Daily fluctuations in attention at school considering starting time and chronotype: an exploratory study

References

• Adan A, Archer SN, Hidalgo MP, et al. (2012). Circadian typology: A comprehensive review. Chronobiol Int. 29:1153–75
   PubMed Web of Science ®Google Scholar
• Adan A. (1993). Circadian variations in psychological measures: A new classification. Chronobiologia. 20:145–61
   PubMedGoogle Scholar
• Adan A. (1995). La cronopsicología, su estado actual: Una revisión. Rev Lat Am Psicol. 27:391–428
   Google Scholar
• Beşoluk Ş, Önder I, Deveci I. (2011). Morningness–Eveningness preference and academic achievement of university students. Chronobiol Int. 28:118–25
   PubMed Web of Science ®Google Scholar
• Blatter K, Cajochen C. (2007). Circadian rhythms in cognitive performance: Methodological constrains, protocols, theoretical underpinnings. Physiol Behav. 90:196–208
   PubMed Web of Science ®Google Scholar
• Brown RP, Josephs RA. (1999). A burden of proof: Stereotype relevance and gender differences in math performance. J Pers Soc Psychol. 76:246–57
   Web of Science ®Google Scholar
• Carrier J, Monk TH. (2000). Circadian rhythms of performance: New trends. Chronobiol Int. 17:719–32
   PubMed Web of Science ®Google Scholar
• Carskadon MA, Vieira C, Acebo C. (1993). Association between puberty and delayed phase preference. Sleep. 16:258–62
   PubMed Web of Science ®Google Scholar
• Cavanough LA, Cutright KM, Luce MF, Bettman, JR. (2011). Hope, pride, and processing during optimal and nonoptimal times of day. Emotion. 11:38–46
   PubMedGoogle Scholar
• Challamel MJ, Clarisse R, Levi F, et al. (2001). Expertise collective: Rythmes de l’enfant: De l’horloge biologique aux rythmes scolaires. Paris: Inserm
   Google Scholar
• Clarisse R, Le Floc’h N, Kindelberger C, Feunteun P. (2010). Daily rhythmicity of attention in morning- vs. evening-type adolescents at boarding school under different psychosociological testing conditions. Chronobiol Int. 27:826–41
   PubMed Web of Science ®Google Scholar
• Dahl RE. (1999). The consequences of insufficient sleep for adolescents: Links between sleep and emotional regulation. Phi Delta Kappan. 80:354–9
   Web of Science ®Google Scholar
• Davison KK, Susman EJ. (2001). Are hormone levels and cognitive ability related during early adolescence? Int J Behav Dev. 25:416–28
   Web of Science ®Google Scholar
• de Jong PF, Das-Smaal, EA. (1995). Attention and intelligence: The validity of the Star Counting Test. J Educ Psychol. 87:80–92
   Web of Science ®Google Scholar
• Dewald JF, Meijer AM, Oort FJ, et al. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Med Rev. 14:179–89
   PubMed Web of Science ®Google Scholar
• Díaz-Morales JF. (2007). Morning and evening-types: Exploring their personality styles. Pers Indiv Differ. 43:769–78
   Web of Science ®Google Scholar
• Díaz-Morales JF, Dávila MC, Gutiérrez M. (2007). Validity of the Morningness–Eveningness Scale for Children among Spanish adolescents. Chronobiol Int. 24:435–47
   PubMed Web of Science ®Google Scholar
• Díaz-Morales JF, Escribano C. (2013a). Predicting school achievement: The role of inductive reasoning, sleep length and morningness/eveningness. Pers Indiv Differ. 55:106–11
   Web of Science ®Google Scholar
• Díaz-Morales JF, Escribano C. (2013b). Circadian preference and thinking styles: Implications for school achievement. Chronobiol Int. 30:1231–9
   PubMed Web of Science ®Google Scholar
• Díaz-Morales JF, Gutiérrez M. (2008). Morningness–Eveningness in adolescents. Spanish J Psychol. 11:201–6
   PubMed Web of Science ®Google Scholar
• Drust B, Watehouse J, Atkinson G, et al. (2005). Circadian rhythms in sports performance-an update. Chronobiol Int. 22:21–44
   PubMed Web of Science ®Google Scholar
• Epstein R, Chillag N, Lavie R. (1998). Starting times of school: Effects of daytime functioning fifth-grade children in Israel. Sleep. 21:250–6
   PubMed Web of Science ®Google Scholar
• Escribano C, Díaz-Morales JF, Delgado P, Collado MJ. (2012). Morningness–Eveningness and school performance among Spanish adolescents: Further evidence. Learn Individ Differ. 22:409–13
   Web of Science ®Google Scholar
