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Kiriş N. Effects of partial sleep deprivation on prefrontal cognitive functions in adolescents. Sleep Biol Rhythms 2022; 20:499-508. [PMID: 38468618 PMCID: PMC10900015 DOI: 10.1007/s41105-022-00396-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Accepted: 05/18/2022] [Indexed: 11/29/2022]
Abstract
Purpose The effect of sleep deprivation on cognitive functions associated with the frontal lobe, such as attention, executive functions, and working memory, is not well known. This study aimed to investigate the effect of partial sleep deprivation in adolescents on the cognitive tasks of the frontal lobe, including visuospatial working memory, processing speed, sustained attention, executive functions, and short-term visual memory. Methods Participants were recruited from voluntary students of Çukurova University. Eighteen adolescents underwent four consecutive nights of monitored sleep restriction (6-6.5 h/night) and four nights of sleep extension (10-10.5 h/night) in a counterbalanced order and separated by a washout period. Following each sleep period, the cognitive performance was assessed, at a fixed morning time, using a computerized neuropsychological test battery based on frontal lobe functions tasks, which was a timed test providing both accuracy and reaction time outcome measures. Results Only the spatial working memory performance of cognitive tasks was found to be statistically lower in the restricted-sleep condition than in the extended-sleep condition (p < 0.05). No significant difference was found in the performance of cognitive tasks evaluating simple attention, constant attention, executive functions, and cognitive flexibility. Conclusions The findings of this study indicated that partial sleep restriction negatively affects specifically working memory and strategic thinking skills among cognitive functions based on the frontal lobe. Especially the visuospatial working memory and strategic thinking skills of adolescents might be susceptible to chronic partial sleep deprivation.
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Affiliation(s)
- Nurcihan Kiriş
- Department of Psychology, Izmir Katip Celebi University, Balatcik, Cigli, 35620 Izmir, Turkey
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2
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Leong RLF, Lo JC, Chee MWL. Systematic review and meta-analyses on the effects of afternoon napping on cognition. Sleep Med Rev 2022; 65:101666. [PMID: 36041284 DOI: 10.1016/j.smrv.2022.101666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 06/09/2022] [Accepted: 06/21/2022] [Indexed: 10/15/2022]
Abstract
Naps are increasingly considered a means to boost cognitive performance. We quantified the cognitive effects of napping in 60 samples from 54 studies. 52 samples evaluated memory. We first evaluated effect sizes for all tests together, before separately assessing their effects on memory, vigilance, speed of processing and executive function. We next examined whether nap effects were moderated by study features of age, nap length, nap start time, habituality and prior sleep restriction. Naps showed significant benefits for the total aggregate of cognitive tests (Cohen's d = 0.379, CI95 = 0.296-0.462). Significant domain specific effects were present for declarative (Cohen's d = 0.376, CI95 = 0.269-0.482) and procedural memory (Cohen's d = 0.494, CI95 = 0.301-0.686), vigilance (Cohen's d = 0.610, CI95 = 0.291-0.929) and speed of processing (Cohen's d = 0.211, CI95 = 0.052-0.369). There were no significant moderation effects of any of the study features. Nap effects were of comparable magnitude across subgroups of each of the 5 moderators (Q values = 0.009 to 8.572, p values > 0.116). Afternoon naps have a small to medium benefit over multiple cognitive tests. These effects transcend age, nap duration and tentatively, habituality and prior nocturnal sleep.
