scholarly journals Sleep after learning aids the consolidation of factual knowledge, but not relearning

SLEEP ◽  
2020 ◽  
Author(s):  
James N Cousins ◽  
Teck Boon Teo ◽  
Zhi Yi Tan ◽  
Kian F Wong ◽  
Michael W L Chee
Keyword(s):  
Learning Outcomes ◽  
Learning Task ◽  
Memory Effects ◽  
Long Term Memory ◽  
Factual Knowledge ◽  
Nocturnal Sleep ◽  
Learning Session ◽  
Learning Aids ◽  
Before And After

Abstract Study Objectives Sleep strengthens and reorganizes declarative memories, but the extent to which these processes benefit subsequent relearning of the same material remains unknown. It is also unclear whether sleep-memory effects translate to educationally realistic learning tasks and improve long-term learning outcomes. Methods Young adults learned factual knowledge in two learning sessions that were 12 h apart and separated by either nocturnal sleep (n = 26) or daytime wakefulness (n = 26). Memory before and after the retention interval was compared to assess the effect of sleep on consolidation, while memory before and after the second learning session was compared to assess relearning. A final test 1 week later assessed whether there was any long-term advantage to sleeping between two study sessions. Results Sleep significantly enhanced consolidation of factual knowledge (p = 0.01, d = 0.72), but groups did not differ in their capacity to relearn the materials (p = 0.72, d = 0.10). After 1 week, a numerical memory advantage remained for the sleep group but was no longer significant (p = 0.21, d = 0.35). Conclusions Reduced forgetting after sleep is a robust finding that extends to our ecologically valid learning task, but we found no evidence that sleep enhances relearning. Our findings can exclude a large effect of sleep on long-term memory after 1 week, but hint at a smaller effect, leaving open the possibility of practical benefits from organizing study sessions around nocturnal sleep. These findings highlight the importance of revisiting key sleep-memory effects to assess their relevance to long-term learning outcomes with naturalistic learning materials.

scholarly journals Splitting sleep between the night and a daytime nap reduces homeostatic sleep pressure and enhances long-term memory

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
James N. Cousins ◽  
Ruth L. F. Leong ◽  
S. Azrin Jamaluddin ◽  
Alyssa S. C. Ng ◽  
Ju Lynn Ong ◽  
...  
Keyword(s):  
Declarative Memory ◽  
Negative Impact ◽  
Long Term Memory ◽  
Factual Knowledge ◽  
Memory Encoding ◽  
Nocturnal Sleep ◽  
Sleep Schedule ◽  
Task Splitting ◽  
Daytime Nap

AbstractDaytime naps have been linked with enhanced memory encoding and consolidation. It remains unclear how a daily napping schedule impacts learning throughout the day, and whether these effects are the same for well-rested and sleep restricted individuals. We compared memory in 112 adolescents who underwent two simulated school weeks containing 8 or 6.5 h sleep opportunities each day. Sleep episodes were nocturnal or split between nocturnal sleep and a 90-min afternoon nap, creating four experimental groups: 8 h-continuous, 8 h-split, 6.5 h-continuous and 6.5 h-split. Declarative memory was assessed with picture encoding and an educationally realistic factual knowledge task. Splitting sleep significantly enhanced afternoon picture encoding and factual knowledge under both 6.5 h and 8 h durations. Splitting sleep also significantly reduced slow-wave energy during nocturnal sleep, suggesting lower homeostatic sleep pressure during the day. There was no negative impact of the split sleep schedule on morning performance, despite a reduction in nocturnal sleep. These findings suggest that naps could be incorporated into a daily sleep schedule that provides sufficient sleep and benefits learning.

scholarly journals Splitting sleep between the night and a daytime nap reduces homeostatic sleep pressure and enhances long-term memory

2020 ◽  
Author(s):  
James N. Cousins ◽  
Ruth L. F. Leong ◽  
S. Azrin Jamaluddin ◽  
Alyssa S. C. Ng ◽  
Ju Lynn Ong ◽  
...  
Keyword(s):  
Declarative Memory ◽  
Negative Impact ◽  
Long Term Memory ◽  
Factual Knowledge ◽  
Memory Encoding ◽  
Nocturnal Sleep ◽  
Sleep Schedule ◽  
Task Splitting ◽  
Daytime Nap

AbstractDaytime naps have been linked with enhanced memory encoding and consolidation. It remains unclear how a daily napping schedule impacts learning throughout the day, and whether these effects are the same for well-rested and sleep restricted individuals. We compared memory in 112 adolescents who underwent two simulated school weeks containing 8 or 6.5 hour sleep opportunities each day. Sleep episodes were nocturnal or split between nocturnal sleep and a 90-min afternoon nap, creating four experimental groups: 8h-continuous, 8h-split, 6.5h-continuous and 6.5h-split. Declarative memory was assessed with picture encoding and an educationally realistic factual knowledge task. Splitting sleep significantly enhanced afternoon picture encoding and factual knowledge under both 6.5h and 8h durations. Splitting sleep also significantly reduced slow-wave activity during nocturnal sleep, suggesting lower homeostatic sleep pressure during the day. There was no negative impact of the split sleep schedule on morning performance, despite a reduction in nocturnal sleep duration. These findings suggest that naps could be incorporated into a daily sleep schedule that provides sufficient sleep and benefits learning.

