More frequent naps are associated with lower cognitive development in a cohort of 8–38‐month‐old children, during the Covid‐19 pandemic
Background How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon after it is acquired, and environmental factors. Difficulty accounting for important environmental factors that interfere with a ch...
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| Published in | JCPP advances Vol. 3; no. 4; pp. e12190 - n/a |
|---|---|
| Main Authors | , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
United States
John Wiley & Sons, Inc
01.12.2023
John Wiley and Sons Inc Wiley |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2692-9384 2692-9384 |
| DOI | 10.1002/jcv2.12190 |
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| Abstract | Background
How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon after it is acquired, and environmental factors. Difficulty accounting for important environmental factors that interfere with a child's sleep needs (e.g., attending daycare) has clouded our ability to understand the role of intrinsic drivers of napping frequency.
Methods
Here we investigate sleep patterns in association with two measures of cognitive ability, vocabulary size, measured with the Oxford‐Communicative Development Inventory (N = 298) and cognitive executive functions (EF), measured with the Early EF Questionnaire (N = 463), in a cohort of 8–38‐month‐olds. Importantly, because of the social distancing measures imposed during the Covid‐19 Spring 2020 lockdown, in the UK, measures of sleep were taken when children did not access daycare settings.
Results
We find that children with more frequent but shorter naps than expected for their age had lower concurrent receptive vocabularies, lower cognitive EF and a slower increase in expressive vocabulary from spring to winter 2020, when age, sex, and SES were accounted for. The negative association between vocabulary and frequency of naps became stronger with age.
Conclusions
These findings suggest that the structure of daytime sleep is an indicator of cognitive development and highlight the importance of considering environmental perturbations and age when investigating developmental correlates of sleep.
Frequent napping, in childhood, is believed to reflect an brain's need to consolidate information soon after learning, yet a previous study showed that more frequent napping associates with higher rather than lower cognitive development. During the UK Covid‐19 lockdown, closure of daycare removed one environmental factor that may interfere with children's sleep need. In a cohort of 8–38‐month olds followed up during lockdown, more frequent naps associated with lower concurrent vocabulary and executive functions. For example, still napping once a day, in children over 25 months old, is associated with lower vocabularies (see Figure). |
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| AbstractList | Background
How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon after it is acquired, and environmental factors. Difficulty accounting for important environmental factors that interfere with a child's sleep needs (e.g., attending daycare) has clouded our ability to understand the role of intrinsic drivers of napping frequency.
Methods
Here we investigate sleep patterns in association with two measures of cognitive ability, vocabulary size, measured with the Oxford‐Communicative Development Inventory (N = 298) and cognitive executive functions (EF), measured with the Early EF Questionnaire (N = 463), in a cohort of 8–38‐month‐olds. Importantly, because of the social distancing measures imposed during the Covid‐19 Spring 2020 lockdown, in the UK, measures of sleep were taken when children did not access daycare settings.
Results
We find that children with more frequent but shorter naps than expected for their age had lower concurrent receptive vocabularies, lower cognitive EF and a slower increase in expressive vocabulary from spring to winter 2020, when age, sex, and SES were accounted for. The negative association between vocabulary and frequency of naps became stronger with age.
Conclusions
These findings suggest that the structure of daytime sleep is an indicator of cognitive development and highlight the importance of considering environmental perturbations and age when investigating developmental correlates of sleep.
