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Chronotype and time-of-day effects on spatial working memory in preschool children
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Type
Article
Citation
Nur K. Abdul Jafar, Tham, E. K., Eng, D. Z. H., Rifkin-Graboi, A., Gooley, J. J., Goh, D. Y. T., Teoh, O.-H., Lee, Y. S., Shek, L. P.-C., Yap, F., Gluckman, P. D., Chong, Y.-S., Meaney, M. J., Cai, S., & Broekman, B. F. P. (2023). Chronotype and time-of-day effects on spatial working memory in preschool children. Journal of Clinical Sleep Medicine, 19(10), 1717-1726. https://doi.org/10.5664/jcsm.10650
Author
Nur K. Abdul Jafar
•
Tham, Elaine Kwang Hsia
•
Tham, Elaine K. H.
•
Eng, Derric Z. H.
•
•
Gooley, Joshua J.
•
Goh, Daniel Yam-Thiam
•
Teoh, Oon Hoe
•
Lee, Yung S.
•
Shek, Lynette Pei-Chi
•
Yap, Fabian
•
Gluckman, Peter D.
•
Chong, Yap Seng
•
Meaney, Michael J.
•
Cai, Shirong
•
Broekman, Birit F. P.
Abstract
STUDY OBJECTIVES:Spatial working memory (SWM) capacity sub-serves complex cognitive functions, yet it is unclear whether individual diurnal preferences and time-of-day influence SWM in preschool children. The main and interaction effects of chronotype and time-of-day on SWM and SWM differences in preschoolers with different chronotypes within each time-of-day group will be examined.
METHODS:We studied a subset of typically-developing 4.5-year-olds taking part in a birth cohort study (n = 359). The Children’s Chronotype Questionnaire (CCTQ) categorized children into morning-, intermediate-, and evening-types. Using a computerized neuropsychological test CANTAB (Cambridge Neuropsychological Test Automated Battery), SWM was determined from the total number of between-search errors (i.e., BS-total errors) and Strategy scores. Higher BS-total errors or lower Strategy scores indicated worse SWM. Time-of-day was categorized into late morning (10:00 am to 11:59 am), afternoon (12:00 pm to 3:59 pm), and late afternoon (4:00 pm to 6:30 pm). In a subsample (n = 199), caregiver-reported chronotype was validated using actigraphy-measured sleep mid-point.
RESULTS:After controlling for ethnicity, no significant main and interaction effects of chronotype and time-of-day on BS-total errors and Strategy scores were seen (all P > .05). However, evening-types outperformed morning-types (i.e., lower mean BS-total errors) in the late afternoon (P = .013), but not in the late morning and afternoon (all P > .05). Actigraphy data in the subsample confirmed that evening-types had later sleep mid-points during weekdays and weekends (P < .001).
CONCLUSIONS:Since evening-type preschoolers had better SWM in the late afternoon compared to morning-type preschoolers, this gives insights into optimal learning opportunities in early childhood education.
METHODS:We studied a subset of typically-developing 4.5-year-olds taking part in a birth cohort study (n = 359). The Children’s Chronotype Questionnaire (CCTQ) categorized children into morning-, intermediate-, and evening-types. Using a computerized neuropsychological test CANTAB (Cambridge Neuropsychological Test Automated Battery), SWM was determined from the total number of between-search errors (i.e., BS-total errors) and Strategy scores. Higher BS-total errors or lower Strategy scores indicated worse SWM. Time-of-day was categorized into late morning (10:00 am to 11:59 am), afternoon (12:00 pm to 3:59 pm), and late afternoon (4:00 pm to 6:30 pm). In a subsample (n = 199), caregiver-reported chronotype was validated using actigraphy-measured sleep mid-point.
RESULTS:After controlling for ethnicity, no significant main and interaction effects of chronotype and time-of-day on BS-total errors and Strategy scores were seen (all P > .05). However, evening-types outperformed morning-types (i.e., lower mean BS-total errors) in the late afternoon (P = .013), but not in the late morning and afternoon (all P > .05). Actigraphy data in the subsample confirmed that evening-types had later sleep mid-points during weekdays and weekends (P < .001).
CONCLUSIONS:Since evening-type preschoolers had better SWM in the late afternoon compared to morning-type preschoolers, this gives insights into optimal learning opportunities in early childhood education.
Date Issued
2023
Publisher
American Academy of Sleep Medicine
Journal
Journal of Clinical Sleep Medicine
DOI
10.5664/jcsm.10650