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https://doi.org/10.1093/sleep/zsaa129
Title: | Cognitive effects of split and continuous sleep schedules in adolescents differ according to total sleep opportunity | Authors: | Lo, June C Leong, Ruth LF Ng, Alyssa SC Jamaluddin, S Azrin Ong, Ju Lynn Ghorbani, Shohreh Lau, TeYang Chee, Nicholas IYN Gooley, Joshua J Chee, Michael WL |
Keywords: | Science & Technology Life Sciences & Biomedicine Clinical Neurology Neurosciences Neurosciences & Neurology adolescents cognition naps continuous sleep split sleep vigilance SCHOOL START TIMES NEUROBEHAVIORAL PERFORMANCE AMERICAN ACADEMY MULTIPLE NIGHTS NAP RESTORATION DURATION MEMORY |
Issue Date: | 1-Dec-2020 | Publisher: | OXFORD UNIV PRESS INC | Citation: | Lo, June C, Leong, Ruth LF, Ng, Alyssa SC, Jamaluddin, S Azrin, Ong, Ju Lynn, Ghorbani, Shohreh, Lau, TeYang, Chee, Nicholas IYN, Gooley, Joshua J, Chee, Michael WL (2020-12-01). Cognitive effects of split and continuous sleep schedules in adolescents differ according to total sleep opportunity. SLEEP 43 (12). ScholarBank@NUS Repository. https://doi.org/10.1093/sleep/zsaa129 | Abstract: | Study Objectives: We compared the basic cognitive functions of adolescents undergoing split (nocturnal sleep + daytime nap) and continuous nocturnal sleep schedules when total sleep opportunity was either below or within the recommended range (i.e. 6.5 or 8 h). Methods: Adolescent participants (age: 15-19 year) in the 8-h split (n = 24) and continuous (n = 29) sleep groups were compared with 6.5-h split and continuous sleep groups from a previous study (n = 58). These protocols involved two baseline nights (9-h time-in-bed [TIB]), 5 nights of sleep manipulation, 2 recovery nights (9-h TIB), followed by a second cycle of sleep manipulation (3 nights) and recovery (2 nights). Cognitive performance, subjective sleepiness, and mood were evaluated daily; sleep was assessed using polysomnography. Results: Splitting 6.5 h of sleep with a mid-afternoon nap offered a boost to cognitive function compared to continuous nocturnal sleep. However, when total TIB across 24 h increased to 8 h, the split and continuous sleep groups performed comparably in tests evaluating vigilance, working memory, executive function, processing speed, subjective sleepiness, and mood. Conclusions: In adolescents, the effects of split sleep on basic cognitive functions vary by the amount of total sleep obtained. As long as the total sleep opportunity across 24 h is within the recommended range, students may fulfill sleep requirements by adopting a split sleep schedule consisting of a shorter period of nocturnal sleep combined with a mid-afternoon nap, without significant impact on basic cognitive functions. Clinical trial registration: NCT04044885. | Source Title: | SLEEP | URI: | https://scholarbank.nus.edu.sg/handle/10635/205940 | ISSN: | 01618105 15509109 |
DOI: | 10.1093/sleep/zsaa129 |
Appears in Collections: | Elements Staff Publications |
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