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The Benefit of Naps on Cognitive, Emotional and Motor Learning in Preschoolers

午睡对学龄前儿童认知、情感和运动学习的好处

基本信息

批准号：
9117622
负责人：
Rebecca M C Spencer
金额：
$ 43.61万
依托单位：
UNIVERSITY OF MASSACHUSETTS AMHERST
依托单位国家：
美国
项目类别：
财政年份：
2012
资助国家：
美国
起止时间：
2012-07-01 至 2017-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9117622
关键词：
Accounting Adult Age Brain Child Child Development Childhood Circadian Rhythms Cognitive Data Development Developmental Delay Disorders Dimensions Education Educational Curriculum Educational process of instructing Emotional Goals Guidelines Health Benefit Immediate Recalls Individual Differences Intervention Knowledge Learning Length Longevity Memory Mental Health Modeling Moods Motor Napping Nursery Schools Outcome Pattern Performance Personal Satisfaction Policies Preparation Preschool Child Process Psychopathology Readiness Research Research Personnel Rest Risk Schedule Schools Science Sleep Sleep Stages Targeted Research Task Performances Training Underserved Population Weaning Work awake base cognitive development cognitive function cognitive performance cost design developmental disease disadvantaged population improved innovation memory consolidation memory process memory recall motor learning novel parental influence physical conditioning pressure procedural memory relating to nervous system young adult

项目摘要

DESCRIPTION (provided by applicant): Sleep protects and enhances memory in young adults. Specifically, performance changes on a range of tasks are greater following an interval with sleep relative to changes over an interval spent awake. Sleep also enhances encoding of subsequent memories. In young adults, a mid-day nap is sufficient for gaining these performance benefits. Unlike adults, mid-day naps are routine for young children. The age at which children wean from this biphasic sleep pattern is often influenced by parent and school schedules. Whether naps confer a particular benefit to learning and performance of young children is unknown. The research objective of this proposal is to characterize the function of sleep on learning and memory in young children (3-5 yrs) using naps as a model. By probing recall prior to and following mid-day nap or wake intervals, the overarching hypothesis is that mid-day naps benefit existing memories and subsequent learning. In the preschool classroom, children will be trained on a declarative, emotional, or procedural learning task before (Specific Aim 1) or after (Specific Aim 2) a mid-day nap opportunity. In two conditions, children will either be nap-promoted or wake-promoted during this interval. Subsequently, performance will be reassessed that day as well as the following day. The specific hypotheses examined are: a) mid-day naps benefit performance on most tasks learned prior to sleep; b) performance on tasks learned after sleep is superior to performance for tasks learned after wake, and; c) the benefit of sleep remains even after overnight sleep, when differences in sleep pressure and mood are equated. This work is innovative in that it presents a novel application of an accepted theoretical construct. Moreover, these results are expected to shift the current lax practices regarding naps in preschools to a practice of nap-promotion and better regard for the length of the nap opportunity. The translational significance may be seen in new policies regarding in-class nap opportunities and pediatric nap guidelines for preschool children. The theoretical significance is that these outcomes will drive an entirely new research dimension for educational sciences (sleep as a novel target to enhance learning) and spur further developmental studies on the influence and underpinnings of sleep-dependent cognitive and neural processes.

描述（由申请人提供）：睡眠可以保护和增强年轻人的记忆力。具体来说，相对于清醒时的变化，睡眠间隔后一系列任务的表现变化更大。睡眠还能增强后续记忆的编码。对于年轻人来说，午间小睡足以获得这些表现上的好处。与成年人不同的是，小孩子中午小睡是家常便饭。孩子从这种双相睡眠模式中断奶的年龄通常受到父母和学校时间表的影响。小睡是否对幼儿的学习和表现有特别的好处尚不清楚。本研究的目的是利用小睡作为模型，表征睡眠对幼儿（3-5岁）学习和记忆的作用。通过对午间小睡前后的回忆进行探测，研究人员得出了一个重要的假设，即午间小睡有利于现有的记忆和随后的学习。在学前班的教室里，孩子们将在中午午睡之前（具体目标1）或之后（具体目标2）接受陈述性、情感性或程序性学习任务的训练。在两种情况下，孩子们也会这样做