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Study objectivesThis study was conducted to determine (1) whether the distribution of undergraduates who endorse insomnia or behaviorally induced insufficient sleep syndrome (BIISS) varied during the coronavirus disease 2019 (COVID-19) pandemic relative to normal sleepers and in comparison to values reported pre-pandemic and (2) whether group (insomnia, BIISS, and normal sleepers) was differentially associated with health, stress, and academic achievement mid-pandemic.MethodsTwo hundred ninety-three undergraduates completed online questionnaires assessing demographics, global sleep quality, insomnia severity, health, and perceived stress; cumulative grade point averages (GPAs) were also collected for each participant.ResultsThe proportion of participants in each group did not differ from the pre-pandemic values reported in Williams et al (2020). Relative to the normal-sleepers group, the insomnia group reported poorer sleep quality, greater insomnia severity, poorer functioning on measures of physical health, and increased stress; only 1 significant difference was found concerning the BIISS group. Group differences were not found on GPA.ConclusionsDespite the various challenges brought about by the COVID-19 pandemic, the distribution of participants by group was similar to those reported pre-pandemic. The insomnia group fared most poorly in terms of sleep quality, insomnia severity, physical health, and stress. As such, additional effort should be devoted to identifying undergraduates with insomnia to provide treatment that may improve their sleep and their health.CitationLukowski AF, Kamliot DZ, Schlaupitz CA. Insomnia and behaviorally induced sleep syndrome in undergraduates tested during the COVID-19 pandemic: associations with health, stress, and GPA. J Clin Sleep Med. 2024;20(2):261-269.

Before the COVID-19 pandemic, undergraduate students experienced sleep problems and mental health issues that were negatively associated with academic achievement. Studies comparing undergraduate sleep and health pre- to mid-pandemic have yielded mixed results, necessitating additional research on other cohorts and examination of potential moderators. The present study was conducted to examine whether American undergraduate students tested mid-pandemic experienced poorer sleep, health, and academic achievement relative to students tested pre-pandemic, as well as to examine whether poor sleep during the pandemic was preferentially associated with poorer health in women. The current cross-sectional study included 217 participants tested pre-pandemic (February-December 2019) and a separate sample of 313 participants tested mid-pandemic (November-December 2020). Participants in both samples provided demographic information and completed questionnaires inquiring about participant sleep quality, insomnia, and cumulative grade point average (GPA); participants in the mid-pandemic sample also reported on measures of general, physical, and mental health. Participants tested mid-pandemic reported poorer global sleep quality, greater insomnia severity, greater stress, and higher cumulative GPAs relative to participants tested pre-pandemic. For the mid-pandemic sample only, poorer sleep quality was associated with reduced physical health; interactions indicated that women with poor sleep quality reported poorer mental health relative to both women with good sleep quality and men with poor quality sleep. Perceived stress mediated the association between sleep problems and GPA. These findings indicate that the pandemic negatively impacted the functioning of undergraduate students and highlights the need for future studies examining additional moderators of the reported effects.

BackgroundResearch conducted with typically developing (TD) infants and children generally indicates that better habitual sleep and sleep after learning are related to enhanced memory. Less is known, however, about associations between sleep and recall memory in children with Down syndrome (DS).AimsThe present study was conducted to determine whether parent-reported sleep problems were differentially associated with encoding, 1-month delayed recall memory, and forgetting over time in children with DS and those who were TD.Methods and proceduresTen children with DS (mean age = 33 months, 5 days) and 10 TD children (mean age = 21 months, 6 days) participated in a two-session study. At each session, recall memory was assessed using an elicited imitation paradigm. Immediate imitation was permitted at the first session as an index of encoding, and delayed recall was assessed 1 month later. In addition, parents provided demographic information and reported on child sleep problems.Outcomes and resultsAlthough parents did not report more frequent sleep problems for children with DS relative to TD children, regression-based moderation analyses revealed that more frequent sleep problems were associated with increased forgetting of individual target actions and their order by children with DS. Evidence of moderation was not found when examining encoding or delayed recall.Conclusions and implicationsAlthough group differences were not found when considering parent-reported sleep problems, more frequent sleep problems were positively associated with increased forgetting by children with DS relative to those who were TD. Although future experimental work is needed to determine causality, these results suggest that improved sleep in children with DS might reduce forgetting, ultimately improving long-term recall memory.

