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Bettencourt C, Pires L, Almeida F, Vilar M, Cruz H, Leitão J, Allen Gomes A. Chronotype, Time of Day, and Children's Cognitive Performance in Remote Neuropsychological Assessment. Behav Sci (Basel) 2024; 14:310. [PMID: 38667106 PMCID: PMC11047315 DOI: 10.3390/bs14040310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2024] [Revised: 04/06/2024] [Accepted: 04/08/2024] [Indexed: 04/29/2024] Open
Abstract
Research on the influence of chronotype and time of day (TOD) on cognitive performance, especially in children, is limited. We explored potential interactive effects, hypothesizing that performance differs when comparing preferred vs. non-preferred TOD. In total, 76 morning-type (MT = 37) or evening-type (ET = 39) children from the third and fourth grades (48.7% girls; M age = 8.05; SD age = 0.51), identified through the Children Chronotype Questionnaire, completed two 30-min neuropsychological assessment sessions via videoconference on the first (9:00) or last hour (16:00) of the school day. The protocol included neuropsychological tests targeting memory, language, and attention/executive domains. The results revealed an interactive effect of medium size between chronotype and TOD on a Rapid Alternating Stimulus (Naming) Task. MT and ET performed faster in asynchrony conditions (morning for ET; afternoon for MT). Additionally, ET outperformed MT in a Backward Digit Span Task, irrespective of TOD. TOD also influenced performance on an Alternating Verbal Fluency Task, with both MT and ET children performing better in the morning. These results underscore the importance of chronotype and TOD in children's cognitive performance, particularly in working memory and verbal fluency. Children assessed during non-preferred TOD exhibited better performance on some cognitive tasks, challenging the assumption that optimal times always yield superior results.
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Affiliation(s)
- Catarina Bettencourt
- Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal; (L.P.); (F.A.); (M.V.); (J.L.); (A.A.G.)
- Centre for Research in Neuropsychology and Cognitive Behavioral Intervention, University of Coimbra, 3000-115 Coimbra, Portugal
- Laboratory of Chronopsychology and Cognitive Systems (ChronCog), University of Coimbra, 3000-115 Coimbra, Portugal
| | - Luís Pires
- Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal; (L.P.); (F.A.); (M.V.); (J.L.); (A.A.G.)
- Centre for Research in Neuropsychology and Cognitive Behavioral Intervention, University of Coimbra, 3000-115 Coimbra, Portugal
- Laboratory of Chronopsychology and Cognitive Systems (ChronCog), University of Coimbra, 3000-115 Coimbra, Portugal
- Department of Psychology and Education, Faculty of Human and Social Sciences, University of Beira Interior, 6200-209 Covilhã, Portugal
| | - Filipa Almeida
- Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal; (L.P.); (F.A.); (M.V.); (J.L.); (A.A.G.)
- Centre for Research in Neuropsychology and Cognitive Behavioral Intervention, University of Coimbra, 3000-115 Coimbra, Portugal
- Laboratory of Chronopsychology and Cognitive Systems (ChronCog), University of Coimbra, 3000-115 Coimbra, Portugal
| | - Manuela Vilar
- Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal; (L.P.); (F.A.); (M.V.); (J.L.); (A.A.G.)
- Centre for Research in Neuropsychology and Cognitive Behavioral Intervention, University of Coimbra, 3000-115 Coimbra, Portugal
| | - Hugo Cruz
- Interdisciplinary Research Centre for Education and Development (CeiED), Lusófona University, 1700-284 Lisboa, Portugal;
| | - José Leitão
- Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal; (L.P.); (F.A.); (M.V.); (J.L.); (A.A.G.)
- Centre for Research in Neuropsychology and Cognitive Behavioral Intervention, University of Coimbra, 3000-115 Coimbra, Portugal
- Laboratory of Chronopsychology and Cognitive Systems (ChronCog), University of Coimbra, 3000-115 Coimbra, Portugal
| | - Ana Allen Gomes
- Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal; (L.P.); (F.A.); (M.V.); (J.L.); (A.A.G.)
- Centre for Research in Neuropsychology and Cognitive Behavioral Intervention, University of Coimbra, 3000-115 Coimbra, Portugal
- Laboratory of Chronopsychology and Cognitive Systems (ChronCog), University of Coimbra, 3000-115 Coimbra, Portugal
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Davis EE, Tehrani EK, Campbell KL. Some young adults hyper-bind too: Attentional control relates to individual differences in hyper-binding. Psychon Bull Rev 2024:10.3758/s13423-024-02464-w. [PMID: 38302792 DOI: 10.3758/s13423-024-02464-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/12/2024] [Indexed: 02/03/2024]
Abstract
Hyper-binding - the erroneous encoding of target and distractor information into associative pairs in memory - has been described as a unique age effect caused by declines in attentional control. Previous work has found that, on average, young adults do not hyper-bind. However, if hyper-binding is caused by reduced attentional control, then young adults with poor attention regulation should also show evidence of hyper-binding. We tested this question with an individual differences approach, using a battery of attentional control tasks and relating this to individual differences in hyper-binding. Participants (N = 121) completed an implicit associative memory test measuring memory for both target-distractor (i.e., hyper-binding) and target-target pairs, followed by a series of tasks measuring attentional control. Our results show that on average, young adults do not hyper-bind, but as predicted, those with poor attentional control show a larger hyper-binding effect than those with good attentional control. Exploratory analyses also suggest that individual differences in attentional control relate to susceptibility to interference at retrieval. These results support the hypothesis that hyper-binding in older adults is due to age-related declines in attentional control, and demonstrate that hyper-binding may be an issue for any individual with poor attentional control, regardless of age.
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Affiliation(s)
- Emily E Davis
- Department of Psychology, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, Ontario, L2S 3A1, Canada.
| | - Edyta K Tehrani
- Department of Psychology, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, Ontario, L2S 3A1, Canada
| | - Karen L Campbell
- Department of Psychology, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, Ontario, L2S 3A1, Canada
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