Interdisciplinary Perspectives on the Relation between Sleep and Learning in Early Development

Herausgegeben:Berger, Sarah E.; Harbourne, Regina T.; Scher, Anat

• Gebundenes Buch

Produktbeschreibung

Interdisciplinary Perspectives on the Relation between Sleep and Learning in Early Development, Volume 60, the latest release in this ongoing series, focuses on the relationship between sleep and learning for research and practice. Specific chapters cover Sleep, Learning, Memory and Executive Functioning in Infancy and Early Childhood, Newly walking infants' night sleep impacts next day learning and problem solving, The effect of napping and night-time sleep on memory in infants, The contribution of good sleep to working memory in 2- to 4-year-olds: A matter of duration or regulation?, Sleep development in preschool predicts executive functioning in early elementary school, and more.

Produktdetails

• Advances in Child Development and Behavior Volume 60
• Verlag: Academic Press / Elsevier Science & Technology
• Artikelnr. des Verlages: S0065-2407(21)X0002-X
• Englisch
• Abmessung: 19mm x 152mm x 229mm
• Gewicht: 720g
• ISBN-13: 9780323851138
• Artikelnr.: 61373854

Autorenporträt

Dr. Anat Scher is a Professor of Developmental Psychology at the Department of Counseling and Human Development, University of Haifa, Israel. She received her PhD from University of Calgary (Educational Psychology) and conducted Postdoctoral Research at Oxford University. Dr. Scher's main research interest is sleep and development. Her studies address the interrelations between sleep and other domains, including, temperament, emotional, motor and cognitive development, parent-child interactions, parenting practices and ideologies. One line of research focuses on developmental transitions, such as the onset of crawling, walking, puberty, and the involvement of sleep in these phenomena; complementary questions focus on the role of child and contextual aspects in regulating transitions between awake and asleep states. Sleep in special populations, including prematurity, neuropsychological impairments and children with ASD are also among the topics of on-going research.

Inhaltsangabe

Introduction

1. Introduction to Volume Sarah Berger and Anat Scher

2. The relation between sleep and neurocognitive development in infancy and early childhood: A neuroscience perspective Consuelo Basile, Federica Gigliotti, Serena Cesario, Oliviero Bruni

Sleep, Learning, Memory and Executive Functioning in Infancy and Early Childhood

3. The effect of napping and night-time sleep on memory in infants Carolin Konrad and Sabine Seehagen

4. Newly walking infants' night sleep impacts next day learning and problem solving Melissa Horger, Aaron DeMasi, Angelina Marie Allia, Anat Scher and Sarah Berger

5. The Contribution of Good Sleep to Working Memory in Preschool: A matter of sleep quality or duration? Maayan Peled and Anat Scher

6. Sleep and self-regulation in early childhood Reagan S. Breitenstein, Caroline P. Hoyniak, Maureen E. McQuillan and John E. Bates

7. The role of naps in memory and executive functioning in early childhood Rebecca Spencer

8. Sleep development in preschool predicts executive functioning in early elementary school Annie Bernier, Catherine Cimon-Paquet and Émilie Tétreault

9. Individual Differences in the Effects of Child Sleep Problems on Early Executive Functioning Timothy D. Nelson, Anna Johnson, Erin L. Ramsdell and Rebecca L. Brock

Sleep and Learning in Special Populations

10. Neonatal Sleep Development and Early Learning in Infants with Prenatal Opioid Exposure Marie J. Hayes, Beth Logan, Nicole A. Heller, Hira Shrestha, Katrina M. Daigle, Mark Brown, Jonathan Paul and Deborah G. Morrison

11. Sleep's role in memory consolidation: What can we learn from atypical development? Jamie Edgin and Angela F. Lukowski

12. Sleep-related learning in Williams Syndrome and Down's Syndrome Dagmara Dimitriou and Elizabeth J. Halstead

13. Sleep, Cognition and Executive Functioning in Young Children with Cerebral Palsy Andrea Freeman Duncan and Nathalie Maitre

Conclusion

14. Conclusions and Implications for Early Intervention Regina T. Harbourne