Pregnancy and childbirth are uncertain experiences that become even more so when parents receive an unexpected medical diagnosis for their child. In the present study, we document sources of uncertainty and the tools used to manage uncertainty in 44 mothers' narratives about the birth and diagnosis of their child with Down syndrome (DS); we also explore variability in the sources of uncertainty and uncertainty management tools as a function of whether mothers received a prenatal or postnatal diagnosis of DS for their child. Across our sample, thematic analysis revealed four sources of uncertainty in mothers' narratives: navigating dissonance between parents and providers during diagnosis, managing disclosure of the diagnosis to others, anticipating child-centered challenges and adjusting developmental expectations, and anticipating family-centered challenges and adjusting familial expectations. Analyses also revealed four ways that uncertainty was managed: finding balance between parents and providers during diagnosis, reducing knowledge gaps by seeking information, pursuing support and building positive interpersonal relationships, and pursuing support and building positive relationships in DS communities. These findings, along with potential nuance based on whether mothers received a prenatal or postnatal diagnosis of DS for their child, have important implications for healthcare providers and medical professionals regarding how to best communicate DS diagnoses to families as a means of understanding and ultimately reducing the uncertainty they experience. [ABSTRACT FROM AUTHOR]

Transgender individuals face challenges to identity as they transition from their sex assigned at birth to their affirmed gender. Memories may support a sense of self through the recall of events with more phenomenological detail than others, making them feel closer to the current self. Autobiographical memories of 90 transgender and 90 cisgender adults were compared on self-reported memory phenomenology. Memory phenomenology was more variable in transgender individuals, with a larger difference between phenomenological ratings of recent and distant memories. Memory phenomenology specifically varied in relation to the timing of coming out to a parent. High points reported after this time were rated with higher phenomenological quality and these ratings were linked to positive well-being. Results affirm the relevance of phenomenological continuity to the identity of transgender individuals, suggesting that events from before coming out are recalled with less phenomenological quality than events after coming out. [ABSTRACT FROM AUTHOR]

Social hierarchies occur across human societies, so all humans must navigate them. Infants can detect when one individual outranks another1-3, but it is unknown whether they approach others based on their social status. This paper presents a series of seven experiments investigating whether toddlers prefer high- or low-ranking individuals. Toddlers aged 21-31 months watched a zero-sum, right-of-way conflict between two puppets, in which one puppet 'won' because the other yielded the way. Of the 23 toddlers who participated, 20 reached for the puppet that 'won'. However, when one puppet used force and knocked the other puppet down in order to win, 18 out of 22 toddlers reached for the puppet that 'lost'. Five follow-up experiments ruled out alternative explanations for these results. The findings suggest that humans, from a very early age, not only recognize relative status but also incorporate status into their decisions about whether to approach or avoid others, in a way that differs from our nearest primate relatives4.

