Nonrapid eye movement sleep characteristics and relations with motor, memory, and cognitive ability from infancy to preadolescence

Abstract

Sleep plays a critical role in neural neurodevelopment. Hallmarks of sleep reflected in the electroencephalogram during nonrapid eye movement (NREM) sleep are associated with learning processes, cognitive ability, memory, and motor functioning. Research in adults is well-established; however, the role of NREM sleep in childhood is less clear. Growing evidence suggests the importance of two NREM sleep features: slow-wave activity and sleep spindles. These features may be critical for understanding maturational change and the functional role of sleep during development. Here, we review the literature on NREM sleep from infancy to preadolescence to provide insight into the network dynamics of the developing brain. The reviewed findings show distinct relations between topographical and maturational aspects of slow waves and sleep spindles; however, the direction and consistency of these relationships vary, and associations with cognitive ability remain unclear. Future research investigating the role of NREM sleep and development would benefit from longitudinal approaches, increased control for circadian and homeostatic influences, and in early childhood, studies recording daytime naps and overnight sleep to yield increased precision for detecting age-related change. Such evidence could help explicate the role of NREM sleep and provide putative physiological markers of neurodevelopment.

Evaluation of the association between excessive screen use, sleep patterns and behavioral and cognitive aspects in preschool population. A systematic review

“…This study used the criteria for conducting systematic reviews described by the PRISMA methodology [25]. To formulate the research question, the following format was used: problem of interest, population, exposure and outcome.…”

“…The most important changes occur from birth to age two. These are due, in part, to the processes of brain maturation, neuroplasticity and myelination that take place in this developmental period [25]. From the second year and throughout the preschool stage, changes in sleep are more gradual [26,27]: the total number of hours of sleep progressively decreases and most of this sleep takes place during the night, with 10-13 h of sleep being recommended; daytime naps decrease; the amount of REM sleep is reduced; the length of REM-NREM cycles extends to 90 min; sleep onset latency (i.e., the time it takes the child to fall asleep after going to bed) increases; and fewer awakenings occur, thus improving sleep efficiency.…”

Vasopressin as a Possible Link between Sleep-Disturbances and Memory Problems

“…), hippocampal theta rhythm is associated with memory function [ 126 , 127 ] and memory consolidation [ 128 ]. During REM sleep, a regular theta rhythm occurs in the hippocampus [ 129 ]. However, NREM sleep is also associated with memory consolidation [ 130 ].…”

Does the brain sleep differently depending on intellectual abilities?

“…After nearly two decades of research focusing on EEG markers of intellectual skills from childhood to adulthood, a recent meta‐analysis confirmed the modest positive association between general cognitive abilities and spindle amplitude (i.e., for both fast and slow spindles), without significant correlation for spindle duration or frequency, and ambiguous results for slow spindle density 10 . Other sleep EEG oscillations, such as cycling alternating pattern (CAP), θ , and slow‐wave activity (SWA), have been associated with several cognitive domains during maturation 11,12 . In toddlers, δ ‐slow and θ ‐fast in various locations during NREM sleep (i.e., combining the sleep stages N2 and N3) were related to language, fine motor skills, and social skills, 13 highlighting the multifactorial aspect of intelligence.…”

“… 10 Other sleep EEG oscillations, such as cycling alternating pattern (CAP), θ , and slow‐wave activity (SWA), have been associated with several cognitive domains during maturation. 11 , 12 In toddlers, δ ‐slow and θ ‐fast in various locations during NREM sleep (i.e., combining the sleep stages N2 and N3) were related to language, fine motor skills, and social skills, 13 highlighting the multifactorial aspect of intelligence. Similarly, SWA development paralleled that of visuomotor skills in childhood 14 and various skills depending on topographic parameters in subjects aged 2–26 years.…”