Author:
KAEMINGK KRIS L.,PASVOGEL ALICE E.,GOODWIN JAMES L.,MULVANEY SHELAGH A.,MARTINEZ FERNANDA,ENRIGHT PAUL L.,ROSEN GERALD M.,MORGAN WAYNE J.,FREGOSI RALPH F.,QUAN STUART F.
Abstract
We examined the relationship between nocturnal respiratory
disturbance and learning and compared learning in children with and
without nocturnal respiratory disturbance. Subjects were 149
participants in a prospective cohort study examining sleep in children
ages 6–12: The Tucson Children's Assessment of Sleep Apnea
study (TuCASA). Sleep was assessed via home polysomnography.
Intelligence, learning and memory, and academic achievement were
assessed. Parents rated attention. Group comparisons were used to test
the hypothesis that the group with an apnea/hypopnea index (AHI) of
5 or more (n = 77) would have weaker performance than the
group with AHI less than 5 (n = 72). The group with AHI of 5
or more had weaker learning and memory though differences between
groups decreased when arousals were taken into account. There was a
greater percentage of Stage 1 sleep in the AHI 5 or more group, and
Stage 1 percentage was negatively related to learning and memory in the
sample (n = 149). There were negative relationships between
AHI and immediate recall, Full Scale IQ, Performance IQ, and math
achievement. Hypoxemia was associated with lower Performance IQ. Thus,
findings suggest that nocturnal respiratory disturbance is associated
with decreased learning in otherwise healthy children, that sleep
fragmentation adversely impacts learning and memory, and that hypoxemia
adversely influences nonverbal skills. (JINS, 2003,
9, 1016–1026.)
Publisher
Cambridge University Press (CUP)
Subject
Psychiatry and Mental health,Clinical Neurology,Clinical Psychology,General Neuroscience
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