Problematic sleep can be detrimental to the development of important cognitive functions, such as working memory, and may have the potential for negative behavioral consequences, such as risk-taking. In this way, sleep problems may be particularly harmful for youth-whose cognitive abilities are still developing and who are more susceptible to risky behavior. Using data from a large, national, longitudinal study, continuity and change in sleep problems were examined from 2 to 15 years of age and associated with deficits in working memory at age 15 and risk taking behaviors at age 18. Participants (N = 1,364 children; 48.3% female) were assessed for sleep problems (parent-report), working memory (behavioral task), and risk taking behavior (youth self-report). The sample was predominantly White (80.4%); additional races represented in the sample included Black/African American (12.9%), Asian/Pacific Islander (1.6%), American Indian/Eskimo/Aleut (.4%), and Other (4.7%). The findings suggest that sleep problems are likely to cascade across development, with sleep problems demonstrating continuity from infancy to early childhood, early childhood to middle childhood, and middle childhood to adolescence. Although sleep problems in infancy, early childhood, and middle childhood were not directly related to adolescent working memory, sleep problems during adolescence were associated with poorer adolescent working memory. In turn, these deficits in working memory were related to greater risk taking in late adolescence. In summary, the present results suggest that sleep problems in earlier periods are indicative of risk for sleep problems later in development, but that sleep problems in adolescence contribute uniquely to deficits in working memory that, in turn, lead to risky behavior during late adolescence.

Before the COVID-19 pandemic, undergraduate students experienced sleep problems and mental health issues that were negatively associated with academic achievement. Studies comparing undergraduate sleep and health pre- to mid-pandemic have yielded mixed results, necessitating additional research on other cohorts and examination of potential moderators. The present study was conducted to examine whether American undergraduate students tested mid-pandemic experienced poorer sleep, health, and academic achievement relative to students tested pre-pandemic, as well as to examine whether poor sleep during the pandemic was preferentially associated with poorer health in women. The current cross-sectional study included 217 participants tested pre-pandemic (February-December 2019) and a separate sample of 313 participants tested mid-pandemic (November-December 2020). Participants in both samples provided demographic information and completed questionnaires inquiring about participant sleep quality, insomnia, and cumulative grade point average (GPA); participants in the mid-pandemic sample also reported on measures of general, physical, and mental health. Participants tested mid-pandemic reported poorer global sleep quality, greater insomnia severity, greater stress, and higher cumulative GPAs relative to participants tested pre-pandemic. For the mid-pandemic sample only, poorer sleep quality was associated with reduced physical health; interactions indicated that women with poor sleep quality reported poorer mental health relative to both women with good sleep quality and men with poor quality sleep. Perceived stress mediated the association between sleep problems and GPA. These findings indicate that the pandemic negatively impacted the functioning of undergraduate students and highlights the need for future studies examining additional moderators of the reported effects. [ABSTRACT FROM AUTHOR]

A deficit in theory of mind (ToM), or the ability to infer the mental states of others, has been implicated as one of the major characteristics of Autism Spectrum Disorder (ASD); however, little attention has been devoted to possible differences in ToM ability within ASD. The current study examined ToM performance in children with early-onset autism and regressive autism in comparison to typically developing children. Results indicated that children in the regressive autism group performed significantly better than the early-onset autism group on the non-verbal appearance-reality task. Additionally, Fisher's exact tests indicated a pattern of lowest scores in the early-onset group and highest scores in the typically developing group, whereas the regressive autism group tended to score in between the early-onset and typically developing groups. The apparent heterogeneity in ToM performance within ASD could account for the lack of universality in ToM ability found in previous studies.

The second year of life is marked by pronounced changes in the length of time over which events are remembered. We tested whether the age-related differences are related to differences in memory for the specific features of events. In our study, 16- and 20-month-olds were tested for immediate and long-term recall of individual actions and temporal order of actions of three-step sequences in an elicited imitation paradigm as well as for forced-choice recognition of the specific feature of the props used to produce the sequences. Memory for the props was related to long-term recall of the events only for the 20-month-olds. It accounted for unique variance above and beyond the variance explained by immediate recall of the individual actions and the temporal order of actions of the sequences. The different pattern of relations in the older and younger infants seemingly reflects a developmental difference in the determinants of long-term recall over the second year of life. (Contains 3 tables.)

