Growth of Cognitive Skills in Preschoolers: Impact of Sleep Habits and Learning-Related Behaviors

Jung, Eunjoo; Molfese, Victoria J.; Beswick, Jennifer; Jacobi-Vessels, Jill; Molnar, Andrew E.

doi:10.1080/10409280802206890

Cited by 17 publications

(16 citation statements)

References 24 publications

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“…Amongst the 13 articles with the largest sample sizes (top 50% of the selected studies, 12 different populations), 12 found that a higher quantity or quality of sleep was Lam et al (2011) ACPT-P Commission error À* Lam et al (2011) ACPT-P Mean response time NS Lam et al (2011) ACPT-P Variability NS Nathanson and Fries (2014) NS Memory Lam et al (2011) NS Language Dionne et al (2011) Receptive vocabulary NS Hiscock et al (2007) Receptive vocabulary NS NS NS Hiscock et al (2007) Literacy and numeracy NS NS +*** Lam et al (2011) Receptive vocabulary +* Vaughn et al (2015) Receptive vocabulary +** NS NS Touchette et al (2007) Receptive vocabulary +*** , † Non-specific cognition Jung et al (2009) General conceptual ability +* Touchette et al (2007) Non-verbal abilities +*** , ‡ +, À and NS indicate a positive, negative and non-significant statistical respectively. NSD, night sleep duration; NW, night-waking; SE, sleep efficiency; SOL, sleep-onset latency; SP, sleep problems; TSD, total sleep duration.…”

Section: Discussionmentioning

confidence: 99%

Sleep and its relation to cognition and behaviour in preschool‐aged children of the general population: a systematic review

Reynaud

Vecchierini

Heude

et al. 2017

Journal of Sleep Research

127

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This is the first systematic review of the literature on sleep and its relation to cognition and behaviour in preschool-aged children. In comparison with the literature focused on school-aged children, knowledge involving preschoolers is rather sparse. A total of 26 studies was included in this review, which revealed a high degree of heterogeneity regarding the type and means of measuring sleep variables and behavioural and cognitive variables, as well as the statistical methods employed. Amongst the 13 articles with the largest sample sizes (top 50% of the included studies, 12 different populations), 12 found that a higher quantity or quality of sleep was associated with better behavioural and/or cognitive outcomes. Results point to an association between sleep, behaviour and cognition as early as preschool years, but the strengths of associations reported in the articles were relatively small. Studies with a smaller sample size were less concordant. It is consistent with our findings that the strengths of association are small, and thus require large sample sizes to ensure statistical detection power. Different aspects of sleep were not associated with all cognitive or behavioural features in the same way, which underscores the need for specific measures rather than general ones such as 'sleep problems' or 'behaviour problems' to be able to decipher the relationships. There is also a need for large longitudinal studies using objective measures and accounting for confounding factors. The child's genotype has recently been shown to have a moderating role in the association between sleep and behaviour, and should be further explored.

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Section: Discussionmentioning

confidence: 99%

Sleep and its relation to cognition and behaviour in preschool‐aged children of the general population: a systematic review

Reynaud

Vecchierini

Heude

et al. 2017

Journal of Sleep Research

127

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“…Second, theories directed us to examine the impact of sleep problems on youth adjustment, but our cross‐sectional design limited our conclusions regarding directionality of effects. Longitudinal studies that control for prior adjustment levels (Buckhalt et al, ; El‐Sheikh et al, ) or model the growth curves of outcome measures (Jung et al, ) are needed to disentangle the temporal relationships between sleep and adjustment. Third, we used family income as a SES index, as it is particularly reflective of family access to goods and services and youth exposure to family stressors (Shavers, ).…”

Section: Discussionmentioning

confidence: 99%

“…Following Jung et al (), children's externalizing behaviors were measured using 10 items from the Child Behavior Checklist, a widely used measure of child behavioral problems with excellent psychometric properties (Achenbach & Rescorla, ). On a four‐point scale ranging from strongly disagree (1) to strongly agree (4), parents rated their children's problems with concentration, tolerance of frustration, and involvement with others (e.g., “Can't concentrate, can't pay attention for long,” “Quick tempered or unpredictable behavior,” and “Can't get along with other children”).…”

Section: Methodsmentioning

confidence: 99%

“…Although sleep problems are common in young children (Mindell, Sadeh, Kwon, & Goh, ), only in recent years have these problems been linked to adjustment in preschool settings. The findings, however, are mixed: Some studies showed that sleep problems are positively associated with externalizing behaviors (Anders, Iosif, Schwichtenberg, Tang, & Goodlin‐Jones, ; Jackman et al, ; Paavonen, Porkka‐Heiskanen, & Lahikainen, ) and negatively associated with preacademic performance (Liu et al, ; Ravid, Afek, Suraiya, Shahar, & Pillar, ; Yorkbik, Mutlu, Koc, & Mutluer, ), whereas other studies documented null associations between sleep problems and behavioral and academic adjustment (Jackman et al, ; Jung, Molfese, Beswick, Jacobi‐Vessels, & Molnar, ; Romeo et al, ). One possible explanation for the inconsistent findings is that sleep problems are multidimensional (Ackerman & Brown, ): Different types of sleep problems may have different implications for youth adjustment, and the common practices of focusing on just one or two types of sleep problems, or aggregating multiple types of sleep problems into one single variable, may not be able to capture such nuances.…”

