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Mellor L, Morini G. Examining the Relation Between Exercise and Word Learning in Preschool-Age Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:1018-1032. [PMID: 36780297 DOI: 10.1044/2022_jslhr-22-00250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
PURPOSE There is evidence suggesting that aerobic exercise immediately after vocabulary training can improve word recall in school-age children. This work examined whether the previously identified word-learning benefits associated with exercise can be extended to preschoolers. Additionally, we evaluated whether the effects of physical activity on vocabulary learning may be influenced by existing language skills that the child possesses. METHOD Children ages 3-6 years completed the study (N = 42). Data were collected via a virtual testing session in which participants completed a word-learning task that included two experimental conditions (exercise and resting). In the resting measure, children were taught names of novel objects and then sat down and colored for 3 min before being tested on their ability to identify the trained words. The exercise condition was identical, except that participants engaged in 3 min of guided aerobic exercise before testing. Additionally, at the end of the visit, participants completed the Quick Interactive Language Screener (QUILS), which measured general language skills. RESULTS Accuracy of word recognition was significantly higher after the exercise condition compared to the resting condition. Furthermore, this pattern of results was not related to children's existing language skills, as measured by the QUILS. CONCLUSIONS This study is one of the first to closely examine the relation between physical activity and word-learning abilities in children as young as 3-6 years of age. Results align with previous findings stating that aerobic exercise can boost vocabulary learning and suggest that this is the case regardless of existing language skills.
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Affiliation(s)
- Lauren Mellor
- Department of Communication Sciences and Disorders, University of Delaware, Newark
| | - Giovanna Morini
- Department of Communication Sciences and Disorders, University of Delaware, Newark
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2
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Vidal V, Barbuzza AR, Tassone LM, Brusco LI, Ballarini FM, Forcato C. Odor cueing during sleep improves consolidation of a history lesson in a school setting. Sci Rep 2022; 12:10350. [PMID: 35725905 PMCID: PMC9208245 DOI: 10.1038/s41598-022-14588-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Accepted: 06/09/2022] [Indexed: 11/26/2022] Open
Abstract
Sleep is a key factor in memory consolidation. During sleep, information is reactivated, transferred, and redistributed to neocortical areas, thus favoring memory consolidation and integration. Although these reactivations occur spontaneously, they can also be induced using external cues, such as sound or odor cues, linked to the acquired information. Hence, targeted memory reactivation during sleep represents an advantageous tool for improving memory consolidation in real-life settings. In this study, our goal was to improve the consolidation of complex information such as that of a history lesson, using a school study session in the presence of an odor, and a reactivation round while sleeping at home on the same night of the acquisition, without using additional study sessions. We found that complex information can be associated with an odor in the classroom and that one session of reactivation during the first night of sleep in the students’ houses improves its consolidation. These results bring new evidence for the implementation of reactivation during sleep in real-life settings.
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Affiliation(s)
- Vanessa Vidal
- Laboratorio de Sueño y Memoria, Departamento de Ciencias de la Vida, Instituto Tecnológico de Buenos Aires (ITBA), Capital Federal, Buenos Aires, Argentina.,Consejo Nacional de Investigaciones Científicas y Tecnológicas (CONICET), Capital Federal, Buenos Aires, Argentina
| | - Alejo R Barbuzza
- Instituto de Biología Celular y Neurociencias "Prof. E. De Robertis" (IBCN), Facultad de Medicina, Universidad de Buenos Aires (UBA)-Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Capital Federal, Buenos Aires, Argentina.,Departamento de Ciencias de la Vida, Instituto Tecnológico de Buenos Aires (ITBA), Capital Federal, Buenos Aires, Argentina
| | - Leonela M Tassone
- Laboratorio de Sueño y Memoria, Departamento de Ciencias de la Vida, Instituto Tecnológico de Buenos Aires (ITBA), Capital Federal, Buenos Aires, Argentina.,Consejo Nacional de Investigaciones Científicas y Tecnológicas (CONICET), Capital Federal, Buenos Aires, Argentina
| | - Luis I Brusco
- Consejo Nacional de Investigaciones Científicas y Tecnológicas (CONICET), Capital Federal, Buenos Aires, Argentina.,Centro de Neuropsiquiatría y Neurología de la Conducta (CENECON), Facultad de Medicina, Universidad de Buenos Aires (UBA), Capital Federal, Buenos Aires, Argentina
| | - Fabricio M Ballarini
- Instituto de Biología Celular y Neurociencias "Prof. E. De Robertis" (IBCN), Facultad de Medicina, Universidad de Buenos Aires (UBA)-Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Capital Federal, Buenos Aires, Argentina.,Departamento de Ciencias de la Vida, Instituto Tecnológico de Buenos Aires (ITBA), Capital Federal, Buenos Aires, Argentina
| | - Cecilia Forcato
- Laboratorio de Sueño y Memoria, Departamento de Ciencias de la Vida, Instituto Tecnológico de Buenos Aires (ITBA), Capital Federal, Buenos Aires, Argentina. .,Consejo Nacional de Investigaciones Científicas y Tecnológicas (CONICET), Capital Federal, Buenos Aires, Argentina.