Frequent napping, in childhood, is believed to reflect an brain's need to consolidate information soon after learning, yet a previous study showed that more frequent napping associates with higher rather than lower cognitive development. During the UK Covid‐19 lockdown, closure of daycare removed one environmental factor that may interfere with children's sleep need. In a cohort of 8–38‐month olds followed up during lockdown, more frequent naps associated with lower concurrent vocabulary and executive functions. For example, still napping once a day, in children over 25 months old, is associated with lower vocabularies (see Figure). How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon after it is acquired, and environmental factors. Difficulty accounting for important environmental factors that interfere with a child's sleep needs (e.g., attending daycare) has clouded our ability to understand the role of intrinsic drivers of napping frequency.BackgroundHow often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon after it is acquired, and environmental factors. Difficulty accounting for important environmental factors that interfere with a child's sleep needs (e.g., attending daycare) has clouded our ability to understand the role of intrinsic drivers of napping frequency.Here we investigate sleep patterns in association with two measures of cognitive ability, vocabulary size, measured with the Oxford-Communicative Development Inventory (N = 298) and cognitive executive functions (EF), measured with the Early EF Questionnaire (N = 463), in a cohort of 8-38-month-olds. Importantly, because of the social distancing measures imposed during the Covid-19 Spring 2020 lockdown, in the UK, measures of sleep were taken when children did not access daycare settings.MethodsHere we investigate sleep patterns in association with two measures of cognitive ability, vocabulary size, measured with the Oxford-Communicative Development Inventory (N = 298) and cognitive executive functions (EF), measured with the Early EF Questionnaire (N = 463), in a cohort of 8-38-month-olds. Importantly, because of the social distancing measures imposed during the Covid-19 Spring 2020 lockdown, in the UK, measures of sleep were taken when children did not access daycare settings.We find that children with more frequent but shorter naps than expected for their age had lower concurrent receptive vocabularies, lower cognitive EF and a slower increase in expressive vocabulary from spring to winter 2020, when age, sex, and SES were accounted for. The negative association between vocabulary and frequency of naps became stronger with age.ResultsWe find that children with more frequent but shorter naps than expected for their age had lower concurrent receptive vocabularies, lower cognitive EF and a slower increase in expressive vocabulary from spring to winter 2020, when age, sex, and SES were accounted for. The negative association between vocabulary and frequency of naps became stronger with age.These findings suggest that the structure of daytime sleep is an indicator of cognitive development and highlight the importance of considering environmental perturbations and age when investigating developmental correlates of sleep.ConclusionsThese findings suggest that the structure of daytime sleep is an indicator of cognitive development and highlight the importance of considering environmental perturbations and age when investigating developmental correlates of sleep. Abstract Background How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon after it is acquired, and environmental factors. Difficulty accounting for important environmental factors that interfere with a child's sleep needs (e.g., attending daycare) has clouded our ability to understand the role of intrinsic drivers of napping frequency. Methods Here we investigate sleep patterns in association with two measures of cognitive ability, vocabulary size, measured with the Oxford‐Communicative Development Inventory (N = 298) and cognitive executive functions (EF), measured with the Early EF Questionnaire (N = 463), in a cohort of 8–38‐month‐olds. Importantly, because of the social distancing measures imposed during the Covid‐19 Spring 2020 lockdown, in the UK, measures of sleep were taken when children did not access daycare settings. Results We find that children with more frequent but shorter naps than expected for their age had lower concurrent receptive vocabularies, lower cognitive EF and a slower increase in expressive vocabulary from spring to winter 2020, when age, sex, and SES were accounted for. The negative association between vocabulary and frequency of naps became stronger with age. Conclusions These findings suggest that the structure of daytime sleep is an indicator of cognitive development and highlight the importance of considering environmental perturbations and age when investigating developmental correlates of sleep. Background How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon after it is acquired, and environmental factors. Difficulty accounting for important environmental factors that interfere with a child's sleep needs (e.g., attending daycare) has clouded our ability to understand the role of intrinsic drivers of napping frequency. Methods Here we investigate sleep patterns in association with two measures of cognitive ability, vocabulary size, measured with the Oxford‐Communicative Development Inventory (N = 298) and cognitive executive functions (EF), measured with the Early EF Questionnaire (N = 463), in a cohort of 8–38‐month‐olds. Importantly, because of the social distancing measures imposed during the Covid‐19 Spring 2020 