Maintaining sustained attention over time is an effortful process limited by finite cognitive resources. Recent theories describe the role of motivation in the allocation of such resources as a decision process: the costs of effortful performance are weighed against its gains. We examined this hypothesis by combining methods from attention research and decision neuroscience. Participants first performed a sustained attention task at different levels of reward. They then performed a reward-discounting task, measuring the subjective costs of performance. Results demonstrated that higher rewards led to improved performance (Exp 1-3), and enhanced attentional effort (i.e. pupil diameter; Exp 2 & 3). Moreover, discounting curves constructed from the choice task indicated that subjects devalued rewards that came at the cost of staying vigilant for a longer duration (Exp 1 & 2). Motivation can thus boost sustained attention through increased effort, while sustained performance is regarded as a cost against which rewards are discounted.

Sleep deprivation (SD) consistently degrades performance in tasks requiring sustained attention, resulting in slower and more variable response times that worsen with time-on-task. Loss of motivation to exert effort may exacerbate performance degradation during SD. To test this, we evaluated sustained performance on a vigilance task, combining this with an effort-based decision-making task and pupillometry. Vigilance was tested at rest and after sleep deprivation, under different incentive conditions (1, 5 or 15 cents for fast responses). Subsequently, preference measures were collected from an effort-discounting task, in which a commensurate reward was offered for maintaining attentional performance for different durations (1, 5, 10, 20 or 30 min). Vigilance was impaired during SD, in a manner modulated by reward value. Preference metrics showed that the value of available rewards was discounted by task duration, an effect compounded by SD. Pupillometry revealed that arousal was modulated during SD in a value-based manner, and moment-to-moment fluctuations in pupil diameter were directly predictive of performance. Together, these data demonstrate that attentional performance can be interpreted within a value-based effort allocation framework, such that the perceived cost of attentional effort increases after sleep deprivation.

Study ObjectivesTo investigate the short- and longer-term impact of a 45-min delay in school start time on sleep and well-being of adolescents.MethodsThe sample consisted of 375 students in grades 7–10 (mean age ± SD: 14.6 ± 1.15 years) from an all-girls’ secondary school in Singapore that delayed its start time from 07:30 to 08:15. Self-reports of sleep timing, sleepiness, and well-being (depressive symptoms and mood) were obtained at baseline prior to the delay, and at approximately 1 and 9 months after the delay. Total sleep time (TST) was evaluated via actigraphy.ResultsAfter 1 month, bedtimes on school nights were delayed by 9.0 min, while rise times were delayed by 31.6 min, resulting in an increase in time in bed (TIB) of 23.2 min. After 9 months, the increase in TIB was sustained, and TST increased by 10.0 min relative to baseline. Participants also reported lower levels of subjective sleepiness and improvement in well-being at both follow-ups. Notably, greater increase in sleep duration on school nights was associated with greater improvement in alertness and well-being.ConclusionsDelaying school start time can result in sustained benefits on sleep duration, daytime alertness, and mental well-being even within a culture where trading sleep for academic success is widespread.

SUMMARYSleep is important for normative cognitive functioning. A single night of total sleep deprivation can reduce the capacity to encode new memories. However, it is unclear how sleep restriction during several consecutive nights affects memory encoding. To explore this, we employed a parallelgroup design with 59 adolescents randomized into sleep-restricted (SR) and control groups. Both groups were afforded 9 h time in bed (TIB) for 2 baseline nights, followed by 5 consecutive nights of 5 h TIB for the SR group (n = 29) and 9 h TIB for the control group (n = 30). Participants then performed a picture-encoding task. Encoding ability was measured with a recognition test after 3 nights of 9 h TIB recovery sleep for both groups, allowing the assessment of encoding ability without the confounding effects of fatigue at retrieval. Memory was significantly worse in the sleep-restricted group (P = 0.001), and this impairment was not correlated with decline in vigilance. We conclude that memoryencoding deteriorates after several nights of partial sleep restriction, and this typical pattern of sleep negatively affects adolescents' ability to learn declarative information.

Temporal expectations aid performance by allowing the optimization of attentional readiness at moment of highest target probability. Reward enhances cognitive performance through its action on preparatory and reactive attentional processes. To elucidate how motivation interacts with mechanisms of implicit temporal attention, we studied healthy young adult participants (N = 73) performing a sustained attention task with simultaneous pupillometric recording, under different reward conditions (baseline: 0 c; reward: 10 c/fast response). Target timing was temporally unpredictable (variable foreperiod: 2-10 s, uniformly distributed), in which case implicitly formed timing expectations. Trials were binned according to current foreperiod (FP ; short: 2-6 s; long: 6-10 s) and preceding foreperiod (FP ; short: 2-6 s; long: 6-10 s). Overall, performance data showed the expected temporal attention effects, with slower responses after shorter FP s, particularly when they followed longer FP s. Moreover, these temporal effects were significantly reduced in the reward condition. While performance improved in all trial types, the largest benefit appeared in trials that were normally most disadvantaged by invalid temporal expectation. Furthermore, reward motivation was accompanied by an increase in sustained (prestimulus) and transient (poststimulus response) pupil diameter. The latter effect was particularly evident following short FP s. The current findings suggest that reward motivation can improve overall attentional performance and reduce implicit temporal bias, both through preparatory and reactive attentional mechanisms.