Sleep Quantity and Quality in Relation to Daytime Functioning in Children
Why this work is in the frame
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Bibliographic record
Abstract
Abstract This study examined sleep in relation to daytime functioning in 32 typically developing children (8–12 y). Participants wore actigraphs for one week and then completed tasks designed to measure emotional functioning, short-term memory, working memory, and attention. Results revealed that children slept approximately 1 h less per night than recommended. Older children had shorter sleep durations, higher sleep efficiencies, and later sleep onset times. Examination of the relationships between sleep and daytime functioning revealed that small variations in sleep were significantly associated with differences in emotional functioning and attention. Results highlight the need to increase awareness about the importance of sleep in children. ACKNOWLEDGMENTS The authors would like to thank all of the children and parents who participated in this study. We would also like to thank Sunny Shaffner, Alyssa Beaudette, Jessica Waldon, Ashton Parker, Sarah Melkert, Abbey Poirier, Jill Tonet, and Kait Sullivan for their help in data collection and administrative support. This research was supported by a Dalhousie Psychiatry Research Fund Grant, Nova Scotia Health Research Foundation Student Research Awards, an IWK Summer Studentship Award, and an IWK Graduate Student Research Award. Notes 1The actigraphs failed to record data for two female participants. For part of a larger study we had actigraphy data for these participants when their sleep was restricted by one hour and extended by one hour. We used the averages from these two sleep conditions to estimate baseline sleep variables for these participants and verified that these estimates were in agreement with sleep diary data. Data were analysed with and without these participants. Results were similar, so we retained these data in the final analyses.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it