• Fabbri M, Antonietti A, Giorgetti M, et al. (2007). Circadian typology and style of thinking differences. Learn Individ Differ. 17:175–80
   Web of Science ®Google Scholar
• Fabbri M, Mencarelli C, Adan A, Natale V. (2013). Time-of-day and circadian typology on memory retrieval. Biol Rhythm Res. 44:125–42
   Web of Science ®Google Scholar
• Gau SS, Soong WT. (2003). The transition of sleep-wake patterns in early adolescence. Sleep. 26:449–54
   PubMed Web of Science ®Google Scholar
• Goldstein D, Hahn CS, Hasher L, et al. (2007). Time of day, intellectual performance, and behavioral problems in morning versus evening type adolescents: Is there a synchrony effect? Pers Indiv Differ. 42:431–40
   PubMed Web of Science ®Google Scholar
• Gomes AA, Tavares J, Azevedo MH. (2011). Sleep and academic performance in undergraduates: A multi-measure, multi-predictor approach. Chronobiol Int. 28:786–801
   PubMed Web of Science ®Google Scholar
• Guérin N, Boulenguiez S, Reinberg A, et al. (1991). Diurnal changes in psychophysiological variables of school girls: Comparison with regard to age and teacher’s appreciation of learning. Chronobiol Int. 8:131–48
   PubMed Web of Science ®Google Scholar
• Hahn C, Cowell JM, Wiprzycka UJ, et al. (2012). Circadian rhythms in executive function during the transition to adolescence: The effect of synchrony between chronotype and time of day. Dev Sci. 15:408–16
   PubMed Web of Science ®Google Scholar
• Hampson E. (1990). Variations in sex-related cognitive abilities across the menstrual cycle. Brain Cognition. 14:26–43
   PubMed Web of Science ®Google Scholar
• Hampson E, Kimura D. (1988). Reciprocal effects of hormonal fluctuations on human motor and perceptual-spatial skills. Behav Neurosci. 102:456–9
   PubMed Web of Science ®Google Scholar
• Hausmann M, Slabbekoorn D, Van Goozen SHM, et al. (2000). Sex hormones affect spatial abilities during the menstrual cycle. Behav Neurosci. 114:1245–50
   PubMed Web of Science ®Google Scholar
• Janvier B, Testu F. (2007). Age-related differences in daily attention patterns in preschool, kindergarten, first-grade, and fifth-grade pupils. Chronobiol Int. 24:327–43
   PubMed Web of Science ®Google Scholar
• Kanazawa S. (2010). Evolutionary psychology and intelligence research. Am Psychol. 65:279–89
   PubMed Web of Science ®Google Scholar
• Kim S, Dueker, GL, Hasher L, Goldstein D. (2002). Children’s time of day preference: Age, gender and ethnic differences. Pers Indiv Differ. 33:1083–90
   PubMed Web of Science ®Google Scholar
• Kimura D, Hampson E. (1994). Cognitive pattern in men and women is influenced by fluctuations in sex hormones. Curr Dir Psychol Sci. 3:57–61
   Web of Science ®Google Scholar
• Lack L, Bailey, M, Lovato N, Wright H. (2009). Chronotype differences in circadian rhythms of temperature, melatonin, and sleepiness as measured in a modified constant routine protocol. Nat Sci Sleep. 1:1–8
   PubMedGoogle Scholar
• Lim J, Dinges DF. (2008). Sleep deprivation and vigilant attention. Ann NY Acad Sci. 1129:305–22
   PubMed Web of Science ®Google Scholar
• Lima PF, Medeiros ALD, Araujo, JF. (2002). Sleep-wake pattern of medical students: Early versus late class starting time. Braz J Med Biol Res. 35:1373–7
   PubMed Web of Science ®Google Scholar
• Matchock RL, Morkoff JT. (2008). Chronotype and time-of-day influences on the alerting, orienting, and executive components of attention. Exp Brain Res. 192:189–98
   PubMed Web of Science ®Google Scholar
• Miller DI, Halpern DF. (2014). The new science of cognitive sex differences. Trends Cogn Sci. 18:37–45
   PubMed Web of Science ®Google Scholar
• Natale V, Alzani A, Cicogna P. (2003). Cognitive efficiency and circadian typologies: A diurnal study. Pers Indiv Differ. 35:1089–105
   Web of Science ®Google Scholar
• Negriff S, Dorn LD. (2009). Morningness–eveningness and menstrual symptoms in adolescent girls. J Psychosom Res. 67:169–72
   PubMed Web of Science ®Google Scholar
• Pabst SR, Negriff S, Dorn LD, et al. (2009). Depression and anxiety in adolescent females. The impact of sleep preference and body mass index. J Adolescent Health. 44:554–60
   PubMed Web of Science ®Google Scholar
• Pilcher JJ, Huffcut AI. (1996). Effects of sleep deprivation on performance: A meta-analysis. Sleep. 19:318–26