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Affiliation(s)
- Ruth L F Leong
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - June C Lo
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Michael W L Chee
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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3
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Pegado F, Torres AR, Weissheimer J, Ribeiro S. A protocol to examine the learning effects of 'multisystem mapping' training combined with post-training sleep consolidation in beginning readers. STAR Protoc 2021; 2:100712. [PMID: 34401778 PMCID: PMC8358473 DOI: 10.1016/j.xpro.2021.100712] [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] [Indexed: 12/04/2022] Open
Abstract
We have recently used randomized controlled trials to examine the impact of a short neuroscience-informed causal intervention using a targeted training to inhibit a deeply rooted visual mechanism (mirror invariance) that hinders literacy acquisition, combined with post-training sleep (for learning consolidation). Using this training protocol, we have shown unprecedented improvements in visual perception of letters, writing, and a two-fold increase in reading fluency in first graders. Here, we describe this ecologically valid school-based intervention protocol to probe inhibition of mirror invariance for letters, including the detailed training instructions, post-training sleep consolidation, as well as practical tips and potential adaptations to different school sizes. For complete details on the use and execution of this protocol, please refer to Torres et al., (2021). School-based protocol to probe inhibition of mirror invariance for letters Gains in visual perception of letters, writing and reading fluency in first graders Learning effects sustained for 4 months when sleep followed targeted training Simple, ecological and cost-effective 3 weeks intervention to double reading fluency
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Affiliation(s)
- Felipe Pegado
- Laboratory of Cognitive Psychology, Institute for Language Communication and the Brain, CNRS and Aix-Marseille University- 3 place Victor Hugo, 13331 Marseille, France
| | - Ana Raquel Torres
- Laboratory of Memory, Sleep and Dreams, Brain Institute, Federal University of Rio Grande do Norte, Av. Senador Salgado Filho, 3000, Campus Universitário, Lagoa Nova - 59078-970
| | - Janaina Weissheimer
- Laboratory of Memory, Sleep and Dreams, Brain Institute, Federal University of Rio Grande do Norte, Av. Senador Salgado Filho, 3000, Campus Universitário, Lagoa Nova - 59078-970.,Department of Modern Foreign Languages and Literatures, Federal University of Rio Grande do Norte, Av. Sen. Salgado Filho s/n, 59078-970 Natal, Brazil
| | - Sidarta Ribeiro
- Laboratory of Memory, Sleep and Dreams, Brain Institute, Federal University of Rio Grande do Norte, Av. Senador Salgado Filho, 3000, Campus Universitário, Lagoa Nova - 59078-970
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4
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Leong RLF, Yu N, Ong JL, Ng ASC, Jamaluddin SA, Cousins JN, Chee NIYN, Chee MWL. Memory performance following napping in habitual and non-habitual nappers. Sleep 2021; 44:6031654. [PMID: 33313925 PMCID: PMC8193563 DOI: 10.1093/sleep/zsaa277] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Revised: 11/16/2020] [Indexed: 11/14/2022] Open
Abstract
Study Objectives Afternoon naps benefit memory but this may depend on whether one is a habitual napper (HN; ≥1 nap/week) or non-habitual napper (NN). Here, we investigated whether a nap would benefit HN and NN differently, as well as whether HN would be more adversely affected by nap restriction compared to NN. Methods Forty-six participants in the nap condition (HN-nap: n = 25, NN-nap: n = 21) took a 90-min nap (14:00–15:30 pm) on experimental days while 46 participants in the Wake condition (HN-wake: n = 24, NN-wake: n = 22) remained awake in the afternoon. Memory tasks were administered after the nap to assess short-term topographical memory and long-term memory in the form of picture encoding and factual knowledge learning respectively. Results An afternoon nap boosted picture encoding and factual knowledge learning irrespective of whether one habitually napped (main effects of condition (nap/wake): ps < 0.037). However, we found a significant interaction for the hippocampal-dependent topographical memory task (p = 0.039) wherein a nap, relative to wake, benefitted habitual nappers (HN-nap vs HN-wake: p = 0.003) compared to non-habitual nappers (NN-nap vs. NN-wake: p = 0.918). Notably for this task, habitual nappers’ performance significantly declined if they were not allowed to nap (HN-wake vs NN-wake: p = 0.037). Conclusions Contrary to concerns that napping may be disadvantageous for non-habitual nappers, we found that an afternoon nap was beneficial for long-term memory tasks even if one did not habitually nap. Naps were especially beneficial for habitual nappers performing a short-term topographical memory task, as it restored the decline that would otherwise have been incurred without a nap. Clinical Trial Information NCT04044885.