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3
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Gardani M, Bradford DRR, Russell K, Allan S, Beattie L, Ellis JG, Akram U. A systematic review and meta-analysis of poor sleep, insomnia symptoms and stress in undergraduate students. Sleep Med Rev 2021; 61:101565. [PMID: 34922108 DOI: 10.1016/j.smrv.2021.101565] [Citation(s) in RCA: 50] [Impact Index Per Article: 16.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Revised: 10/27/2021] [Accepted: 10/27/2021] [Indexed: 12/14/2022]
Abstract
University students experience high prevalence of mental health problems and exacerbation of mental health difficulties, including sleep disturbances and stress during their studies. Stress and poor sleep quality and/or insomnia are interlinked outcomes for this population. The aim was to conduct a systematic review, and meta-analyses, of the relationships between sleep quality and/or insomnia with stress in students. Full-text articles of studies exploring the associations of stress with poor sleep quality and/or insomnia in undergraduate students using validated tools and published in peer-reviewed journals were eligible for inclusion. Thirty-four studies, resulting in 37 effect sizes, included and all were suitable for meta-analysis. The weighted pooled effect size between sleep quality and stress was for 0.39 (25 studies, n = 10,065), whereas a slightly higher pooled association of 0.41 was demonstrated for insomnia and stress (12 studies, n = 5564.5). Pooled associations show moderate effects for associations between sleep quality, insomnia and stress in undergraduate students. High heterogeneity in meta-analyses was found, suggesting the findings should be considered cautiously. Future research should focus on longitudinal studies exploring sleep difficulties across the academic year, whilst university services should consider psychoeducation for stress and sleep in university students, especially during transition to university.
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Affiliation(s)
- Maria Gardani
- School of Health in Social Science, University of Edinburgh, UK.
| | | | - Kirsten Russell
- School of Psychological Sciences and Health, University of Strathclyde, UK
| | - Stephanie Allan
- Institute of Health and Wellbeing, University of Glasgow, UK
| | - Louise Beattie
- Institute of Health and Wellbeing, University of Glasgow, UK
| | - Jason G Ellis
- Department of Psychology, Faculty of Health & Life Sciences, Northumbria University, UK
| | - Umair Akram
- Department of Psychology, Sociology and Politics, Sheffield Hallam University, UK
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4
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Cousins JN, Teo TB, Tan ZY, Wong KF, Chee MWL. Sleep after learning aids the consolidation of factual knowledge, but not relearning. Sleep 2021; 44:5920204. [PMID: 33035340 PMCID: PMC7953205 DOI: 10.1093/sleep/zsaa210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 09/22/2020] [Indexed: 12/04/2022] Open
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.
