Please use this identifier to cite or link to this item: http://hdl.handle.net/10316/100959
Title: Abstracts of the 25th Congress of the European Sleep Research Society, 22-24 September 2020, Virtual Congress
Other Titles: Time of day and chronotype effects on children's intellectual capacity
Authors: Pires, Luis
Couto, Diana
Cruz, Hugo Miguel Fernandes
Bettencourt, Catarina
Leitão, José
Azevedo, Maria Helena
Marques, Daniel Ruivo
Gomes, Ana Allen
Issue Date: Sep-2020
Citation: Pires, L., Couto, D., Cruz, H.M.F., Bettencourt, C., Leitão, L.A., Azevedo, M.H.P., Marques, D. R., & Gomes, A. A. (2020). Time of day and chronotype effects on children's intellectual capacity [Abstract]. Journal of Sleep Research, 29 (s1), 121-122. https://doi.org/10.1111/jsr.13181
Project: PTDC/PSI-ESP/32581/2017 
CENTRO-01-0145-FEDER-032581 
Serial title, monograph or event: Journal of Sleep Research
Volume: 29 Suppl 1
Issue: S1
Abstract: Objectives/Introduction: IQ tests are extensively used in school settings to evaluate children's specific cognitive deficits that may contribute to low academic achievement. Some studies found that IQ assessments’ results can vary according to testing time and chronotype. The present study aimed to probe potential chronotype X time of day (ToD) interactive effects on children's IQ results. Methods: Sixty-eight 2nd, 3rd or 4th-graders (33 girls; 7–10 years old) were randomly assigned to one of four conditions resulting from crossing chronotype (morning- or evening-types, using the 20th and 80th percentiles from morningness/eveningness scale score of the Children ChronoType Questionnaire - CCTQ) and ToD (first or last hours of the school day - 9:00 am or 4:00 pm). All four groups were matched by age, gender, educational grade, and sleep problems reported by parents. Selected participants exhibited no known language disorders, learning difficulties, or behavioural disturbances. Cognition was assessed through WISC-III battery that provides three composite IQ scores (Verbal, Performance, and Full IQ) and four Index scores (Verbal Comprehension, Perceptual Organization, Freedom from Distractibility, and Processing Speed). Age-based standardized scores for all thirteen subtests were also analysed. Results: No effects of chronotype X ToD were found in IQ, Index and subtests scores. Still, main effects of chronotype and ToD were uncovered. Children assessed in the morning revealed higher verbal IQ scores (p = 0.033, ηp2 = .069) and a better performance on verbal subtests, Similarities (p = 0.045, ηp2 = .061) and Information (p = 0.053, ηp2 = .057). Morning-types showed higher scores in the Perceptual Organization Index (p = 0.033, ηp2 = .069) and a better performance on the Arithmetic subtest (p = 0.031, ηp2 = .071) than evening-types. Conclusions: Results suggest that ToD influences children's performance on Verbal IQ's tasks, seeming better to assess these tasks in the morning. Concerning chronotype, morning-type children of our sample seem to have a better ability to interpret and organize visually-presented material. However, no differences between morning- and evening-type children were found in most WISC-III scores, including IQ scores. Taken together, our results suggest that ToD of assessment sessions might influence IQ verbal scores in primary school children. Replication studies are needed. Disclosure: All authors confirm that there are no conflicts of interest associated with this publication. This work was developed under the larger research project [PTDC/PSI-EDD/120003/2010] funded by the Portuguese Foundation for Science and Technology (FCT) and FEDER/COMPETE/QREN. The completion of this work is currently supported by Project True Times, hosted at the FPCEUC - Research Grant PTDC/PSI-ESP/32581/2017|CENTRO-01-0145-FEDER-032581, funded by FEDER, PT2020, CENTRO2020, and FCT.
URI: http://hdl.handle.net/10316/100959
ISSN: 0962-1105
1365-2869
DOI: 32930453
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10.1111/jsr.13181
32930453
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32930453
1365-2869
Rights: openAccess
Appears in Collections:I&D CINEICC - Artigos e Resumos em Livros de Actas

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