A Twenty-Minute Nap Boosts the Planning Domain of Executive Function in Sleep Deprived Late Adolescents
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Objectives: The positive effects of nap on cognitive function and memory have been researched intensively among children and adults. However, the relationship between afternoon nap and executive function among sleep deprived late adolescents has not been studied as much. Methods: Ten sleep deprived, otherwise healthy Korean high school students were recruited, and asked to fill out Pittsburgh Sleep Quality Index questionnaire. They were put to nap for 5 min on three days during the first week, then for 10, 20, and 30 min in the same protocol during the consecutive weeks. After a 1-h class, both the students themselves and their corresponding teachers evaluated the participation level of the participants. They were then divided into two groups, and were instructed to play iPad game ‘Free Flow’. One group took a nap while the other group was prohibited from taking a nap. Both groups were instructed to play the game again. This was repeated once every afternoon for three days. Results: The experiment showed that 20-min nap was superior in subjective evaluations to the other nap duration, and the mean game score differences before and after were significantly higher in the nap taking group after the 20-min nap when analyzed using non-parametric statistical method (p-value 0.04). Conclusions: Therefore, 20-min nap is likely to boost planning domain of executive function on sleep deprived late adolescents.
Abstract
Objectives: The positive effects of nap on cognitive function and memory have been researched intensively among children and adults. However, the relationship between afternoon nap and executive function among sleep deprived late adolescents has not been studied as much. Methods: Ten sleep deprived, otherwise healthy Korean high school students were recruited, and asked to fill out Pittsburgh Sleep Quality Index questionnaire. They were put to nap for 5 min on three days during the first week, then for 10, 20, and 30 min in the same protocol during the consecutive weeks. After a 1-h class, both the students themselves and their corresponding teachers evaluated the participation level of the participants. They were then divided into two groups, and were instructed to play iPad game ‘Free Flow’. One group took a nap while the other group was prohibited from taking a nap. Both groups were instructed to play the game again. This was repeated once every afternoon for three days. Results: The experiment showed that 20-min nap was superior in subjective evaluations to the other nap duration, and the mean game score differences before and after were significantly higher in the nap taking group after the 20-min nap when analyzed using non-parametric statistical method (p-value 0.04). Conclusions: Therefore, 20-min nap is likely to boost planning domain of executive function on sleep deprived late adolescents.
참고문헌 (18)
- Owens J, "Insufficient sleep in adolescents and young adults: an update on causes and consequences", Pediatrics, 134, pp.e921~e932 (2014)
- Yang CK, "Age-related changes in sleep", wake patterns among Korean teenagers, 2005, pp.115(1 Suppl), 250~256
- Louca M, "The effect of one night’s sleep deprivation on adolescent neurobehavioral performance", Sleep, 37, pp.1799~1807 (2014)
- Asarnow LD, "The effects of bedtime and sleep duration on academic and emotional outcomes in a nationally representative sample of adolescents", J Adolesc Health, 54, pp.350~356 (2014)
- Carskadon MA, "Sleep’s effects on cognition and learning in adolescence", Prog Brain Res, 190, pp.137~143 (2011)
- Giedd JN, "Linking adolescent sleep, brain maturation, and behavior", J Adolesc Health, 45, pp.319~320 (2009)
- Debarnot U, "Daytime naps improve motor imagery learning", Cogn Affect Behav Neurosci, 11, pp.541~550 (2011)
- Horvàth K, "Napping facilitates word learning in early lexical development", J Sleep Res, 24, pp.503~509 (2015)
- Lemos N, "Naps in school can enhance the duration of declarative memories learned by adolescents", Front Syst Neurosci, 8, pp.103~ (2014)
- Slama H, "Afternoon nap and bright light exposure improve cognitive flexibility post lunch", PLoS One, 10, pp.e0125359~ (2015)
- Studte S, "Nap sleep preserves associative but not item memory performance", Neurobiol Learn Mem, 120, pp.84~93 (2015)
- Hayashi M, "Recuperative power of a short daytime nap with or without stage 2 sleep", Sleep, 28, pp.829~836 (2005)
- Taub JM, "Effects of afternoon naps on physiological variables performance and self-reported activation", Biol Psychol, 5, pp.191~210 (1977)
- Lau EY, "Rapid-eye-movement-sleep (REM) associated enhancement of working memory performance after a daytime nap", PLoS One, 10, pp.e0125752~ (2015)
- Lahl O, "An ultra short episode of sleep is sufficient to promote declarative memory performance", J Sleep Res, 17, pp.3~10 (2008)
- Hagler S, "Assessing executive function using a computer game: computational modeling of cognitive processes", IEEE J Biomed Health Inform, 18, pp.1442~1452 (2014)
- Valencia-Flores M, "The siesta culture concept is not supported by the sleep habits of urban Mexican students", J Sleep Res, 7, pp.21~29 (1998)
- Kramer JH, "NIH EXAMINER: conceptualization and development of an executive function battery", J Int Neuropsychol Soc, 20, pp.11~19 (2014)