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Affiliation(s)
- James N Cousins
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore.,Donders Institute for Brain, Cognition & Behaviour, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - Teck Boon Teo
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore.,Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Zhi Yi Tan
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore
| | - Kian F Wong
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore.,Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Michael W L Chee
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore.,Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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5
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Santos JS, Pereira SIR, Louzada FM. Chronic sleep restriction triggers inadequate napping habits in adolescents: a population-based study. Sleep Med 2021; 83:115-122. [PMID: 33991891 DOI: 10.1016/j.sleep.2021.04.016] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Revised: 04/06/2021] [Accepted: 04/11/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND The prevalence of chronic sleep restriction during adolescence is a major public health issue. Napping has been adopted to alleviate sleep pressure complaints. However, it also has the potential to amplify sleep restriction due to a vicious cycle triggered by delayed sleep times. The aim of this study was to investigate sleep and napping habits in a sample of Brazilian adolescents. METHODS This study enrolled 1554 high school students and included the evaluation of sleep times, daytime sleepiness, sleep quality, and circadian preference. The students were asked about their napping routine, ie its frequency and duration per week. RESULTS The adolescent sleep recommendation was achieved by only 27.6% of the sample. Napping habit was reported by 58.1%, with 36.2% of nappers informing naps in 1-2 times per week. Prolonged naps were reported by 44.9% of nappers. Nappers had later median bedtime (23:30) and reduced time in bed (TIB) (median = 07:00 h) compared to non-nappers. The frequency of nappers who did not achieve satisfactory TIB was higher than non-nappers. In addition, nappers reported increased daytime sleepiness and poor sleep quality. Later bedtimes and reduced TIB were associated with longer nap duration. Increased sleepiness and poor sleep quality were linked to a higher nap frequency. CONCLUSIONS This exploratory survey demonstrated a severe sleep restriction faced by Brazilian adolescents. Napping can be an efficient strategy to counteract sleep restriction, but it needs to be adopted with caution due to the detrimental effects of frequent and prolonged naps on nocturnal sleep.
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Affiliation(s)
- Jefferson Souza Santos
- Human Chronobiology Laboratory, Department of Physiology, Biological Sciences Sector, Federal University of Paraná, Curitiba, Paraná, Brazil.
| | - Sofia Isabel Ribeiro Pereira
- Brain Research Imaging Center, School of Psychology, Cardiff University, Cardiff, Wales, CF24-4HQ, United Kingdom.
| | - Fernando Mazzilli Louzada
- Human Chronobiology Laboratory, Department of Physiology, Biological Sciences Sector, Federal University of Paraná, Curitiba, Paraná, Brazil.
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6
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Splitting sleep between the night and a daytime nap reduces homeostatic sleep pressure and enhances long-term memory. Sci Rep 2021; 11:5275. [PMID: 33674679 PMCID: PMC7935993 DOI: 10.1038/s41598-021-84625-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 02/12/2021] [Indexed: 11/09/2022] Open
Abstract
Daytime 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.
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7
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Cousins JN, Van Rijn E, Ong JL, Chee MWL. A split sleep schedule rescues short-term topographical memory after multiple nights of sleep restriction. Sleep 2020; 42:5306230. [PMID: 30715485 PMCID: PMC6448285 DOI: 10.1093/sleep/zsz018] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Revised: 01/03/2019] [Indexed: 11/21/2022] Open
Abstract
Study Objectives Chronic sleep restriction in adolescents is widespread, yet we know little about how to apportion the limited amount of sleep obtained to minimize cognitive impairment: should sleep occur only nocturnally, or be split across separate nocturnal and daytime nap periods? This is particularly relevant to hippocampal-dependent cognitive functions that underpin several aspects of learning. Method We assessed hippocampal function in four groups by evaluating short-term topographical memory with the Four Mountains Test (4MT). All participants began with 9 hours nocturnal time-in-bed (TIB) for 2 days before following different sleep schedules over the next 3 days. Each day, one group had 5 hours nocturnal TIB (5.0h; n = 30), another, 6.5 hours nocturnal TIB (6.5h; n = 29), and a third had 6.5 hours split into 5 hours nocturnal TIB and a 1.5 hour TIB daytime nap (5.0 + 1.5h; n = 29). A control group maintained 9 hours nocturnal TIB (9.0h; n = 30). The 4MT was administered mid-afternoon (1.5 hours after awakening for those who napped). Results Performance of the 5.0h and 6.5h nocturnal TIB groups was significantly impaired relative to the 9.0h control group. Performance of participants on the split- sleep schedule (5.0 + 1.5h) did not significantly differ from controls. Conclusions These findings suggest that hippocampal function is sensitive to moderate multi-night sleep restriction, but deficits can be ameliorated by splitting sleep, at least for a period after waking from a daytime nap. While this split sleep schedule should not be considered a replacement for adequate nocturnal sleep, it appears to benefit the cognitive and neurophysiological functions that underpin learning in those who are chronically sleep deprived.
