Autobiographical memory specificity and objective sleep quality: the role of preschool stress

Autobiographical memory specificity and sleep undergo significant changes across the preschool years. This study sought to examine the association between actigraphy-measured sleep quality and autobiographical memory specificity in preschoolers. Additionally, we analyzed the mediating role of sleep in the relationship between stress and autobiographical memory. The sample comprised 67 participants (<i>M</i>_age = 60.39 months, <i>SD</i> = 9.25). To measure the study variables, we used the Autobiographical Memory Test-Preschoolers, wGT3X-BT actigraphs, an <i>ad hoc</i> healthy sleep questionnaire, and the Children's Daily Stress Inventory. Total sleep duration and sleep efficiency were found to be positively related to autobiographical specificity. Furthermore, the participants adhering to recommendations on sleep showed higher levels of specificity compared to those whose sleep patterns were inappropriate. The negative impact of stress on specific memory increased when the indirect effects of poorer sleep duration and efficiency were included, suggesting a moderated mediation effect, where sleep moderates the relationship between stress and specific memory. These findings could have significant implications for preschoolers' cognitive development and mental health, highlighting the role of sleep and stress in influencing memory and emotional well-being.