A. Basic and Translational Sleep Science
Sleep and Development
custom MATLAB code. Average density, amplitude, duration and
sigma power were then calculated for each participant. Participants
also completed a number of cognitive tasks, within three months of
their overnight recordings, of which we focused on a subset of memory
tasks from the WebCNP battery (webcnp.med.upenn.edu/battery).
Results:  Older age was associated with greater spindle density (β=0.24),
lower sigma power (β=-0.39), smaller spindle amplitude (β=-0.43) and
shorter spindle duration (β=-0.26). No significant differences in spindle
characteristics between sexes were identified. Greater spindle density was
associated with better delayed performance on the Short Visual Object
Learning Task (i.e. number of shapes remembered following an ~25-min-
ute delay after the initial presentation and recall of the shapes) (β=0.26).
Spindle characteristics were not associated with general cognitive abilities.
Conclusion:  Moderate age-related differences in spindle characteristics
were identified in this sample of adolescents. We also identified an asso-
ciation between spindle density and performance on an episodic, visual
learning task, despite the fact that cognitive testing did not necessarily
occur in immediate proximity to the sleep EEG recording. This suggests
that the relationship between sleep spindles and cognition may reflect
more than memory consolidation. For example, spindle density may be
a marker of an individual’s learning capacity or may reflect the maturity
of certain brain networks which support learning ability.
Support (If Any):  AA021690 (DBC) and AA021696 (IMC+FCB).
0258
POSITIVE AND NEGATIVE EMOTIONS ARE
DIFFERENTIALLY ASSOCIATED WITH SLEEP DURATION
AND QUALITY IN ADOLESCENTS
Shen L1, Schie, Jv2, Ditchburn G3, Brook L2,3, Bei B1
1
Monash University, Melbourne, AUSTRALIA, 2People Diagnostix,
Western Australia, AUSTRALIA, 3Murdoch University, Melville,
AUSTRALIA
Introduction:  Insufficient and poor-quality sleep is common in ado-
lescents, and are associated with affective disturbances. Most past
studies focused on examining the associations between sleep and neg-
ative emotions, neglecting positive affect and emotional experiences.
The current study addresses this gap by simultaneously examining
associations between self-reported sleep duration and quality, with
positive affect, negative affect, and happiness in adolescents.
Methods: A large community sample of 4,582 adolescents (69.4%
females, M±SD age: 14.55 ± 1.74 years) completed the following
measures: typical sleep duration and quality, Positive and Negative
Affect Schedule, and Subjective Happiness Scale. Structural equation
modelling was used to examine associations between sleep duration
and quality on positive affect, negative affect, and happiness. Age and
sex were controlled for.
Results:  Both shorter and poorer sleep were significantly associated
with lower positive affect, higher negative affect, and lower happi-
ness. Overall, compared to sleep duration, sleep quality demonstrated
stronger associations with all three measures of emotions. Sleep dur-
ation and quality exhibited differential associations with positive and
negative emotions. Shorter sleep duration had a greater impact on
dampening positive emotions (happiness, followed by positive affect),
while poor sleep quality demonstrated stronger associations with ele-
vating negative affect.
Conclusion: This is the first study to simultaneously examine sleep
duration and quality with positive and negative emotions in adoles-
cents. Compared to sleep duration, adolescents’ perceived sleep qual-
ity had a stronger impact on their emotions. Positive and negative
emotions are also differentially associated with sleep duration and
quality. Poorer sleep quality may be a risk factor for affective distur-
bances, while longer sleep duration may promote longer-term positive
SLEEP, Volume 41, Abstract Supplement, 2018
Downloaded from https://academic.oup.com/sleep/article-abstract/41/suppl_1/A100/4988295
A100
by University of Saskatchewan user
on 11 May 2018
XI.
emotions (happiness). Given that adolescence marks increased vulner-
abilities to affective disturbances, these findings have practical impli-
cations for adolescents’ psychological wellbeing.
Support (If Any):  Monash Graduate Scholarship, Monash
International Postgraduate Research Scholarship, In-kind contribu-
tions from People Diagnostix.
0259
RELATIONSHIP BETWEEN SLEEP, ACADEMIC, AND
EMOTIONAL FUNCTIONING IN COLLEGE STUDENTS
Crewe M, Dyche J
James Madison University, Harrisonburg, VA
Introduction: A large body of existing literature supports the idea
that inadequate nighttime sleep—including restriction of sleep and
poor sleep quality—can result in marked deficits in emotional regula-
tion and academic performance. One population of individuals that is
particularly vulnerable to sleep deprivation and poor sleep quality are
college students. The current study aims to evaluate sleep habits, aca-
demic functioning, emotional functioning, and emotional regulation in
a sample of students from a large comprehensive university.
Methods:  Students enrolled in a general psychology course at James
Madison University (N=251) completed a survey to assess multiple
variables including sleep quality and patterns, emotional functioning,
and emotional regulation. A variety of well-established scales were
used to assess these variables. To assess sleep quality and patterns,
participants completed the Pittsburgh Sleep Quality Index (PSQI)
and the Morningness-Eveningness Questionnaire (MEQ). Emotional
functioning and emotional regulation were assessed using the abbrevi-
ated Profile of Mood States (POMS) and the Difficulties in Emotional
Regulation Scale (DERS), respectively. Several demographic and aca-
demic variables were also included in the survey.
Results: Average sleep duration was significantly related to stu-
dents’ GPA. Total score on the PSQI significantly predicted total
mood disturbance (POMS total score), as well as difficulties in emo-
tional regulation (DERS total score). Specifically, total PSQI score
was significantly correlated with POMS subscales of tension, anger,
fatigue, and confusion as well as DERS subscales of non-acceptance
of emotions, difficulties with goal-directed behaviors, difficulties with
impulse control, and poor access to emotional regulation strategies.
Total score on the MEQ was significantly predicted by age of partici-
pants. All p-values were less than 0.05.
Conclusion: Scores on the PSQI, a measure including sleep dur-
ation, latency, quality, and efficiency, were predictive of all measures
of academic and emotional functioning collected in this study. Taken
together, these results suggest adequate sleep may be necessary for
optimal functioning in collegiate settings. Future research on this topic
should explore more causal methodology to assess the relationship be-
tween these variables in the college student population.
Support (If Any): N/A.
0260
THE EFFECTS OF MILITARY PARENTS’ DEPLOYMENTS
ON CHILDREN’S SLEEP
So CJ, Lau S, Alfano CA
University of Houston, Houston, TX
Introduction: Military deployments are not only stressful for the
service member deployed, but impose significant stress on families.
Although there is an increased awareness of the need to evaluate the
mental health of soldiers, less attention has been paid to the effects of
deployment on families and children. Among the research conducted
among children from military families a majority has focused on