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Affiliation(s)
- James N Cousins
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore 169857
| | - Elaine Van Rijn
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore 169857
| | - Ju Lynn Ong
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore 169857
| | - Michael W L Chee
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore 169857
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8
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Cousins JN, Wong KF, Raghunath BL, Look C, Chee MWL. The long-term memory benefits of a daytime nap compared with cramming. Sleep 2019; 42:5146032. [PMID: 30371902 PMCID: PMC6335868 DOI: 10.1093/sleep/zsy207] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Indexed: 01/08/2023] Open
Abstract
Study Objectives Daytime naps benefit long-term memory relative to taking a break and remaining awake. However, the use of naps as a practical way to improve learning has not been examined, in particular, how memory following a nap compares with spending the equivalent amount of time cramming. Methods Young adults learned detailed factual knowledge in sessions that flanked 1 hr spent napping (n = 27), taking a break (n = 27), or cramming that information (n = 30). Recall was examined 30 min and 1 week after learning. Results When tested 30 min after learning, cramming and napping led to significantly better memory than taking a break. After a week, napping maintained this significant advantage, but cramming did not. Conclusions These findings demonstrate the longer-term benefits of napping for retention of memoranda akin to what students encounter daily and encourage more widespread adoption of napping in education.
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Affiliation(s)
- James N Cousins
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore
| | - Kian F Wong
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore
| | - Bindiya L Raghunath
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore.,Division of Psychology, Nanyang Technological University, Singapore
| | - Carol Look
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore
| | - Michael W L Chee
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore
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9
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Cousins JN, van Rijn E, Ong JL, Wong KF, Chee MWL. Does splitting sleep improve long-term memory in chronically sleep deprived adolescents? NPJ SCIENCE OF LEARNING 2019; 4:8. [PMID: 31285846 PMCID: PMC6599038 DOI: 10.1038/s41539-019-0047-z] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/20/2018] [Accepted: 05/23/2019] [Indexed: 06/09/2023]
Abstract
Sleep aids the encoding and consolidation of declarative memories, but many adolescents do not obtain the recommended amount of sleep each night. After a normal night of sleep, there is abundant evidence that a daytime nap enhances the consolidation of material learned before sleep and also improves the encoding of new information upon waking. However, it remains unclear how learning is affected when sleep is split between nocturnal and daytime nap periods during a typical school week of restricted sleep. We compared long-term memory in 58 adolescents who underwent two simulated school weeks of suboptimal continuous (6.5 h nocturnal sleep opportunity) or split sleep (5 h nocturnal sleep +1.5 h daytime nap at 14:00). In the first week, participants encoded pictures in the late afternoon on Day 5 and were tested after 2-nights of recovery sleep. On 3 consecutive days in the second week, participants learned about six species of amphibians in the morning, and six different amphibians in the late afternoon. Testing was performed in the evening following a night of recovery sleep. In the first week, the split sleep group recognized more pictures. In the second week, they remembered more facts about species learned in the afternoon. Groups did not differ for species learned in the morning. This suggests that under conditions of sleep restriction, a split sleep schedule benefits learning after a nap opportunity without impairing morning learning, despite less preceding nocturnal sleep. While not replacing adequate nocturnal sleep, a split sleep schedule may be beneficial for chronically sleep restricted learners.