Detection of novelty is an important cognitive ability early in development, when infants must learn a great deal about their world. Work with adults has identified networks of brain areas involved in novelty detection; this study investigated electro-physiological correlates of detection of novelty and recognition of familiarity in 9-month-old infants, using event-related potentials (ERPs). Infants were familiarized with an event in the laboratory, then ERPs were recorded as they viewed repeated presentations of pictures of this familiar event and a novel event, along with single presentations of 30 trial-unique events. A middle-latency negative component was sensitive to degree of novelty, differing in amplitude and latency by stimulus condition and across repeated presentations. Long-latency slow-wave activity also related to stimulus condition. Findings have implications for our understanding of infants' detection of novel information and the processes that render the novel familiar. (Contains 5 figures and 3 footnotes.)

Mother-child conversations about a devastating tornado and about 2 nontraumatic events were examined to determine whether there were (a) differences in use of internal states language when talking about traumatic and nontraumatic events and (b) similarities in mothers' and children's use of internal states language. At Session 1, which took place 4 months after the tornado, with conversational length controlled, there was no evidence of differential use of internal states language as a function of event for mothers or children. At Session 2, which took place 6 months later (10 months after the tornado), older children's narratives about the tornado were more saturated with internal states language, relative to their narratives about nontornado events. For both the traumatic and the nontraumatic events, there were cross-lagged correlations between maternal use of emotion language at Session 1 and children's use of emotion language at Session 2. The pattern of findings is consistent with the suggestion that mother-child conversations are one context for the socialization of language about emotional experiences. (Contains 3 tables and 4 footnotes.)

Although 9-month-old infants are capable of retaining temporally ordered information over long delays, this ability is relatively fragile. It may be possible to facilitate long-term retention by allowing infants to imitate event sequences immediately after their presentation. The effects of imitation on immediate and delayed recognition and on long-term recall were investigated using event-related potentials (ERPs) and elicited imitation, respectively. Mnemonic facilitation resulting from the opportunity to imitate was apparent using both assessments. ERP assessments at immediate and delayed recognition tests suggested that infants who were allowed to imitate had stronger memory representations of familiar stimuli relative to infants who only viewed the presentation of the events. In addition, infants who were allowed to imitate evidenced higher levels of ordered recall after 1 month relative to infants who only watched the experimenter's demonstration. Therefore, imitation proved to have beneficial effects on explicit memory in 9 1/2-month-olds, providing evidence of its effectiveness as a tool to augment mnemonic capabilities in infancy.

The present study was conducted to examine the impact of experimentally-manipulated perceptions of sleep on self-reported affective reactivity and recovery from a social stressor in undergraduate students. The study design is experimental, as the participants were randomly assigned to either good or poor perceived sleep quality conditions. The impact of condition on self-reported affective responses to and recovery from the social stressor were assessed as well as whether the observed effects were moderated by stress, rumination, and depression. Participants in the good sleep condition reported increased negative affect (NA) after the social stressor and after a six-minute recovery period relative to participants in the poor sleep condition; participants in the former condition also reported heightened NA post-recovery relative to baseline (a comparison that was non-significant for participants in the poor sleep condition). The effect of condition on NA post-stressor and post-recovery was moderated by depression and rumination, with important implications for participants in the good sleep condition in particular. These findings may have resulted from participant expectations about the impacts of sleep on their behaviour, although additional research remains to be conducted to identify the mechanism responsible for the obtained pattern of results. [ABSTRACT FROM AUTHOR]

Down syndrome (DS) is the most prevalent chromosomal condition, affecting one in every 733 babies born annually in the United States . Grounded in the communication theory of resilience (CTR;), the present analysis was conducted to evaluate mothers’ communicated resilience in narratives about the birth and diagnosis of their child with DS. In so doing, we sought to refine the theory by clarifying the conceptualization of CTR resilience processes (i.e. putting alternative logics to work, foregrounding productive action, maintaining and using communication networks, crafting normalcy, and affirming identity anchors). Qualitative analyses revealed all five CTR resilience processes along with novel nuances that expand existing perspectives and refine CTR concepts. Our findings suggest that foregrounding productive action should be analyzed separately from backgrounding negative feelings, and we revisit crafting normalcy with respect to disability. Opportunities for practical application to support families are provided. [ABSTRACT FROM AUTHOR]

