Running head: SLEEPS EFFECT ON COGNITIVE ABILITY

The Effect of Amount of Sleep on Cognitive Ability

Matilyn Stocks
Old Dominion University

SLEEPS EFFECT ON COGNITIVE ABILITY

Abstract
The proposed study will examine if the amount of sleep individuals experience during the
night affects reaction time. Participants will be recruited online and on-campus via flyers and
email bulletins to attend a four day sleep study. The study will attempt to address the hypothesis:
participants who experience full sleep will have faster reactions than participants who disrupted
or deprived sleep and research question: will there be a difference between disrupted sleep and
deprived sleep in reaction time? The hypothesis will assess participants reaction time under
specific amounts of sleep using a one-way ANOVA, whereas the research question will be
assessed using a t-test.

SLEEPS EFFECT ON COGNITIVE ABILITY

The Effect of Amount of Sleep on Cognitive Ability

With the percentage still rising, sleep related collisions consist of approximately 10% of
accidents police respond to (Horne & Rumbold, 2015). These sleep related collisions may be
attributed to insufficient amounts of sleep. Insufficient amounts of sleep can have short term and
long term consequences such as: decreased performance and alertness, heart failure or stroke to
name a few (CITATION). Moreover, sleep deprivation leads to a general slower response time
and lower responses on reaction time measures such as, the psychomotor vigilance test (Killgore,
2010). Contrary to this research, a study conducted by Wilkinson notes that there was no change
in reaction times after a full night of sleep deprivation. Wilkinsons research is further explained
by the preparatory interval hypothesis. The hypothesis states that if the stimulus is expected the
response will be affected thus the manipulation of sleep does not have an effect on individuals
reaction time. Notably, Wilkinsons one of the few to mention that sleep deprivation does not
have an effect on reaction time. The purpose of the proposed study is to determine the
relationship between varied amounts of sleep on individuals cognitive ability, specifically
reaction times.
Sleep occurs in 24 hour cycles known as circadian rhythms (cite health institute). Sleep
cycles consist of Non-rapid eye movement (REM), REM, and wake periods. Non-REM sleep
consists of four stages: Stage N1: transition to sleep, Stage N2: light sleep, and Stage N3-N4:
deep sleep. After N4, individuals move to REM sleep. REM sleep consists of active dreaming
and normally lasts approximately 70 to 90 minutes. During a sleep study, the cycling from wake,
Non-REM, and REM sleep is measured by a hypnogram. A hypnogram demonstrates
individuals sleep structure on a graph during the night and correlates it with a normal cycle of
sleep (Swihart, Caffo, Bandeen-Roche, & Punjabi, 2008).

SLEEPS EFFECT ON COGNITIVE ABILITY

According to the National Institute of Health, the average young adult requires seven to
nine hours of sleep each night (CITATION). Less than seven hours of full sleep quantifies sleep
deprivation. According to research by Bonnet, sleeping 5-6 hours a night significantly affects
performance (2000). Total sleep deprivation refers to the loss of sleep for at least one night,
whereas acute sleep deprivation refers to the loss of sleep for 24 hours. Acute sleep deprivation
affect cognitive abilities and performance (Jarraya, Jarraya, Chrourou, Souissi, & Chamari,
2013). Sleep fragmentation, also referred to in the proposed study as disrupted sleep, refers to
the interruption of sleep with brief arousals, such as an alarm. Sleep fragmentation is noted with
an increase in awakening and decrease in delta (deep) sleep waves on a hypnogram. Thus, in the
proposed study full sleep will consist of participants sleeping for a minimum of seven hours,
disrupted sleep will consist of participants sleeping for a minimum of seven hours and waken
with alarm in 20 minute intervals for three hours, and deprived sleep will consist of participants
staying awake for the full cycle of 24 hours.
The proposed study will use the chronicles of cycling sleep to define the differing levels
of the dependent variable: full, disturbed, and deprived sleep. The current study will manipulate
amount of sleep with three conditions: full sleep, disrupted sleep, and deprived sleep (as defined
above) and compare individuals cognitive performance on the psychomotor vigilance test (PVT)
to determine sleeps role in reaction time. In the proposed study, the following hypotheses will be
evaluated:
Hypothesis One: Participants who experience full sleep will have faster reactions than
participants who disrupted or deprived sleep.
Research Question: Will there be a difference between disrupted sleep and deprived sleep in
reaction time?