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Affiliation(s)
- James N. Cousins
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore, 169857 Singapore
| | - Elaine van Rijn
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore, 169857 Singapore
| | - Ju Lynn Ong
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore, 169857 Singapore
| | - Kian F. Wong
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore, 169857 Singapore
| | - Michael W. L. Chee
- Centre for Cognitive Neuroscience, Duke-NUS Medical School, Singapore, 169857 Singapore
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10
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Batista GDA, Silva TND, Oliveira MRD, Diniz PRB, Lopes SS, Oliveira LMFTD. ASSOCIATION BETWEEN PERCEPTION OF SLEEP QUALITY AND ASSIMILATION OF CONTENT COVERED IN CLASS. REVISTA PAULISTA DE PEDIATRIA 2018; 36:315-321. [PMID: 29995138 PMCID: PMC6202889 DOI: 10.1590/1984-0462/;2018;36;3;00008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/02/2017] [Accepted: 08/13/2017] [Indexed: 11/24/2022]
Abstract
Objective: To analyze the association between self-perception of sleep quality and
assimilation of content covered in classes by adolescents. Methods: Epidemiological cross-sectional study conducted with 481 high-school
students (14 to 19 years), both genders, enrolled in public schools in the
city of Caruaru, Pernambuco, and selected by random cluster sampling
strategy. Analyses were conducted using the Chi-square test and binary
logistic regression. Results: 44.1% of the adolescents reported learning difficulties during classes,
77.1% slept less than eight hours per day, and 28.9% had a bad perception of
their sleep quality. Young people who studied at least one extra hour per
day out of school had less difficulty in assimilating class content
(OR=0.34; 95%CI 0.19-0.58). We also found that participants who reported a
bad perception of sleep quality were more likely to have learning
difficulties at school (OR=1.73; 95%CI 1.13-2.65) regardless of gender, age,
school shift, study time out of school, and sleeping hours. Conclusions: Perception of sleep quality was associated with learning difficulties at
school regardless of the number of sleeping and study hours.
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Affiliation(s)
- Gabriel de Amorim Batista
- Centro Universitário Tabosa de Almeida, Caruaru, PE, Brasil.,Grupo de Pesquisa em Saúde e Esporte, Caruaru, PE, Brasil
| | - Thaís Nadiane da Silva
- Centro Universitário Tabosa de Almeida, Caruaru, PE, Brasil.,Grupo de Pesquisa em Saúde e Esporte, Caruaru, PE, Brasil
| | - Matheus Rodrigo de Oliveira
- Centro Universitário Tabosa de Almeida, Caruaru, PE, Brasil.,Grupo de Pesquisa em Saúde e Esporte, Caruaru, PE, Brasil
| | | | | | - Luciano Machado Ferreira Tenório de Oliveira
- Centro Universitário Tabosa de Almeida, Caruaru, PE, Brasil.,Grupo de Pesquisa em Saúde e Esporte, Caruaru, PE, Brasil.,Universidade de Federal de Pernambuco, Recife, PE, Brasil
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11
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Cabral T, Mota NB, Fraga L, Copelli M, McDaniel MA, Ribeiro S. Post-class naps boost declarative learning in a naturalistic school setting. NPJ SCIENCE OF LEARNING 2018; 3:14. [PMID: 30631475 PMCID: PMC6220199 DOI: 10.1038/s41539-018-0031-z] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Revised: 07/18/2018] [Accepted: 07/19/2018] [Indexed: 05/05/2023]
Abstract
Laboratory evidence of a positive effect of sleep on declarative memory consolidation suggests that naps can be used to boost school learning in a scalable, low-cost manner. The few direct investigations of this hypothesis have so far upheld it, but departed from the naturalistic setting by testing non-curricular contents presented by experimenters instead of teachers. Furthermore, nap and non-nap groups were composed of different children. Here we assessed the effect of post-class naps on the retention of Science and History curricular contents presented by the regular class teacher to 24 students from 5th grade. Retention was repeatedly measured 3-4 days after content learning, with weekly group randomization over 6 consecutive weeks. Contents followed by long naps (>30 min), but not short naps (<30 min), were significantly more retained than contents followed by waking (Cohen's d = 0.7962). The results support the use of post-class morning naps to enhance formal education.
