Crossing the invisible line: De-differentiation of wake, sleep and dreaming may engender both creative insight and psychopathology

Learning beyond sensations: How dreams organize neuronal representations

Semantic representations in higher sensory cortices form the basis for robust, yet flexible behavior. These representations are acquired over the course of development in an unsupervised fashion and continuously maintained over an organism's lifespan. Predictive processing theories propose that these representations emerge from predicting or reconstructing sensory inputs. However, brains are known to generate virtual experiences, such as during imagination and dreaming, that go beyond previously experienced inputs. Here, we suggest that virtual experiences may be just as relevant as actual sensory inputs in shaping cortical representations. In particular, we discuss two complementary learning principles that organize representations through the generation of virtual experiences. First, "adversarial dreaming" proposes that creative dreams support a cortical implementation of adversarial learning in which feedback and feedforward pathways engage in a productive game of trying to fool each other. Second, "contrastive dreaming" proposes that the invariance of neuronal representations to irrelevant factors of variation is acquired by trying to map similar virtual experiences together via a contrastive learning process. These principles are compatible with known cortical structure and dynamics and the phenomenology of sleep thus providing promising directions to explain cortical learning beyond the classical predictive processing paradigm.

Learning cortical representations through perturbed and adversarial dreaming

Humans and other animals learn to extract general concepts from sensory experience without extensive teaching. This ability is thought to be facilitated by offline states like sleep where previous experiences are systemically replayed. However, the characteristic creative nature of dreams suggests that learning semantic representations may go beyond merely replaying previous experiences. We support this hypothesis by implementing a cortical architecture inspired by generative adversarial networks (GANs). Learning in our model is organized across three different global brain states mimicking wakefulness, non-rapid eye movement (NREM), and REM sleep, optimizing different, but complementary, objective functions. We train the model on standard datasets of natural images and evaluate the quality of the learned representations. Our results suggest that generating new, virtual sensory inputs via adversarial dreaming during REM sleep is essential for extracting semantic concepts, while replaying episodic memories via perturbed dreaming during NREM sleep improves the robustness of latent representations. The model provides a new computational perspective on sleep states, memory replay, and dreams, and suggests a cortical implementation of GANs.

Dissociation and Dissociative Disorders Reconsidered: Beyond Sociocognitive and Trauma Models Toward a Transtheoretical Framework

For more than 30 years, the posttraumatic model (PTM) and the sociocognitive model (SCM) of dissociation have vied for attention and empirical support. We contend that neither perspective provides a satisfactory account and that dissociation and dissociative disorders (e.g., depersonalization/derealization disorder, dissociative identity disorder) can be understood as failures of normally adaptive systems and functions. We argue for a more encompassing transdiagnostic and transtheoretical perspective that considers potentially interactive variables including sleep disturbances; impaired self-regulation and inhibition of negative cognitions and affects; hyperassociation and set shifts; and deficits in reality testing, source attributions, and metacognition. We present an overview of the field of dissociation, delineate uncontested and converging claims across perspectives, summarize key multivariable studies in support of our framework, and identify empirical pathways for future research to advance our understanding of dissociation, including studies of highly adverse events and dissociation. Expected final online publication date for the Annual Review of Clinical Psychology, Volume 18 is May 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Ill-Defined Problem Solving Does Not Benefit From Daytime Napping

