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Psychomotor Vigilance Performance: Neurocognitive Assay Sensitive to Sleep Loss
Published in Clete A. Kushida, Sleep Deprivation, 2004
Jillian Dorrian, Naomi L. Rogers, David F. Dinges
Accurate assessment of neurobehavioral performance capability during sleep deprivation protocols requires cognitive performance assays to be: (a) indicative of a fundamental aspect of waking cognitive function; (b) easily performed; (c) minimally affected by aptitude and learning; (d) as brief as possible; (e) valid and reliable; (f) sensitive; and (g) able to provide meaningful outcome variables that can be easily interpreted. In this chapter we have reviewed the evidence that the psychomotor vigilance task meets these requirements.
Effects of Sleep Deprivation in Military Service Members on Cognitive Performance: A Systematic Review
Published in Military Behavioral Health, 2022
Lyddia A. Petrofsky, Corinne M. Heffernan, Brian T. Gregg, Enrique V. Smith-Forbes
Four of the twelve studies in this review utilized the psychomotor vigilance test (PVT), a measure of vigilance and reaction time, as an overall outcome measure for cognitive performance. While this measure yielded significant findings in the majority of included studies, reaction time, or psychomotor ability, is only one of the previously mentioned domains of cognitive performance, and therefore generalizability of SD on cognitive performance is limited (Harvey, 2019). Another limitation involves the lack of an identifiable cognitive performance model or theory to organize and define the volume of cognitive components or domains that exist. Articles within this review focus primarily on one or two aspects or domains of cognition with broader reference to cognitive performance. However, authors defer to acknowledge a particular cognitive performance framework despite including supportive literature for a given domain of cognition. This accounts for the cognitive areas measured across the 12 studies and the variability of elected cognitive assessment tools. An additional study to evaluate the various domains of cognition referenced as cognitive performance could be beneficial for future reviews. One additional limitation was the focus on an otherwise healthy U.S. military population with the exclusion of studies that identified a focus on specific diagnosis of insomnia and obstructive sleep apnea. This limits the generalizability of our findings, and future reviews may choose to include a sample of both healthy individuals and those with sleep diagnoses.
Relationship of sleep quality and attention deficit hyperactivity disorder symptoms with quality of life in college students
Published in Journal of American College Health, 2020
Soo Jin Kwon, Yoonjung Kim, Yeunhee Kwak
Further, sleep problems decrease QOL and negatively influence health.17 Students have reported that emotional and academic stress had negative effects on sleep. Individuals classified as poor sleepers experienced more physical and mental health problems.18 Weekday sleeping time affects weekly sleepiness, nodding off while driving, exhaustion or depression symptoms, and academic achievement.19 Many college students experience chronic insomnia and report significantly worse fatigue, depression, anxiety, stress, and greater hypnotic and stimulant usage for sleep problems.2A previous study has shown that changes in sleep duration and poor cognitive function are related.20 Poor sleep efficiency was associated with worse Psychomotor Vigilance Task performance.21 Moreover, students experience lack of sleep and report different sleep patterns on weekdays and weekends, which contributes to academic failure.22
Altering meal timing to improve cognitive performance during simulated nightshifts
Published in Chronobiology International, 2019
Charlotte C Gupta, Stephanie Centofanti, Jillian Dorrian, Alison Coates, Jacqueline M Stepien, David Kennaway, Gary Wittert, Leonie Heilbronn, Peter Catcheside, Manny Noakes, Daniel Coro, Dilushi Chandrakumar, Siobhan Banks
Vigilant attention was measured using the 3-minute Psychomotor Vigilance Task (PVT-B; Table 1) (Basner et al. 2011). The PVT-B requires participants to respond as quickly as possible to the presentation of a visual stimulus (3-digit millisecond counter). Inter-stimulus interval varied from 1000–4000 ms, with approximately 60 trials during the 3-minute task. This task is sensitive to the effects of sleep loss (Basner et al. 2011) and altered meal timing (Gupta et al. 2016), and has a minimal learning effect (Dorrian et al. 2004). Variables for analysis included the reciprocal of the mean response time (Mean RRT) and the mean number of lapses (lapse defined as a reaction time >355 ms). This task was completed before and after the 40-minute simulated drive as a measure of cognitive flexibility when required to switch back to a vigilant attention task after a sustained attention task.