Participation in social skills therapy (SST) facilitates cognitive functioning in children with developmental disabilities. The present pilot study examined whether participation in SST was associated with enhanced encoding and 1-month delayed recall in children with Down syndrome (DS). Children were presented with novel three-step event sequences in an elicited imitation procedure. Immediate imitation was permitted as an index of encoding; long-term memory was assessed 1 month later. Parents completed questionnaires inquiring about children's participation in SST. Participation in SST was associated with enhanced encoding of temporal order information and 1-month delayed recall of individual target actions. In addition, encoding mediated the relation between group and 1-month delayed recall. The conducted research indicates that involvement in SST may be beneficial for children with DS despite their noted strengths in imitation and social learning. As such, additional experimental work is warranted to determine causality. [ABSTRACT FROM AUTHOR]

Although there are theoretical reasons to expect associations among temperament, sleep hygiene behaviors (SHB), and global sleep quality (GSQ), these relations have not yet been examined despite their potential impact on undergraduate student well-being. The present study was conducted to (1) examine relations between temperament and GSQ in university students broadly recruited, (2) document associations between SHB and temperament in this sample, and (3) to determine whether associations among temperament, SHB, and GSQ were best explained by mediation or moderation models. One hundred fifty-two university students completed questionnaires that inquired about temperament, SHB, and GSQ. Correlations revealed that poorer SHB and GSQ were associated reduced effortful control; poorer SHB was also associated with increased negative affect (SHB and GSQ were unrelated to extraversion and orienting sensitivity). Mediation models assessing relations amongst temperament, SHB, and GSQ indicated that negative affect and effortful control may predispose university students to engage in fewer SHB, negatively impacting GSQ; variability in SHB did not moderate the impact of temperament on GSQ. Additional research is needed to confirm and extend these findings, with the ultimate goal of improving undergraduate GSQ (a) by reducing negative affect and increasing effortful control or (b) by improving SHB that are uniquely associated with these temperament profiles. [ABSTRACT FROM AUTHOR]

Adult-provided supportive language facilitates memory for the past in preverbal and verbal children. Work conducted with 18-month-olds indicates that children benefit from supportive adult language when tested after a 4-week delay but not when tested immediately after sequence demonstration; moreover, findings reveal that supportive language provided only at test may be more facilitative of recall after a delay relative to supportive language provided only at encoding. In the present study, we examined whether child language comprehension abilities moderated the extent to which preverbal children benefitted from supportive language provided at encoding and test. The findings indicated that child language comprehension and supportive language provided at encoding were unassociated with performance at baseline or immediate imitation; however, the moderating effect of child language comprehension on adult-provided supportive language at encoding and test was observed after a 1-week delay. Correlations revealed continuous associations between general comprehension scores and recall performance after the 1-week delay on sequences presented in the most supportive condition at encoding. Taken together, the presented findings reveal that the complex interplay between language and cognition is established in early childhood, with foundational relations emerging before children are capable of verbally reporting on the past. [ABSTRACT FROM AUTHOR]

Sleep-temperament associations have not yet been examined among university students, despite awareness of the high incidence of sleep problems in this population. The present study was conducted (a) to examine whether sleep quality was associated with temperament among university-attending young adults and (b) to determine whether particular components of sleep quality were differentially associated with temperament. University students completed questionnaires designed to assess sleep quality and temperament. Poor sleep quality was associated with increased negative affect and orienting sensitivity as well as decreased effortful control; regression analyses revealed differential associations between components of nighttime sleep quality and temperament ratings. The presented study reveals conceptual continuity in sleep-temperament relations from infancy to young adulthood and highlights important avenues for future research. [ABSTRACT FROM AUTHOR]