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Circadian rhythms and achievement in school children: Is there a synchrony effect?

Circadian rhythms and achievement in school children: Is there a synchrony effect?. About time of day…. “Early to bed, early to rise, makes a man healthy, wealthy and wise. ” (Benjamin Franklin) The early bird gets the worm. Examples:

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Circadian rhythms and achievement in school children: Is there a synchrony effect?

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  1. Circadian rhythms and achievement in school children: Is there a synchrony effect?

  2. About time of day… • “Early to bed, early to rise, makes a man healthy, wealthy and wise. ” (Benjamin Franklin) • The early bird gets the worm.

  3. Examples: 1) Considering only your own “feeling best” rhythm, at what time would you get up if you were entirely free to plan your day?AM 5---6---7---8---9---10---11---12---1 PM 2) If you went to bed at 11 PM, at what level of tiredness would you be?__ Not at all tired __ A little tired__ Fairly tired __ Very tired The Morningness-Eveningness Questionnaire(MEQ; Horne & Ostberg, 1976) • 18 questions Categories: Definitely morning (DM) Moderately morning (MM) Neutral (N) Moderately evening (ME) Definitely evening (DE)

  4. Time-of-day categories: Younger Adults (Yoon, May, & Hasher, 2000)

  5. Time-of-day categories: Older Adults (Yoon, May, & Hasher, 2000)

  6. Morningness-Eveningness Distributions(Yoon et al., 2000)

  7. Sentence Recognition by Testing Time(May et al., 1993)

  8. Children’s Morningness-Eveningness Preferences Scale (CMEP) Examples: 1)Is it easy for you to get up in the morning? __ No way! __ Sort of__ Pretty easy __ It’s a cinch 2) Guess what! Your parents decided to let you set your own bedtime. What time would you pick? Between… __ 8:00 and 9:00 pm __ 9:00 and 10:15 pm __ 10:15 and 12:30 am __ 12:30 and 1:45 am __ 1:45 and 3:00 am • 11 questions

  9. Preference scores for children aged 8 to 16 years (Kim, Dueker, Hasher, & Goldstein, 2002)

  10. Chronotypes of Younger and Older Children

  11. Circadian rhythms and cognitive function in late childhood and early adolescence • Is there a synchrony effect? • Study excluded “neutral” types • CMEP scores 25 – 31 (inclusive) • Sample size: n = 80 • Age range = 11-14 • Gender = 39 female, 41 male

  12. Procedure • Testing Times • MORNING – 8 to 10 AM • EVENING – 1 to 3 PM • Conditions • M/M - Morning Type tested in the Morning (Optimum) • M/E - Morning Type tested in the Evening (Non-opt.) • E/M - Evening Type tested in the Morning (Non-opt.) • E/E - Evening Type tested in the Evening (Optimum)

  13. Measures • Questionnaires • Children’s Morningness-Eveningness Preferences (CMEP) • Child Behavior Checklist (CBCL) • Wake-Up and School Day Questionnaire • WISC-III Subtests • Block Design • Vocabulary • Forward and Backward Digit Span

  14. Condition NON OPT OPT Total Age 11 10 10 20 12 11 10 21 13 10 9 19 14 9 11 20 Total 40 40 80 Experimental Design and Participants Morning Session Evening Session Morning Type Optimal Nonoptimal Evening Type Nonoptimal Optimal

  15. WISC-III: Crystallized vs. Fluid Components

  16. CBCL Total Syndrome RangeSplit by Chronotype χ2(1, N = 80) = 6.65, p < .05

  17. CBCL Syndrome SubscalesAttention and Aggression Problems

  18. CBCL Competence ScalesSchool Competence and Total Competence

  19. The Role of Sleep

  20. Sleep Times by Chronotype

  21. Sleep Patterns by Chronotype

  22. Collaborators • Constanze Hahn • Lynn Hasher • Sunghan Kim • Martin Ralph • Ursula Wiprzycka • Phil Zelazo

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