Section: Introductionmentioning

confidence: 99%

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Associations of sleep problems with externalizing behaviors and preacademic performance: The moderating role of family socioeconomic status

Lam

Chung

2017

Infant and Child Development

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Previous research has tended to measure sleep problems as an aggregated construct and neglected the potential moderating role of family socioeconomic status (SES). Also, most research has been conducted with school‐aged children and adolescents from European and European–American families. This study filled some of these gaps in the literature by examining whether family SES moderated the associations of bedtime resistance, parasomnia, and disordered breathing with externalizing behaviors and preacademic performance in a community sample of Chinese families with preschool children. Four hundred eighty‐six parents from Hong Kong, China, provided questionnaire data on their preschool children's sleep and adjustment. Hierarchical regression analyses evaluated the associations of sleep problems and child adjustment, controlling for demographic factors. Interaction terms were entered to examine whether the associations varied by family SES, as indexed by family income. Results suggested that bedtime resistance, parasomnia, and disordered breathing were positively and uniquely associated with externalizing behaviors. Bedtime resistance was positively associated with externalizing behaviors and negatively associated with preacademic performance in low‐, but not high‐, SES families. Discussion highlighted the utility of a multidimensional approach to studying sleep problems and the potential moderating roles of environmental stressors when examining the impact of sleep on adjustment. Highlights This study examined the associations of sleep problems with externalizing behaviors and preacademic performance. Four hundred eighty‐six Chinese parents provided questionnaire data on their children's sleep and adjustment. Bedtime resistance, parasomnia, and disordered breathing were linked positively to externalizing behaviors. Bedtime resistance was linked positively to externalizing behaviors and negatively to preacademic performance in low‐income families. Results highlighted the importance of considering the potential moderating role of environmental stressors when studying sleep problems.

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“…2010Backhausetal., 2008BaHammam et al, 2006Biggs et aL, 2010+ Peters et al Buckhalt et al, * Busby et al, 1983Carskadon etal, 1981aCarskadon et aL, 1981b-Carskadon et aL, 2006Chung et aL, 2008Coirain & Reeve, 2007Eliasson et al, 2002El-Sheikh et al, 2005FalloneetaL, 2001Fischer et al, 2007-Fonaryova Key et aL, 2003Fredriksen et aL, 2004Geigeret aL, 2010Giannottí et aL, 1997Gruber et aL, 2009Gruber et al, 2010HolleyetaL, 2008HolleyetaL, 2010Huntley & Lewin, 2006Huyton et aL, 2008Jung et al, 2009Lewin et al, 2004LoeslletaL, 2008 Effect sizes (Pearson's r correlations) and 85% confidence intervals are plotted. A positive effect size reflects a correlation in the hypothesized direction (i.e., longer sleep duration relates to better cognitive performance).…”

Section: Sleep Durationmentioning

confidence: 96%

Sleep, cognition, and behavioral problems in school-age children: A century of research meta-analyzed.

Astill¹,

Heijden²,

IJzendoorn³

et al. 2012

Psychological Bulletin

571

420

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Clear associations of sleep, cognitive performance, and behavioral problems have been demonstrated in meta-analyses of studies in adults. This meta-analysis is the first to systematically summarize all relevant studies reporting on sleep, cognition, and behavioral problems in healthy school-age children (5-12 years old) and incorporates 86 studies on 35,936 children. Sleep duration shows a significant positive relation with cognitive performance (r = .08, confidence interval [CI] [.06, .10]). Subsequent analyses on cognitive subdomains indicate specific associations of sleep duration with executive functioning (r = .07, CI [.02, .13]), with performance on tasks that address multiple cognitive domains (r = .10, CI = [.05, .16]), and with school performance (r = .09, CI [.06, .12]), but not with intelligence. Quite unlike typical findings in adults, sleep duration was not associated with sustained attention and memory. Methodological issues and brain developmental immaturities are proposed to underlie the marked differences. Shorter sleep duration is associated with more behavioral problems (r = .09, CI [.07, .11]). Subsequent analyses on subdomains of behavioral problems showed that the relation holds for both internalizing (r = .09, CI [.06, .12]) and externalizing behavioral problems (r = .08, CI [.06, .11]). Ancillary moderator analyses identified practices recommended to increase sensitivity of assessments and designs in future studies. In practical terms, the findings suggest that insufficient sleep in children is associated with deficits in higher-order and complex cognitive functions and an increase in behavioral problems. This is particularly relevant given society's tendency towards sleep curtailment.

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Growth of Cognitive Skills in Preschoolers: Impact of Sleep Habits and Learning-Related Behaviors

Cited by 17 publications

References 24 publications

Sleep and its relation to cognition and behaviour in preschool‐aged children of the general population: a systematic review

Sleep and its relation to cognition and behaviour in preschool‐aged children of the general population: a systematic review

Associations of sleep problems with externalizing behaviors and preacademic performance: The moderating role of family socioeconomic status

Sleep, cognition, and behavioral problems in school-age children: A century of research meta-analyzed.

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