SLEEPS EFFECT ON COGNITIVE ABILITY

Method
Participants
The participants in this study will consist of a sample (N = 15) of undergraduate college
students ranging from the age of 18-25 and contain a variety of ethnicities. Participants will be
recruited via flyers on campus and email bulletins. The study will be conducted in the Eastern
Virginia Medical School (EVMS) sleep lab in Norfolk, VA. Participants will receive 40 dollars
for their time and participation in the study. Ethnical guidelines for the protection of human
subjects of the American Psychological Association (APA) will be met and the study will be
reviewed by the Old Dominion University Institutional Review Board (IRB).
Materials
Upon recruitment, participants will complete an informed consent (see Appendix A) and
preliminary medical history form. The medical history form will include questions regarding
participants sleep history to ensure participants with pre-existing sleep disorders or medical
problems that may affect the study are not admitted into the sample. The preliminary medical
history (see Appendix B) form will begin with four demographics questions: age and general
health on a Likert scale ranging from 1 (worst condition) to 10 (best condition). An example of
an item given to participants would be Are you currently or have been treated for sleep
disorders? The data obtained from this information can help determine whether the sample was
generalized.
During the sleep study, participants will arrive between 5:30 and 9:30 pm. Upon arrival
staff at EVMS will escort participants to designated sleep areas. The staff will begin by showing
participants the equipment used during the study. During this period participants may ask any
questions regarding the process of the study or machines being used. An electroencephalogram

SLEEPS EFFECT ON COGNITIVE ABILITY

(EEG) will monitor participants sleep cycles of REM and non-REM during the study.
Approximately two dozen sensors, called electrodes, will be placed on the head and body of each
participant during the sleep study with adhesive to record vitals during the study. A belt will be
placed around participants waist to monitor breathing. Finally, a sensor will be placed on
participants finger to monitor heart rate and levels of oxygen in the blood. A test run of the
study will take place to ensure all monitors are working correctly. Following the test run,
participants will begin the sleep study.
One of the most common tasks to measure reaction time and vigilance after sleep loss is
the psychomotor vigilance task (PVT) because it is sensitive to prolonged wakefulness and
shows little circadian rhythm influence (Killgore 2010). The first step to taking the PVT is a
presentation of a visual signal to participants in intervals ranging for 2 to 10 seconds in length.
Once presented the signal, participants will click a button to mark their response as quickly as
possible. The button will also allow participants to move onto the next signal. Signals will
continue for 10 minutes. The test-retest reliability of the PVT is above 0.8 (Basner, Mollicone,
& Dinges 2011). Moreover, literature reveals the PVT has an ecological validity due to the
ability to reflect real-world situations (citation).
Procedure
Participants will be recruited via flyers and email on the campuses of southeastern
universities. Participants will compete an informed consent and identify their b gender, ethnicity,
age, and general health conditions. Participants will also be presented with a preliminary
medical history form in order to screen for existing sleep disorders or medical problems that may
affect the study. Upon qualification, participants will consent to sleep in the EVMS sleep lab for
4 days. For the first two days, participants will sleep regularly in the lab to measure a baseline

SLEEPS EFFECT ON COGNITIVE ABILITY

of sleep for the study. On the third day, participants will sleep normally and will be given the
PVT. On the fourth day, participants will experience either disruptive sleep with an alarm or
deprived sleep for 24 hours. If the sleep is disrupted, the participants will sleep for a minimum
of seven hours and be waken with alarm in 20 minute intervals for three hours then wake with
the sound of the alarm for administration of the PVT. If the sleep is deprived for 24 hours, then
participants will stay awake for the allotted amount of hours then will be administered the PVT.
Participants will be compensated 40 dollars for participation in the study.
Proposed Analyses
Prior to analysis, the data will be tested for homogeneity of variance, skewness, and
kurtosis. Descriptive analysis will also be conducted to determine normality. Upon completion,
a one way analysis of variance (ANOVA) will assess hypothesis one. In this case, the
independent variable sleep will be compared with the dependent variable reaction time. The
independent variable will be manipulated and assessed in three levels: full sleep, disrupted sleep,
and deprived sleep. Following the ANOVA, planned comparison will be conducted to determine
the differences between conditions on hypothesis one. In regards to the research question, a ttest will be conducted to determine the significance between disrupted sleep and deprived sleep.

