Buckhalt Joseph A, El-Sheikh Mona, Keller Peggy S, Kelly Ryan J
Department of Special Education, Rehabilitation, Counseling/School Psychology, 2084 Haley Center, Auburn University, Auburn, AL 36849, USA.
Child Dev. 2009 May-Jun;80(3):875-92. doi: 10.1111/j.1467-8624.2009.01303.x.
Relations between children's sleep and cognitive functioning were examined over 2 years, and race and socioeconomic status were assessed as moderators of effects. Third-grade African American and European American children (N = 166; M = 8.72 years) participated at Time 1 and again 2 years later (N = 132). At both Time 1 and Time 2, sleep was examined via self-report and actigraphy. Children were administered selected tests from the Woodcock-Johnson III Tests of Cognitive Abilities, and Stanford Achievement Test scores were obtained from schools. Children's sleep was related to intellectual ability and academic achievement. Results build substantially on an emerging literature supportive of the importance of sleep in children.
对儿童睡眠与认知功能之间的关系进行了为期两年的研究，并评估了种族和社会经济地位作为影响因素的调节作用。三年级非裔美国儿童和欧裔美国儿童（N = 166；平均年龄 = 8.72岁）在时间1参与研究，两年后再次参与（N = 132）。在时间1和时间2，均通过自我报告和活动记录仪对睡眠进行了检测。对儿童进行了伍德科克-约翰逊认知能力测验第三版中的部分测试，并从学校获取了斯坦福成就测验的分数。儿童的睡眠与智力和学业成绩相关。研究结果在大量新出现的支持睡眠对儿童重要性的文献基础上有了进一步拓展。
