The timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.

Sleep after learning has been shown to foster the consolidation of new memories. However, fundamental questions on the best timing of learning before night-time sleep persist. We tested the hypothesis that learning directly prior to night-time sleep compared to 7.5 hrs prior to night-time sleep prov...

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Autores principales: Johannes Holz, Hannah Piosczyk, Nina Landmann, Bernd Feige, Kai Spiegelhalder, Dieter Riemann, Christoph Nissen, Ulrich Voderholzer
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Publicado: Public Library of Science (PLoS) 2012
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Acceso en línea:https://doaj.org/article/77e64d95cc034982b49aafa61496e040
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spelling oai:doaj.org-article:77e64d95cc034982b49aafa61496e0402021-11-18T07:12:37ZThe timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.1932-620310.1371/journal.pone.0040963https://doaj.org/article/77e64d95cc034982b49aafa61496e0402012-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/22808287/?tool=EBIhttps://doaj.org/toc/1932-6203Sleep after learning has been shown to foster the consolidation of new memories. However, fundamental questions on the best timing of learning before night-time sleep persist. We tested the hypothesis that learning directly prior to night-time sleep compared to 7.5 hrs prior to night-time sleep provides better conditions for the consolidation of declarative and procedural memories. Fifty healthy female adolescents (aged 16-17 years) were trained on a declarative word-pair and a procedural finger-tapping task at 3 pm (afternoon group, n = 25) or at 9 pm (evening group, n = 25), followed by a sleep laboratory night. Retrieval was assessed 24 hours and 7 days after initial training. Subjects trained in the afternoon showed a significantly elevated retention rate of word-pairs compared to subjects trained in the evening after 24 hours, but not after 7 days. In contrast, off-line gains in finger-tapping performance were significantly higher in subjects trained in the evening compared to those trained in the afternoon after both retention intervals. The observed enhanced consolidation of procedural memories after training in the evening fits to current models of sleep-related memory consolidation. In contrast, the higher retention of declarative memories after encoding in the afternoon is surprising, appeared to be less robust and needs further investigation.Johannes HolzHannah PiosczykNina LandmannBernd FeigeKai SpiegelhalderDieter RiemannChristoph NissenUlrich VoderholzerPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 7, Iss 7, p e40963 (2012)
institution DOAJ
collection DOAJ
language EN
topic Medicine
R
Science
Q
spellingShingle Medicine
R
Science
Q
Johannes Holz
Hannah Piosczyk
Nina Landmann
Bernd Feige
Kai Spiegelhalder
Dieter Riemann
Christoph Nissen
Ulrich Voderholzer
The timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.
description Sleep after learning has been shown to foster the consolidation of new memories. However, fundamental questions on the best timing of learning before night-time sleep persist. We tested the hypothesis that learning directly prior to night-time sleep compared to 7.5 hrs prior to night-time sleep provides better conditions for the consolidation of declarative and procedural memories. Fifty healthy female adolescents (aged 16-17 years) were trained on a declarative word-pair and a procedural finger-tapping task at 3 pm (afternoon group, n = 25) or at 9 pm (evening group, n = 25), followed by a sleep laboratory night. Retrieval was assessed 24 hours and 7 days after initial training. Subjects trained in the afternoon showed a significantly elevated retention rate of word-pairs compared to subjects trained in the evening after 24 hours, but not after 7 days. In contrast, off-line gains in finger-tapping performance were significantly higher in subjects trained in the evening compared to those trained in the afternoon after both retention intervals. The observed enhanced consolidation of procedural memories after training in the evening fits to current models of sleep-related memory consolidation. In contrast, the higher retention of declarative memories after encoding in the afternoon is surprising, appeared to be less robust and needs further investigation.
format article
author Johannes Holz
Hannah Piosczyk
Nina Landmann
Bernd Feige
Kai Spiegelhalder
Dieter Riemann
Christoph Nissen
Ulrich Voderholzer
author_facet Johannes Holz
Hannah Piosczyk
Nina Landmann
Bernd Feige
Kai Spiegelhalder
Dieter Riemann
Christoph Nissen
Ulrich Voderholzer
author_sort Johannes Holz
title The timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.
title_short The timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.
title_full The timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.
title_fullStr The timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.
title_full_unstemmed The timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.
title_sort timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents.
publisher Public Library of Science (PLoS)
publishDate 2012
url https://doaj.org/article/77e64d95cc034982b49aafa61496e040
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