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Affiliation(s)
- Thiago Cabral
- Laboratory of Memory, Sleep and Dreams, Brain Institute, Federal University of Rio Grande do Norte (UFRN), Natal, Brazil
| | - Natália B. Mota
- Laboratory of Memory, Sleep and Dreams, Brain Institute, Federal University of Rio Grande do Norte (UFRN), Natal, Brazil
- Department of Physics, Federal University of Pernambuco (UFPE), Recife, Brazil
| | - Lucia Fraga
- State School Berilo Wanderley, Natal, Brazil
| | - Mauro Copelli
- Department of Physics, Federal University of Pernambuco (UFPE), Recife, Brazil
| | - Mark A. McDaniel
- Department of Psychological and Brain Sciences, Washington University, St. Louis, USA
| | - Sidarta Ribeiro
- Laboratory of Memory, Sleep and Dreams, Brain Institute, Federal University of Rio Grande do Norte (UFRN), Natal, Brazil
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12
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Huang S, Deshpande A, Yeo SC, Lo JC, Chee MW, Gooley JJ. Sleep Restriction Impairs Vocabulary Learning when Adolescents Cram for Exams: The Need for Sleep Study. Sleep 2016; 39:1681-90. [PMID: 27253768 PMCID: PMC4989257 DOI: 10.5665/sleep.6092] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2015] [Accepted: 05/06/2016] [Indexed: 12/21/2022] Open
Abstract
STUDY OBJECTIVES The ability to recall facts is improved when learning takes place at spaced intervals, or when sleep follows shortly after learning. However, many students cram for exams and trade sleep for other activities. The aim of this study was to examine the interaction of study spacing and time in bed (TIB) for sleep on vocabulary learning in adolescents. METHODS In the Need for Sleep Study, which used a parallel-group design, 56 adolescents aged 15-19 years were randomly assigned to a week of either 5 h or 9 h of TIB for sleep each night as part of a 14-day protocol conducted at a boarding school. During the sleep manipulation period, participants studied 40 Graduate Record Examination (GRE)-type English words using digital flashcards. Word pairs were presented over 4 consecutive days (spaced items), or all at once during single study sessions (massed items), with total study time kept constant across conditions. Recall performance was examined 0 h, 24 h, and 120 h after all items were studied. RESULTS For all retention intervals examined, recall of massed items was impaired by a greater amount in adolescents exposed to sleep restriction. In contrast, cued recall performance on spaced items was similar between sleep groups. CONCLUSIONS Spaced learning conferred strong protection against the effects of sleep restriction on recall performance, whereas students who had insufficient sleep were more likely to forget items studied over short time intervals. These findings in adolescents demonstrate the importance of combining good study habits and good sleep habits to optimize learning outcomes.
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Affiliation(s)
- Sha Huang
- Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore
| | - Aadya Deshpande
- Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore
| | - Sing-Chen Yeo
- Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore
| | - June C. Lo
- Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore
| | - Michael W.L. Chee
- Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore
| | - Joshua J. Gooley
- Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore
- Department of Physiology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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13
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Harada T, Wada K, Tsuji F, Krejci M, Kawada T, Noji T, Nakade M, Takeuchi H. Intervention study using a leaflet entitled ‘three benefits of “go to bed early! get up early! and intake nutritionally rich breakfast!” a message for athletes’ to improve the soccer performance of university soccer team. Sleep Biol Rhythms 2015. [DOI: 10.1007/s41105-015-0035-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Gijselaers HJ, Kirschner PA, de Groot RH. Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.10.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Feld GB, Diekelmann S. Sleep smart-optimizing sleep for declarative learning and memory. Front Psychol 2015; 6:622. [PMID: 26029150 PMCID: PMC4428077 DOI: 10.3389/fpsyg.2015.00622] [Citation(s) in RCA: 50] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2014] [Accepted: 04/27/2015] [Indexed: 02/05/2023] Open
Abstract
The last decade has witnessed a spurt of new publications documenting sleep's essential contribution to the brains ability to form lasting memories. For the declarative memory domain, slow wave sleep (the deepest sleep stage) has the greatest beneficial effect on the consolidation of memories acquired during preceding wakefulness. The finding that newly encoded memories become reactivated during subsequent sleep fostered the idea that reactivation leads to the strengthening and transformation of the memory trace. According to the active system consolidation account, trace reactivation leads to the redistribution of the transient memory representations from the hippocampus to the long-lasting knowledge networks of the cortex. Apart from consolidating previously learned information, sleep also facilitates the encoding of new memories after sleep, which probably relies on the renormalization of synaptic weights during sleep as suggested by the synaptic homeostasis theory. During wakefulness overshooting potentiation causes an imbalance in synaptic weights that is countered by synaptic downscaling during subsequent sleep. This review briefly introduces the basic concepts and central findings of the research on sleep and memory, and discusses implications of this lab-based work for everyday applications to make the best possible use of sleep's beneficial effect on learning and memory.
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Affiliation(s)
- Gordon B Feld
- Institute for Medical Psychology and Behavioral Neurobiology, University of Tübingen Tübingen, Germany
| | - Susanne Diekelmann
- Institute for Medical Psychology and Behavioral Neurobiology, University of Tübingen Tübingen, Germany
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