Does the brain sleep differently depending on intellectual abilities?

AimsTo compare the children's sleep electroencephalogram according to their intellectual profile. MethodsChildren were grouped according to their Wechsler Intelligence Scale for Children (WISC) scores (17 with normal intelligence quotient [IQ, NIQ] and 24 with high IQ [HIQ]). Comparisons of spectral power between groups and its relationship with WISC scores were assessed using analyses of variance and linear regression models, adjusted for age and sex. ResultsChildren with HIQ had more rapid eye movement (REM) sleep, especially late at night, and more power in slow-frequency bands during REM sleep than those with NIQ. There were also positive associations between the processing speed index and the spectral power in & beta; bands in NREM sleep, and with the spectral power in & alpha;, & sigma;, & beta;, and & gamma; bands in REM sleep, with different associations between groups. ConclusionThe enhanced power in slow bands during REM sleep in children with HIQ overlaps with that of typical REM sleep oscillations thought to be involved in emotional memory consolidation. The dissimilar relationships between spectral power and WISC scores in NIQ and HIQ groups may underlie functional differences in brain activity related to cognitive efficiency, questioning the direction of the relationship between sleep and cognitive functioning.

Automated summary

The aim of this study was to compare the sleep electroencephalogram of children with different intellectual profiles. Children were divided into groups based on their Wechsler Intelligence Scale for Children (WISC) scores. The results showed that children with high IQ had more REM sleep and higher power in slow-frequency bands during REM sleep compared to children with normal IQ. The relationship between spectral power and WISC scores varied between different frequency bands and the two groups. These findings suggest that there may be functional differences in brain activity related to cognitive efficiency between children with different intellectual profiles.