MULTIFRACTAL FLUCTUATIONS OF JIUZHAIGOU TOURISTS BEFORE AND AFTER WENCHUAN EARTHQUAKE

Fractals ◽  
2013 ◽  
Vol 21 (01) ◽  
pp. 1350001 ◽  
Author(s):  
KAI SHI ◽  
WEN-YONG LI ◽  
CHUN-QIONG LIU ◽  
ZHENG-WEN HUANG
Keyword(s):  
Wenchuan Earthquake ◽  
Moving Average ◽  
Long Term Memory ◽  
Short Term ◽  
Dynamical Mechanism ◽  
Before And After ◽  
Previous State ◽  
Multifractal Behavior ◽  
Multifractal Nature

In this work, multifractal methods have been successfully used to characterize the temporal fluctuations of daily Jiuzhai Valley domestic and foreign tourists before and after Wenchuan earthquake in China. We used multifractal detrending moving average method (MF-DMA). It showed that Jiuzhai Valley tourism markets are characterized by long-term memory and multifractal nature in. Moreover, the major sources of multifractality are studied. Based on the concept of sliding window, the time evolutions of the multifractal behavior of domestic and foreign tourists were analyzed and the influence of Wenchuan earthquake on Jiuzhai Valley tourism system dynamics were evaluated quantitatively. The study indicates that the inherent dynamical mechanism of Jiuzhai Valley tourism system has not been fundamentally changed from long views, although Jiuzhai Valley tourism system was seriously affected by the Wenchuan earthquake. Jiuzhai Valley tourism system has the ability to restore to its previous state in the short term.

scholarly journals Functional and evolutionary trade-offs co-occur between two consolidated memory phases in Drosophila melanogaster

2012 ◽  
Vol 279 (1744) ◽  
pp. 4015-4023 ◽  
Author(s):  
Fabrice Lagasse ◽  
Celine Moreno ◽  
Thomas Preat ◽  
Frederic Mery
Keyword(s):  
Evolutionary Dynamics ◽  
Functional Relationship ◽  
Learning Task ◽  
Long Term Memory ◽  
Phenotypic Traits ◽  
Trade Offs ◽  
Memory Phase ◽  
Fitness Benefits ◽  
Benefits And Costs

Memory is a complex and dynamic process that is composed of different phases. Its evolution under natural selection probably depends on a balance between fitness benefits and costs. In Drosophila , two separate forms of consolidated memory phases can be generated experimentally: anaesthesia-resistant memory (ARM) and long-term memory (LTM). In recent years, several studies have focused on the differences between these long-lasting memory types and have found that, at the functional level, ARM and LTM are antagonistic. How this functional relationship will affect their evolutionary dynamics remains unknown. We selected for flies with either improved ARM or improved LTM over several generations, and found that flies selected specifically for improvement of one consolidated memory phase show reduced performance in the other memory phase. We also found that improved LTM was linked to decreased longevity in male flies but not in females. Conversely, males with improved ARM had increased longevity. We found no correlation between either improved ARM or LTM and other phenotypic traits. This is, to our knowledge, the first evidence of a symmetrical evolutionary trade-off between two memory phases for the same learning task. Such trade-offs may have an important impact on the evolution of cognitive capacities. On a neural level, these results support the hypothesis that mechanisms underlying these forms of consolidated memory are, to some degree, antagonistic.

Photoinduced long-term memory effects in n-type organic perylene transistors

2009 ◽  
Vol 106 (12) ◽  
pp. 126105 ◽  
Author(s):  
M. Barra ◽  
F. Bloisi ◽  
A. Cassinese ◽  
F. V. Di Girolamo ◽  
L. Vicari
Keyword(s):  
Memory Effects ◽  
Long Term Memory ◽  
Term Memory

Song and infant-directed speech facilitate word learning

2019 ◽  
Vol 73 (7) ◽  
pp. 1036-1054
Author(s):  
Weiyi Ma ◽  
Anna Fiveash ◽  
Elizabeth Hellmuth Margulis ◽  
Douglas Behrend ◽  
William Forde Thompson
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Word Association ◽  
Learning Task ◽  
Learning Performance ◽  
Long Term Memory ◽  
Term Memory ◽  
English Speaking ◽  
The Relationship

Two separate lines of research have examined the influence of song and infant-directed speech (IDS—a speech register that includes some melodic features) on language learning, suggesting that the use of musical attributes in speech input can enhance language learning. However, the benefits of these two types of stimuli have never been directly compared. In this investigation, we compared the effects of song and IDS for immediate word learning and long-term memory of the learned words. This study examines whether the highly musical stimuli (i.e., song) would facilitate language learning more than the less musical stimuli (i.e., IDS). English-speaking adults were administered a word learning task, with Mandarin Chinese words presented in adult-directed speech (ADS), IDS, or song. Participants’ word learning performance was assessed immediately after the word learning task (immediate word learning) and then 1 day later (long-term memory). Results showed that both song and IDS facilitated immediate word learning and long-term memory of the words; however, this facilitative effect did not differ between IDS and song, suggesting that the relationship between the degree of musicality and language learning performance is not linear. In addition, song and IDS were found to facilitate the word association process (mapping a label to its referent) rather than the word recognition process. Finally, participants’ confidence in their answers might not differ among ADS, IDS, and sung words.

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