lockdown, in the UK, measures of sleep were taken when children did not access daycare settings. Results We find that children with more frequent but shorter naps than expected for their age had lower concurrent receptive vocabularies, lower cognitive EF and a slower increase in expressive vocabulary from spring to winter 2020, when age, sex, and SES were accounted for. The negative association between vocabulary and frequency of naps became stronger with age. Conclusions These findings suggest that the structure of daytime sleep is an indicator of cognitive development and highlight the importance of considering environmental perturbations and age when investigating developmental correlates of sleep. Frequent napping, in childhood, is believed to reflect an brain's need to consolidate information soon after learning, yet a previous study showed that more frequent napping associates with higher rather than lower cognitive development. During the UK Covid‐19 lockdown, closure of daycare removed one environmental factor that may interfere with children's sleep need. In a cohort of 8–38‐month olds followed up during lockdown, more frequent naps associated with lower concurrent vocabulary and executive functions. For example, still napping once a day, in children over 25 months old, is associated with lower vocabularies (see Figure). How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon after it is acquired, and environmental factors. Difficulty accounting for important environmental factors that interfere with a child's sleep needs (e.g., attending daycare) has clouded our ability to understand the role of intrinsic drivers of napping frequency. Here we investigate sleep patterns in association with two measures of cognitive ability, vocabulary size, measured with the Oxford-Communicative Development Inventory ( = 298) and cognitive executive functions (EF), measured with the Early EF Questionnaire ( = 463), in a cohort of 8-38-month-olds. Importantly, because of the social distancing measures imposed during the Covid-19 Spring 2020 lockdown, in the UK, measures of sleep were taken when children did not access daycare settings. We find that children with more frequent but shorter naps than expected for their age had lower concurrent receptive vocabularies, lower cognitive EF and a slower increase in expressive vocabulary from spring to winter 2020, when age, sex, and SES were accounted for. The negative association between vocabulary and frequency of naps became stronger with age. These findings suggest that the structure of daytime sleep is an indicator of cognitive development and highlight the importance of considering environmental perturbations and age when investigating developmental correlates of sleep. |
| Author | Gliga, Teodora McGillion, Michelle Gonzalez‐Gomez, Nayeli Hendry, Alexandra Ewing, Ben Kong, Shannon P. Davies, Catherine |
| AuthorAffiliation | 4 School of Languages, Cultures and Societies University of Leeds Leeds UK 5 Department of Psychology University of Warwick Coventry UK 1 School of Psychology University of East Anglia Norwich UK 2 Department of Experimental Psychology University of Oxford Oxford UK 3 Centre for Psychological Research Oxford Brookes University Oxford UK |
| AuthorAffiliation_xml | – name: 1 School of Psychology University of East Anglia Norwich UK – name: 4 School of Languages, Cultures and Societies University of Leeds Leeds UK – name: 2 Department of Experimental Psychology University of Oxford Oxford UK – name: 5 Department of Psychology University of Warwick Coventry UK – name: 3 Centre for Psychological Research Oxford Brookes University Oxford UK |
| Author_xml | – sequence: 1 givenname: Teodora orcidid: 0000-0001-8053-7286 surname: Gliga fullname: Gliga, Teodora email: t.gliga@uea.ac.uk organization: University of East Anglia – sequence: 2 givenname: Alexandra surname: Hendry fullname: Hendry, Alexandra organization: University of Oxford – sequence: 3 givenname: Shannon P. surname: Kong fullname: Kong, Shannon P. organization: Oxford Brookes University – sequence: 4 givenname: Ben surname: Ewing fullname: Ewing, Ben organization: University of East Anglia – sequence: 5 givenname: Catherine surname: Davies fullname: Davies, Catherine organization: University of Leeds – sequence: 6 givenname: Michelle surname: McGillion fullname: McGillion, Michelle organization: University of Warwick – sequence: 7 givenname: Nayeli surname: Gonzalez‐Gomez fullname: Gonzalez‐Gomez, Nayeli organization: Oxford Brookes University |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/38054058$$D View this record in MEDLINE/PubMed |
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How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate... How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate information soon... Background How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to consolidate... Frequent napping, in childhood, is believed to reflect an brain's need to consolidate information soon after learning, yet a previous study showed that more... Abstract Background How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain to... |
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| SubjectTerms | Age Children & youth Cognition & reasoning Cognitive development COVID-19 executive functions Memory napping Original pre‐school children Questionnaires Shelter in place Sleep Social distancing vocabulary |
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| Title | More frequent naps are associated with lower cognitive development in a cohort of 8–38‐month‐old children, during the Covid‐19 pandemic |
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