RT Journal Article
T1 Chronotype, Time of Day, and Performance on Intelligence Tests in the School Setting
A1 Jankowski, Konrad S.
A1 Díaz Morales, Juan Francisco
A1 Vollmer, Christian
AB Research suggests the existence of an association between chronotype and intellectual performance, but the nature of this link remains unclear. Studies conducted in a laboratory setting point to the synchrony effect (better performance at a person’s preferred time of day) for fluid intelligence, but not for crystallized intelligence, whereas studies that have analyzed students’ grades suggest that the effect exists for both. In the present study, we aimed to verify the synchrony effect by applying direct measures of crystallized intelligence, fluid intelligence, and subjective sleepiness–alertness in a sample of high school students during their morning or afternoon class. The results revealed a synchrony effect for crystallized, but not for fluid intelligence. During morning class, students with a morning chronotype performed better than evening chronotypes on a test of crystallized intelligence, whereas during afternoon class there was no difference between chronotypes. The association resulted from decreased performance during morning class in evening chronotypes that improved during afternoon class and constant performance in morning chronotypes. These effects were independent of sleepiness–alertness levels. The results suggest that individual differences between chronotypes may be important for tasks performed during morning classes, but not during afternoon ones, and that performance across school days may depend on time of day in evening chronotypes.
PB MPDI
SN 2079-3200
YR 2023
FD 2023-01-11
LK https://hdl.handle.net/20.500.14352/72254
UL https://hdl.handle.net/20.500.14352/72254
LA eng
NO Ministry of Science and Higher Education, Poland
NO Ministerio de Ciencia e Innovación, Spain
DS Docta Complutense
RD 30 abr 2024