Douglas Mental Health University Institute and McGill University, Montreal, Quebec, Canada.
Sleep Med. 2010 Mar;11(3):289-94. doi: 10.1016/j.sleep.2009.09.007. Epub 2010 Feb 13.
To examine the associations between habitual sleep duration and intellectual functioning in healthy, well-rested, school-age children.
The study group consisted of 39 healthy children, aged 7-11 years old. Nightly actigraphic sleep recordings were taken for four consecutive nights to determine habitual week-night sleep duration in the home environment. Objective measures of cognitive functioning and sleepiness were used to measure daytime functioning.
Longer habitual sleep duration in healthy school-age participants was associated with better performance on measures of perceptual reasoning and overall IQ, as measured by the WISC-IV, and on reported measures of competence and academic performance. No association between sleep duration and the studied behavioral measures was found.
These findings support the hypothesis that sleep duration is differentially related to some components of cognitive functioning, even in the absence of evidence for sleep deprivation or attention deficits.
研究健康、休息充分的学龄儿童中习惯性睡眠时间与智力功能之间的关系。
研究组包括 39 名健康的 7-11 岁儿童。连续四个晚上进行夜间活动记录仪睡眠记录，以确定家庭环境中习惯性的周内夜间睡眠时间。使用客观的认知功能和嗜睡测量来测量日间功能。
健康学龄参与者的习惯性睡眠时间较长与 WISC-IV 测量的知觉推理和整体智商以及报告的能力和学业成绩测量的更好表现相关。睡眠时间与所研究的行为测量之间没有关联。
这些发现支持这样的假设，即即使没有睡眠剥夺或注意力缺陷的证据，睡眠时间与认知功能的某些成分也存在差异相关。
