Poster #8 - Sleep, executive functioning, and learning: Investigating the role of daylight exposure

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Attention, Learning, Memory

Integrative Statement

Sleep is critical for adequate development and optimal functioning (Buckhaltet al., 2007; Sadeh et al., 2003) but national surveys have shown that sleep disruptions occur in 20% to 40% of school-aged children (Singh & Kenney, 2013). Because the prefrontal cortex is particularly sensitive to the effects of sleep disturbance, scholars argue that attention focusing, memory, and inhibition may be especially impaired by sleep disruptions (Bernier, Carlson, Bordereau, & Carrier, 2010). Children with sleep-disordered breathing are more likely to display lower alertness, attention, and vigilance (Killgore et al., 2008). As such, identifying environmental factors that are associated with sleep has been a priority. One such factor is daylight exposure, particularly in the school environment. Research has shown that the intensity, duration and timing of light exposure offer potent signals to our brain to regulate circadian physiology and behavior (Roenneberg et al., 2013). Although there is research linking daylight exposure and cognitive functioning among adults in the workplace, few studies have examined these associations in children. In one relevant study using a sample of elementary school children, more classroom daylight exposure predicted scores on standardized tests that were as much as 26% higher than their peers (Heschong Mahone Group, 1999). We know less about the impact of natural light on sleep and subsequent performance and thus additional work is needed to understand how classroom experiences might impact student development.
To begin to address these issues, we used data from a sample of 68 first, second and third grade students (~45% female) to investigate the links between children’s sleep quantity and quality and their learning related skills, including directly assessed and teacher-reported executive functioning (EF) as well as teacher reported academic achievement. Additionally, we examined whether these associations differed by daylight exposure. Sleep data were collected via actigraph watches as well as a variety of parent questionnaires. EF was collected using the Early Years Toolkit as well as teacher reports on the Behavior Rating Inventory of Executive Function. Academic achievement was collected via teacher reports on the Academic Rating Scale. Daylight exposure was collected via hobo monitors in the classroom as well as via the actigraph watches. Results suggest that sleep duration and efficiency, measured with the actigraph, were positively associated with directly assessed indicators of working memory ( = .02, p <.05), inhibitory control ( = .04, p <.05), and cognitive flexibility ( = .02, p <.05) as well as teacher reported academic skills ( = .07, p <.05). Children who slept longer and better demonstrated significantly higher EF and academic skills than did their peers who slept less, even after controlling for child and family factors. In contrast, sleep fragmentation was negatively associated with these markers of EF and achievement. No associations were found for parent reported sleep problems. There was some evidence to suggest that these associations differed by daylight exposure (see Figure 1). The links between sleep and EF were somewhat stronger for children with more natural daylight exposure. Results will be discussed with respect to policy and practice.

Authors

• Kristen Bub, University of Georgia
  Presenting Author

• Katy Curry, University of Illinois, Urbana-Champaign
  Non-Presenting Author

• Sanchari Banerjee, University of Illinois, Urbana-Champaign
  Non-Presenting Author

• Bethany Hoff, 0000008107617
  Non-Presenting Author

• Erica Smolinski, University of Georgia
  Non-Presenting Author