The main goal of the present study was to explore the role of sleep in the process of ill-defined problem solving. The results of previous studies indicate that various cognitive processes are largely dependent on the quality and quantity of sleep. However, while sleep-related memory consolidation seems to be well-grounded, with regard to the impact of sleep on problem solving, existing research yields mixed and rather inconclusive results. Moreover, this effect has been mainly tested using simple and well-defined, common laboratory problems, such as the remote associate test (RAT), crossword and anagram puzzles, numeric and logic problems, etc. What is lacking is research on the effect of sleep on solving more complex and more real-life oriented ill-defined problems. In the present study, we hypothesized that sleep can improve performance in solving this kind of problems. The study involved 40 participants, randomly assigned to two experimental conditions: sleep group and waking group. The experimental protocol comprised three stages: problem presentation, retention interval, and testing stage. The problem was presented to the participants in the form of an interactive computer game concerning a complex, elaborate crime story. During the retention interval, the participants—depending on the condition—took a nap or stayed awake; sleeping participants underwent polysomnography recording, while waking participants performed activities not related to the experimental problem. In the testing stage, participants tried to solve the presented problem. The solutions generated were assessed both for quality (reasonableness, consistency, and story recall) and creativity (fluency, flexibility, originality, and elaboration). Contrary to expectations, we found no effect of sleep on ill-defined problem solving. Neither quality nor creativity of the solutions generated by the participants was higher in the nap group than in the waking group. There were also no performance improvements with regard to any sleep stage or incidence of dreams. Our study adds to a growing body of evidence that sleep probably might provide an incubation gap, but not a facilitating environment serving the purpose of problem solving, at least with regard to ill-defined problems.

Transformative learning in nursing education: A concept analysis

Objective

There is vast literature on transformative learning, which is an important aspect of nursing education, but its meaning remains unclear. It is therefore important to clarify the meaning of transformative learning, identify its attributes, antecedents and consequences to increase its use in nursing education, practice and research.

Methods

Walker and Avant's method was used, and the process provided a structured way to analyse the concept of 'transformative learning'. Nursing education dictionaries, encyclopaedias, conference papers, research articles, dissertations, theses, journal articles, thesauri and relevant books through the database library and internet searches were reviewed. One hundred and two literature sources were reviewed, and data saturation was reached.

Results

The results of the concept analysis of transformative learning within the context of nursing education identified three categories, namely, 1)Antecedents as cognitive and affective perspective, democratic education principles and inspiration; 2)Process through three phases, namely i) awareness through self-reflection, ii) the meaningful interactive, integrative and democratic construction process, and iii) metacognitive reasoning abilities; and 3)Outcomes. A theoretical definition of transformative learning was formulated. Theoretical validity was ensured.

Conclusion

The results of the concept analysis of transformative learning were used to describe a model to facilitate transformative learning within the context of nursing education.

Adult attention deficit hyperactivity disorder symptoms and passive leadership: The mediating role of daytime sleepiness

Passive leadership is attracting empirical interest with the detrimental effects of this type of leadership on a broad array of individual and organizational outcomes becoming apparent. However, just why leaders would engage in this type of nonleadership has received less research attention. We investigate whether and how leaders' attention deficit hyperactivity disorder (ADHD) is associated with passive leadership. Using a framework specifying how the physiology of sleepiness impacts the workplace, we hypothesize that leaders' ADHD is associated with passive leadership indirectly through daytime sleepiness. After controlling for leaders' age, gender, and preclinical symptoms of depression and anxiety, standard ordinary least squares regression procedures were implemented through Hayes' PROCESS models. Multisource data from 98 leader-follower groups (M number of followers per leader = 4.38, SD = 1.78) showed that the effects of leaders' ADHD symptoms on passive leadership were mediated by daytime sleepiness. Conceptual, methodological, and practical implications are discussed.

Sleep Does Not Promote Solving Classical Insight Problems and Magic Tricks

During creative problem solving, initial solution attempts often fail because of self-imposed constraints that prevent us from thinking out of the box. In order to solve a problem successfully, the problem representation has to be restructured by combining elements of available knowledge in novel and creative ways. It has been suggested that sleep supports the reorganization of memory representations, ultimately aiding problem solving. In this study, we systematically tested the effect of sleep and time on problem solving, using classical insight tasks and magic tricks. Solving these tasks explicitly requires a restructuring of the problem representation and may be accompanied by a subjective feeling of insight. In two sessions, 77 participants had to solve classical insight problems and magic tricks. The two sessions either occurred consecutively or were spaced 3 h apart, with the time in between spent either sleeping or awake. We found that sleep affected neither general solution rates nor the number of solutions accompanied by sudden subjective insight. Our study thus adds to accumulating evidence that sleep does not provide an environment that facilitates the qualitative restructuring of memory representations and enables problem solving.