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Cross-sectional study investigates cognitive and emotional impacts of sleep in diabetes patients, suggesting significant impairments.
Introduction and Objective: Disrupted sleep is also strongly associated with cognitive dysfunction and emotional dysregulation, suggesting that individuals with these conditions may be at increased risk for impairments in cognitive functioning and emotional processing. Although previous research has examined sleep, cognition, and emotion in the context of diabetes independently, the relationships between these variables have not yet been examined in an integrated manner. Methods: A cross-sectional, repeated-measures, non-interventional design was employed. The sample comprised 20 participants, including 10 patients with comorbid diabetes and 10 healthy controls, matched on key demographic variables. Participants completed a range of self-report measures assessing sleep quality, fatigue, mood, and emotion regulation. Cognitive functioning was assessed following both a period of sleep and a period of wakefulness using validated neuropsychological measures of declarative, procedural, emotional, and working memory. Results: Patients had significantly higher levels of anxiety, depression, fatigue and insomnia, and poorer sleep quality and emotion regulation compared to controls. On the declarative memory task, controls performed significantly better than patients. In both groups, performance was better after a period of sleep compared to wake. There were no differences in procedural memory. On the working memory task, performance was better after a period of sleep compared to wake. Controls were significantly better at remembering positive and negative pictures (but there was no difference for neutral pictures). There was no association between self-report measures and cognitive performance. Conclusion: Patients demonstrated poorer declarative and emotional memory compared to controls. Future research should assess cognitive remediation and investigate the impact of sleep architecture on cognitive performance in this sample. Disclosure M. Henry: None.
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Michelle Henry (2026) studied this question.
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