Synchronise clocks, improve learning

This dissertation describes three studies that were conducted in order to analyze the relationship between morning-evening types in interaction with the time-of-day performance in school-age children.

Using a double-blind experimental design Morning [MT] and Evening [ET] Types children classified according to the Children Chronotype Questionnaire (CCQT) were tested in randomly assigned at different times-of-day, and completed a battery of tests related to basic learning skills (BPE, BAPAE, ALEPE).

Significant results (p<.05) show that:
(i) the “synchrony effect” may be a simplistic hypothesis, i.e., depending on the type of cognitive task involved, MT and ET performance may benefit not only from optimal – synchrony effect, but also from its non-optimal moments – asynchrony effect;
(ii) M-E Types performance not only varies throughout the time-of-day, but also, it seems to vary throughout the day-of-week;
(iii) in young children Eveningness seems to be associated with better cognitive abilities performed, and Morningness seems to be associated with better academic achievement;
(iv) better performances are not necessarily associated to early hours of the school day;
(v) Tuesday and Thursday may be an optimal day and Friday a non-optimal day for the school performance.

Replication studies are now needed.