weekdays (OR=1.66, p<0.001) and weekends (OR=1.14, p=0.001), poor bedtime hygiene (e.g., having drinks with caffeine after 6:00PM [OR=1.22, p<0.001], doing exciting activities during bedtime [OR=1.16, p<0.001], and irregular bedtime [OR=1.55, p<0.001]), and shorter sleep duration of parents (mother: OR=1.31, p<0.001 for sleep duration <6h and OR=1.24, p=0.006 for 6-8h; father: OR=1.52, p<0.001 for <6h and OR=1.19, p<0.001 for 6-8h).
Factors associated with sleep duration covered multidimensional domains among school-aged children. Compared to sleep environments and chronic health problems, school schedules, lifestyle patterns, and parents' sleep habits had greater impact on children's sleep duration, indicating the existing chronic sleep loss in school children could be, at least partly, intervened by reducing the use of visual technologies, by changing the school schedules, by improving the sleep hygiene routine, and by regulating parents' sleep habits.
There is mounting evidence that sleep is important for learning, memory and the underlying neural plasticity. This article aims to review published studies that evaluate the association between sleep, its distinct stages and memory systems in healthy children and adolescents. Furthermore it intends to suggest directions for future research. A computerised search of the literature for relevant articles published between 1966 and March 2008 was performed using the keywords "sleep", "memory", "learn", "child", "adolescents", "adolescence" and "teenager". Fifteen studies met the inclusion criteria. Published studies focused on the impact of sleep on working memory and memory consolidation. In summary, most studies support the hypothesis that sleep facilitates working memory as well as memory consolidation in children and adolescents. There is evidence that performance in abstract and complex tasks involving higher brain functions declines more strongly after sleep deprivation than the performance in simple memory tasks. Future studies are needed to better understand the impact of a variety of variables potentially modulating the interplay between sleep and memory, such as developmental stage, socioeconomic burden, circadian factors, or the level of post-learning sensory and motor activity (interference). This line of research can provide valuable input relevant to teaching, learning and public health policy.
To examine the discriminant validity of DSM-IV attention-deficit/hyperactivity disorder (ADHD) types by testing the hypothesis that types are associated with specific kinds of functional impairment and to compare overlap of DSM-IV and DSM-III-R ADHD.
Consecutive referrals (n = 692) to a pediatric subspecialty clinic for ADHD were classified into 1 of each of the 3 DSM-IV types of ADHD using parent and teacher checklist ratings of ADHD symptoms. The resulting types were compared on clinical correlates and on whether the children also met criteria for DSM-III-R ADHD.
The validity of DSM-IV types was supported by dimension-specific impairment and other distinct correlates. Academic problems aggregated in the 2 types defined by extreme inattention, and externalizing problems aggregated in the 2 types defined by extreme hyperactivity.
DSM-IV appeared superior to DSM-III-R in subcategorical homogeneity and in exhaustiveness (ability to classify all apparent cases).
Sleep has been implicated in the plastic cerebral changes that underlie learning and memory. Indications that sleep participates in the consolidation of fresh memory traces come from a wide range of experimental observations. At the network level, reactivations during sleep of neuronal assemblies recently challenged by new environmental circumstances have been reported in different experimental designs. These neuronal assemblies are proposed to be involved in the processing of memory traces during sleep. However, despite this rapidly growing body of experimental data, evidence for the influence of sleep discharge patterns on memory traces remains fragmentary. The underlying role of sleep in learning and memory has yet to be precisely characterized.
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