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Affiliation(s)
- Ruth L F Leong
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Nicole Yu
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Ju Lynn Ong
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Alyssa S C Ng
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - S Azrin Jamaluddin
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - James N Cousins
- Donders Institute for Brain, Cognition & Behaviour, Radboud University Medical Centre, EN, Nijmegen, The Netherlands
| | - Nicholas I Y N Chee
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Michael W L Chee
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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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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6
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Ong JL, Lau TY, Lee XK, van Rijn E, Chee MWL. A daytime nap restores hippocampal function and improves declarative learning. Sleep 2021; 43:5813764. [PMID: 32227222 PMCID: PMC7487866 DOI: 10.1093/sleep/zsaa058] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2019] [Revised: 02/17/2020] [Indexed: 11/13/2022] Open
Abstract
STUDY OBJECTIVES Daytime naps can confer benefits on subsequent declarative learning, but the physiological correlates of this improvement are less well studied. We examined learning following a daytime nap compared with an equivalent waking period using fMRI and polysomnography. METHODS Forty healthy young adults who slept normally the previous night encoded word pair lists in an MRI scanner at 13:00 and 16:30. Between sessions, participants either stayed awake and watched a documentary (Wake Group; N = 20) or had a 90-minute nap opportunity (Nap Group; N = 20) monitored by polysomnography. Approximately 40 minutes after completing each encoding session, memory for learned words was assessed using cued-recall. RESULTS A significant Session × Group interaction effect (p < 0.001) was observed in which memory was significantly improved in the Nap but not in the Wake group (p < 0.001). There was also a Session × Run × Group interaction effect in the left hippocampus (p = 0.001), whereby activation during word pair encoding increased only following the nap. Both performance improvement (rs = 0.46, p = 0.04) and nap-related increase in hippocampal activation (rs = 0.46, p = 0.04) were correlated with nap spindle count (12-15 Hz) but not with slow oscillation power (p's ≥ 0.18). CONCLUSIONS After a habitual nocturnal sleep, participants who had a 90-minute afternoon nap encoded word pairs better than a comparable group who stayed awake. Increases in hippocampal activation following the nap suggest restored hippocampal function. Naptime spindles may contribute to improved memory.
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Affiliation(s)
- Ju Lynn Ong
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.,Center for Cognitive Neuroscience, Neuroscience & Behavioral Disorders Programme, Duke-NUS Medical School, Singapore
| | - Te Yang Lau
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.,Center for Cognitive Neuroscience, Neuroscience & Behavioral Disorders Programme, Duke-NUS Medical School, Singapore
| | - Xuan Kai Lee
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.,Center for Cognitive Neuroscience, Neuroscience & Behavioral Disorders Programme, Duke-NUS Medical School, Singapore
| | - Elaine van Rijn
- Center for Cognitive Neuroscience, Neuroscience & Behavioral Disorders Programme, Duke-NUS Medical School, Singapore
| | - Michael W L Chee
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.,Center for Cognitive Neuroscience, Neuroscience & Behavioral Disorders Programme, Duke-NUS Medical School, Singapore
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7
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Lo JC, Leong RLF, Ng ASC, Jamaluddin SA, Ong JL, Ghorbani S, Lau T, Chee NIYN, Gooley JJ, Chee MWL. Cognitive effects of split and continuous sleep schedules in adolescents differ according to total sleep opportunity. Sleep 2021; 43:5867089. [PMID: 32619240 PMCID: PMC8061132 DOI: 10.1093/sleep/zsaa129] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Revised: 05/27/2020] [Indexed: 02/07/2023] Open
Abstract
STUDY OBJECTIVES We compared the basic cognitive functions of adolescents undergoing split (nocturnal sleep + daytime nap) and continuous nocturnal sleep schedules when total sleep opportunity was either below or within the recommended range (i.e. 6.5 or 8 h). METHODS Adolescent participants (age: 15-19 year) in the 8-h split (n = 24) and continuous (n = 29) sleep groups were compared with 6.5-h split and continuous sleep groups from a previous study (n = 58). These protocols involved two baseline nights (9-h time-in-bed [TIB]), 5 nights of sleep manipulation, 2 recovery nights (9-h TIB), followed by a second cycle of sleep manipulation (3 nights) and recovery (2 nights). Cognitive performance, subjective sleepiness, and mood were evaluated daily; sleep was assessed using polysomnography. RESULTS Splitting 6.5 h of sleep with a mid-afternoon nap offered a boost to cognitive function compared to continuous nocturnal sleep. However, when total TIB across 24 h increased to 8 h, the split and continuous sleep groups performed comparably in tests evaluating vigilance, working memory, executive function, processing speed, subjective sleepiness, and mood. CONCLUSIONS In adolescents, the effects of split sleep on basic cognitive functions vary by the amount of total sleep obtained. As long as the total sleep opportunity across 24 h is within the recommended range, students may fulfill sleep requirements by adopting a split sleep schedule consisting of a shorter period of nocturnal sleep combined with a mid-afternoon nap, without significant impact on basic cognitive functions. CLINICAL TRIAL REGISTRATION NCT04044885.
