STUDY OBJECTIVES We compared the basic cognitive functions of adolescents undergoing split (nocturnal sleep + daytime nap) and continuous nocturnal sleep schedules when total sleep opportunity was either below or within the recommended range (i.e. 6.5 or 8 h). METHODS Adolescent participants (age: 15-19 y) in the 8-h split (n = 24) and continuous (n = 29) sleep groups were compared with 6.5-h split and continuous sleep groups from a previous study (n = 58; Lo et al., 2019). These protocols involved 2 baseline nights (9-h time-in-bed [TIB]), 5 nights of sleep manipulation, 2 recovery nights (9-h TIB), followed by a second cycle of sleep manipulation (3 nights) and recovery (2 nights). Cognitive performance, subjective sleepiness, and mood were evaluated daily; sleep was assessed using polysomnography. RESULTS Splitting 6.5 h of sleep with a mid-afternoon nap offered a boost to cognitive function compared to continuous nocturnal sleep. However, when total TIB across 24 h increased to 8 h, the split and continuous sleep groups performed comparably in tests evaluating vigilance, working memory, executive function, processing speed, subjective sleepiness and mood. CONCLUSIONS In adolescents, the effects of split sleep on basic cognitive functions vary by the amount of total sleep obtained. As long as the total sleep opportunity across 24 h is within the recommended range, students may fulfil sleep requirements by adopting a split sleep schedule consisting of a shorter period of nocturnal sleep combined with a mid-afternoon nap, without significant impact on basic cognitive functions. CLINICAL TRIAL ID NCT04044885.

中文翻译：

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青少年分开和连续睡眠时间表的认知影响因总睡眠机会而异

研究目标 当总睡眠时间低于或在推荐范围（即 6.5 或 8 小时）内时，我们比较了经历分裂（夜间睡眠 + 白天小睡）和连续夜间睡眠计划的青少年的基本认知功能。方法 将 8 小时间隔（n = 24）和连续（n = 29）睡眠组的青少年参与者（年龄：15-19 岁）与先前研究中的 6.5 小时间隔和连续睡眠组（n = 58）进行比较; Lo 等人，2019 年）。这些方案涉及 2 个基线夜晚（9 小时卧床时间 [TIB]）、5 晚睡眠控制、2 个恢复夜（9 小时 TIB），然后是第二个睡眠控制周期（3 晚）和恢复（2 晚）。每天评估认知表现、主观嗜睡和情绪；使用多导睡眠图评估睡眠。结果拆分 6. 与持续的夜间睡眠相比，5 小时的午睡和午睡可以提高认知功能。然而，当 24 小时的总 TIB 增加到 8 小时时，分开和连续睡眠组在评估警惕性、工作记忆、执行功能、处理速度、主观嗜睡和情绪的测试中表现相当。结论 在青少年中，分开睡眠对基本认知功能的影响因获得的总睡眠量而异。只要整个 24 小时的总睡眠机会在推荐范围内，学生就可以通过采用由较短时间的夜间睡眠和午间小睡组成的分割睡眠时间表来满足睡眠要求，而不会对基本认知功能产生显着影响. 临床试验 ID NCT04044885。