   PubMed Web of Science ®Google Scholar
• Portaluppi F, Smolensky M, Touitou Y. (2010). Ethics and methods for biological rhythm research on animals and human beings. Chronobiol Int. 27:1911–29
   PubMed Web of Science ®Google Scholar
• Preckel F, Lipnevich AA, Boehme K, et al. (2013). Morningness–eveningness and educational outcomes: The lark has an advantage over the owl at high school. Brit J Educ Psychol. 83:114–34
   PubMed Web of Science ®Google Scholar
• Preckel F, Lipnevich AA, Schneider S, Roberts RD. (2011). Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation. Learn Individ Differ. 21:483–92
   Web of Science ®Google Scholar
• Reilly T, Waterhouse J. (2009). Sports performance: Is there evidence that the body clock plays a role? Eur J App Physiol. 106:321–32
   PubMed Web of Science ®Google Scholar
• Roberts RD, Kyllonen PC. (1999). Morningness–eveningness and intelligence: Early to bed, early to rise will likely make you anything but wise! Pers Indiv Differ. 27:1123–33
   PubMed Web of Science ®Google Scholar
• Roeser K, Schlarb AA, Kübler A. (2013). The Chronotype–Academic Performance Model (CAM): Daytime sleepiness and learning motivation link chronotype and school performance in adolescents. Pers Indiv Differ. 54:836–40
   Web of Science ®Google Scholar
• Schmidt C, Collete F, Cajochen C, Peigneux P. (2007). A time to think: Circadian rhythms in human cognition. Cogn Neuropsych. 24:755–89
   Web of Science ®Google Scholar
• Schmidt C, Peigneux P, Cajochen C, Collete F. (2012). Adapting test timing to the sleep-wake schedule: Effects on neurobehavioral performance changes in young evening and older morning chronotypes. Chronobiol Int. 29:482–90
   PubMed Web of Science ®Google Scholar
• Schweizer K, Moosbrugger H, Goldhammer F. (2005). The structure of the relationship between attention and intelligence. Intelligence 33:589–611
   Web of Science ®Google Scholar
• Shiffrin RM, Schneider W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. Psychol Rev. 84:127–90
   Web of Science ®Google Scholar
• Smith C, Reilly C, Midkiff K. (1989). Evaluation of three circadian rhythm questionnaires with suggestions for an improved of morningness. J App Psychol. 74:728–8
   PubMed Web of Science ®Google Scholar
• TEA. (1997). Square of letters. Madrid: TEA Editions
   Google Scholar
• Testu F. (1984). Rythmicité scolaire, nature de la tâche et dépendance-indépendance à l'égard du champ. L’Année Psychologique. 84:507–23
   Web of Science ®Google Scholar
• Testu F. (1992). Cronopsicología y ritmos escolares. Barcelona: Masson
   Google Scholar
• Testu F. (1994). Quelques constantes dans les fluctuations journalières et hebdomadaires de l’activité intellectuelle des élèves en Europe. Enfance. 47:389–414
   Google Scholar
• Thilers PP, MacDonald SWS, Herlitz A. (2006). The association between endogenous free testosterone and cognitive performance: A population-based study in 35 to 90 year-old men and women. Psychoneuroendocrinology. 31:565–76
   PubMed Web of Science ®Google Scholar
• Thurstone L. (1938). Primary mental abilities. Psychometric monographs, 1. Chicago: University of Chicago Press
   Google Scholar
• Valdez P, Reilly T, Waterhouse J. (2008). Rhythms of mental performance. Mind Brain Educ. 2:7–16
   Web of Science ®Google Scholar
• Van der Heijden KB, de Sonneville LMJ, Althaus M. (2010). Time-of-day effects on cognition in preadolescents. Chronobiol Int. 27:1870–94
   PubMed Web of Science ®Google Scholar
• Van der Heijden KB, de Sonneville LMJ, Swaab H. (2013). Association of eveningness with problem behavior in children: A mediating role of impaired sleep. Chronobiol Int. 30:919–29
   PubMed Web of Science ®Google Scholar
• Vollmer C, Pötsch F, Randler C. (2013). Morningness is associated with better gradings and higher attention in class. Learn Individ Differ. 27:167–73
   Web of Science ®Google Scholar
• Wahlstrom K. (2002). Changing times: Findings from the first longitudinal study of later high school start times. NASSP Bull. 86:3–21
   Google Scholar
• Wieth MB, Zacks RT. (2011). Time of day effects on problem solving: When the non-optimal is optimal. Think Reas. 17:387–401
   Web of Science ®Google Scholar