SLEEPS EFFECT ON COGNITIVE ABILITY

References
Baehr, E. K., Revelle, W., & Eastman, C. I. (2000). Individual differences in the phase and
amplitude of the human circadian temperature rhythm: with an emphasis on
morningness-eveningness. Journal of Sleep Research, 9, 117-127. doi:
http://dx.doi.org/10.1046/j.1365-2869.2000.00196.x
Basner, M., & Dinges, D. F. (2011). Maximizing Sensitivity of the Psychomotor Vigilance Test
(PVT) to Sleep Loss. Sleep, 34(5), 581591.
Basner, M., Mollicone, D., & Dinges, D. (2011). Validity and sensitivity of a brief psychomotor
vigilance test (PVT-B) to total and partial sleep deprivation. Acta Astronautica, 949-959.
Bonnet, MH. 2000. Sleep deprivation. In: Krayger MH, Roth T, Dement WC, editors. Principal
and practice of sleep medicine. 3rd ed. Philadelphia (PA): WB Saunders. p. 5371.
Goel, N., Basner, M., Rao, H., & Dinges, D. F. (2013). Circadian rhythms, sleep deprivation, and
human performance. Prog. Molecular Biology Transl. Science 119, 155-190. doi:
http://dx.doi.org/10.1016/B978-0-12-396971-2.00007-5
Hoddes, E, Zarcone, V., Smythe, H., Phillips, R., & Dement, W. C. (1973). Quantification of
sleepiness: A new approach. Psychophysiology, 10(4), 431-436. doi:
http://dx.doi.org/10.1111/j.1469-8986.1973.tb00801.x
Killgore, W. (2010). Effects of sleep deprivation on cognition. Progress in Brain Research 185,
105-129.
Rasch, B., & Born, J. (2013). About Sleep's Role in Memory. Physiological Reviews, 681-766.

SLEEPS EFFECT ON COGNITIVE ABILITY

Swihart, B. J., Caffo, B., Bandeen-Roche, K., & Punjabi, N. M. (2008). Characterizing Sleep
Structure Using the Hypnogram. Journal of Clinical Sleep Medicine: JCSM: Official
Publication of the American Academy of Sleep Medicine, 4(4), 349355.

SLEEPS EFFECT ON COGNITIVE ABILITY

10
APPENDIX A
INFORMED CONSENT DOCUMENT

OLD DOMINION UNIVERSITY

PROJECT TITLE: PROJECT SLEEP REACTION
INTRODUCTION
The purposes of this form are to give you information that may affect your decision whether to say YES or
NO to participation in this research, and to record the consent of those who say YES to participation in
Project REM CONSOLIDATION.
RESEARCHERS
Matilyn Renee Stocks, Department of Psychology, Old Dominion University
DESCRIPTION OF RESEARCH STUDY
Several studies have been conducted looking into the subject of rapid eye-movement sleep and its role
on memory consolidation. None of them have explained the affects manipulated rapid eye-movement on
memory formation.
If you decide to participate, then you will join a study involving research of rapid eye-movement sleep
manipulated to determine a change in memory and performance on Stroop and GAMA tasks. If you say
YES, then your participation will last for four at the Eastern Virginia Medical School sleep center.
Approximately 150 of subjects will be participating in this study.
EXCLUSIONARY CRITERIA
You should have completed a preliminary medical and sleep history form. To the best of your knowledge,
you should not participate in the current study if you have been previously diagnosed with a sleep
disorder.
RISKS AND BENEFITS
RISKS: If you decide to participate in this study, then you may face a risk of emotional and/or economic
distress. The researcher tried to reduce these risks by providing study dates on weekends and making
environment comfortable. And, as with any research, there is some possibility that you may be subject to
risks that have not yet been identified.
BENEFITS: The main benefit to you for participating in this study is payment of fifty dollars or credit via
Old Dominion University SONA system.
COSTS AND PAYMENTS
The researchers want your decision about participating in this study to be absolutely voluntary. Yet they
recognize that your participation may pose some inconvenience such as, missed work. However, the
researchers are unable to give you any payment for participating in this study.
NEW INFORMATION
If the researchers find new information during this study that would reasonably change your decision
about participating, then they will give it to you.
CONFIDENTIALITY
The researchers will take reasonable measures to keep private information, such as medical and sleep
history, questionnaires, and data confidential. The researchers will store all information in a password
locked filing system prior to processing. The results of this study may be used in reports, presentations,
and publications; but the researcher will not identify you. Of course, your records may be subpoenaed by
court order or inspected by government bodies with oversight authority.
WITHDRAWAL PRIVILEGE