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Affiliation(s)
- June C Lo
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Ruth L F Leong
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Alyssa S C Ng
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - S Azrin Jamaluddin
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Ju Lynn Ong
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Shohreh Ghorbani
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - TeYang Lau
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Nicholas I Y N Chee
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Joshua J Gooley
- Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore
| | - Michael W L Chee
- Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.,Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore
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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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9
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Selective Inhibition of Mirror Invariance for Letters Consolidated by Sleep Doubles Reading Fluency. Curr Biol 2021; 31:742-752.e8. [PMID: 33338430 DOI: 10.1016/j.cub.2020.11.031] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Revised: 08/18/2020] [Accepted: 11/12/2020] [Indexed: 02/08/2023]
Abstract
Mirror invariance is a visual mechanism that enables a prompt recognition of mirror images. This visual capacity emerges early in human development, is useful to recognize objects, faces, and places from both left and right perspectives, and is also present in primates, pigeons, and cephalopods. Notwithstanding, the same visual mechanism has been suspected to be the source of a specific difficulty for a relatively recent human invention-reading-by creating confusion between mirror letters (e.g., b-d in the Latin alphabet). Using an ecologically valid school-based design, we show here that mirror invariance represents indeed a major leash for reading fluency acquisition in first graders. Our causal approach, which specifically targeted mirror invariance inhibition for letters, in a synergic combination with post-training sleep to increase learning consolidation, revealed unprecedented improvement in reading fluency, which became two-times faster. This gain was obtained with as little as 7.5 h of multisensory-motor training to distinguish mirror letters, such as "b" versus "d." The magnitude, automaticity, and duration of this mirror discrimination learning were greatly enhanced by sleep, which keeps the gains perfectly intact even after 4 months. The results were consistently replicated in three randomized controlled trials. They not only reveal an extreme case of cognitive plasticity in humans (i.e., the inhibition in just 3 weeks of a ∼25-million-year-old visual mechanism), that allows adaptation to a cultural activity (reading), but at the same time also show a simple and cost-effective way to unleash the reading fluency potential of millions of children worldwide.
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Abstract
Abstract
Purpose of Review
This short review article aims at emphasizing interesting and important new insights about investigating sleep and memory in children aged between 6 and 13 years (middle childhood).
Recent Findings
That sleep in comparison to wakefulness benefits the consolidation of memories is well established—especially for the adult population. However, the underlying theoretical frameworks trying to explain the benefits of sleep for memory still strive for more substantiate findings including biological and physiological correlates.
Summary
Based on the most recent literature about sleep-related memory consolidation and its physiological markers during middle childhood, this article provides a review and highlights recent updates in this field.
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11
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Sharman R, Illingworth G. Adolescent sleep and school performance — the problem of sleepy teenagers. CURRENT OPINION IN PHYSIOLOGY 2020. [DOI: 10.1016/j.cophys.2019.11.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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12
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Lo JC, Chee MWL. Cognitive effects of multi-night adolescent sleep restriction: current data and future possibilities. Curr Opin Behav Sci 2020. [DOI: 10.1016/j.cobeha.2019.12.005] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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Ishikura IA, Hachul H, Pires GN, Tufik S, Andersen ML. The impact of primary dysmenorrhea on sleep and the consequences for adolescent academic performance. J Clin Sleep Med 2020; 16:467-468. [PMID: 31992418 DOI: 10.5664/jcsm.8238] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Affiliation(s)
- Isabela A Ishikura
- Department of Psychobiology, Universidade Federal de São Paulo (UNIFESP) São Paulo, Brazil
| | - Helena Hachul
- Department of Psychobiology, Universidade Federal de São Paulo (UNIFESP) São Paulo, Brazil
| | - Gabriel N Pires
- Department of Psychobiology, Universidade Federal de São Paulo (UNIFESP) São Paulo, Brazil.,Department of Physiological Sciences, Santa Casa de São Paulo School of Medical Sciences, São Paulo, Brazil
| | - Sergio Tufik
- Department of Psychobiology, Universidade Federal de São Paulo (UNIFESP) São Paulo, Brazil
| | - Monica L Andersen
- Department of Psychobiology, Universidade Federal de São Paulo (UNIFESP) São Paulo, Brazil
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