A split sleep schedule raises subjective alertness and focus in the afternoon during learning, and post-nap psychomotor vigilance, in sleep-restricted adolescents¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Subjective alertness was significantly higher in the afternoon for the split sleep group, and focus showed a significant group × time interaction with higher afternoon focus in the split group. → Cousins 2019 q3 i? The split sleep group had significantly fewer psychomotor vigilance lapses in the afternoon (t(56) = 4.987, p < 0.001), with no group difference in the morning. → Cousins 2019 (2)

Evidence¶

Cousins 2019¶

Cousins, J. N., van Rijn, E., Ong, J. L., Wong, K. F., & Chee, M. W. L. (2019). Does splitting sleep improve long-term memory in chronically sleep deprived adolescents? npj Science of Learning 4:8. https://doi.org/10.1038/s41539-019-0047-z

q3 · i? · causal · r?

Karolinska Sleepiness Scale and focus/ability/motivation ratings collected during learning blocks across three days; alertness showed a significant group × time interaction, F(1,56) = 25.62, p < 0.001. "Alertness was significantly higher in the afternoon for the split sleep group"; focus was also higher in the afternoon, t(56) = 2.647, p = 0.011. No effect sizes printed.

"Alertness was significantly higher in the afternoon for the split sleep group, t(56) = 3.34, p = 0.001, but groups did not differ in the morning, t(56) = 0.291, p = 0.772."

Cousins 2019 (2)¶

Cousins, J. N., van Rijn, E., Ong, J. L., Wong, K. F., & Chee, M. W. L. (2019). Does splitting sleep improve long-term memory in chronically sleep deprived adolescents? npj Science of Learning 4:8. https://doi.org/10.1038/s41539-019-0047-z

q3 · i? · causal · r?

Ten-minute psychomotor vigilance task at 10:15 and 16:30, collapsed across the three learning days and analyzed with a mixed ANOVA showing a significant group × time interaction, F(1,56) = 25.3, p < 0.001. "the split sleep group had significantly fewer lapses than the continuous sleep group in the afternoon"; no effect size printed.

"Groups did not differ in the morning, t(56) = 0.851, p = 0.398, although the split sleep group had significantly fewer lapses than the continuous sleep group in the afternoon t(56) = 4.987, p < 0.001."

Discussion¶

Related Claims¶

• Sleep schedule interacts with time of learning on confident factual memory: the split-sleep advantage appears only for afternoon-learned material — related
• Under restricted sleep, adolescents on a split sleep schedule show better late-afternoon encoding of pictures than adolescents with the same total sleep opportunity in continuous nocturnal sleep — related
• Splitting sleep with an afternoon nap does not impair morning learning in sleep-restricted adolescents despite reduced nocturnal sleep — related
• Adolescents on a split sleep schedule remember more educationally realistic factual material learned in the afternoon than peers given the same total sleep opportunity as continuous nocturnal sleep — related
• Sleep deprivation is associated with reduced psychomotor vigilance, impaired reaction time, and greater perceived workload and stress in astronauts — related