It is OK for you to say NO. Even if you say YES now, you are free to say NO later, and walk away or
withdraw from the study -- at any time. Your decision will not affect your relationship with Old Dominion
University, or otherwise cause a loss of benefits to which you might otherwise be entitled. The
researchers reserve the right to withdraw your participation in this study, at any time, if they observe
potential problems with your continued participation.
COMPENSATION FOR ILLNESS AND INJURY
If you say YES, then your consent in this document does not waive any of your legal rights. However, in
the event of harm or injury arising from this study, neither Old Dominion University nor the researchers
are able to give you any money, insurance coverage, free medical care, or any other compensation for
such injury. In the event that you suffer injury as a result of participation in any research project, you may
contact the principal investigator at 757-951-8041 or Dr. George Maihafer the current IRB chair at 757683-4520 at Old Dominion University, who will be glad to review the matter with you.
VOLUNTARY CONSENT
By signing this form, you are saying several things. You are saying that you have read this form or have
had it read to you, that you are satisfied that you understand this form, the research study, and its risks
and benefits. The researchers should have answered any questions you may have had about the
research. If you have any questions later on, then the researchers should be able to answer them:
Matilyn Renee Stocks at 757-951-8041 or by email, at mstoc013@odu.edu
If at any time you feel pressured to participate, or if you have any questions about your rights or this form,
then you should call Dr. George Maihafer, the current IRB chair, at 757-683-4520, or the Old Dominion
University Office of Research, at 757-683-3460.
And importantly, by signing below, you are telling the researcher YES, that you agree to participate in this
study. The researcher should give you a copy of this form for your records.

Subject's Printed Name & Signature

Date

Witness' Printed Name & Signature (if Applicable)

Date

INVESTIGATORS STATEMENT
I certify that I have explained to this subject the nature and purpose of this research, including benefits,
risks, costs, and any experimental procedures. I have described the rights and protections afforded to
human subjects and have done nothing to pressure, coerce, or falsely entice this subject into
participating. I am aware of my obligations under state and federal laws, and promise compliance. I have
answered the subject's questions and have encouraged him/her to ask additional questions at any time
during the course of this study. I have witnessed the above signature(s) on this consent form.

Investigator's Printed Name & Signature

Date

Appendix B
ADULT HEALTH HISTORY
Name
Date of birth
General health
(scale of 1-10)

Age

Are you currently or have you ever been treated for

Yes

No

Condition

Explain

Asthma
Bleeding disorders
Blood Pressure
COPD
Diabetes
Ear/sinus
Neurological disorders
Gastro-intestinal problems
Heart disease
Kidney disease
Learning disorders
Menstrual problems
Musculo-skeletal
Psychological/psychiatric
Seizures
Sickle cell disease
Sleep disorders
Stroke
Surgery
Thyroid disease
Serious injury
Other
List all medications you are currently taking, including over-the-counter drugs and
herbal supplements
Medication

Dosage

Reason

Allergies (if applicable)

Signature of Participant
Signature of Researcher
Date

Appendix C
Sample Questions for PVT
Instructions:
1. Click the large button on the right to begin.
2. Wait for the stoplight to turn green.
3. When the stoplight turns green, click the large button quickly!
4. Click the large button again to continue to the next test.