Eye‐movements during Sleep: a Common Criterion of Learning Capacities and Endocrine Activity

Petre-Quadens, O; Lee, C.

doi:10.1111/j.1469-8749.1970.tb07863.x

Cited by 25 publications

(4 citation statements)

References 14 publications

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“…Feinberg, Braun, and Shulman (1969) found positive correlations in retarded subjects between Wechsler intelligence scores and the amount of REM sleep and sleep time. These authors also found less eye movement during REM sleep in the retarded and a positive correlation between eye movement activity and intelligence level, a relation confirmed by Petre-Quadens and Lee (1970). These results demonstrate that sleep measure can clearly refiect cognitive impairment.…”

supporting

confidence: 53%

Sleep Pattern and Intelligence in Functional Mental Retardation

Castaldo

Krynicki²

1973

J intellect Disabil Res

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supporting

confidence: 53%

Sleep Pattern and Intelligence in Functional Mental Retardation

Castaldo

Krynicki²

1973

J intellect Disabil Res

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“…In humans, mentally retarded children generally exhibit less REM sleep, longer REM sleep latencies, and less REM density relative to normal controls (182-184, 211, 368, 369, 425, 922-924, 1045). However, correlations between REM sleep and IQ measures in healthy children and adults revealed mixed results (126,153,922,923,1183). In some studies, gifted children tended to sleep longer and had more stage 2 sleep, compared with controls (153, 1183).…”

Section: Björn Rasch and Jan Bornmentioning

confidence: 83%

About Sleep's Role in Memory

Rasch

Born

2013

Physiological Reviews

2,229

2,026

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Over more than a century of research has established the fact that sleep benefits the retention of memory. In this review we aim to comprehensively cover the field of "sleep and memory" research by providing a historical perspective on concepts and a discussion of more recent key findings. Whereas initial theories posed a passive role for sleep enhancing memories by protecting them from interfering stimuli, current theories highlight an active role for sleep in which memories undergo a process of system consolidation during sleep. Whereas older research concentrated on the role of rapid-eye-movement (REM) sleep, recent work has revealed the importance of slow-wave sleep (SWS) for memory consolidation and also enlightened some of the underlying electrophysiological, neurochemical, and genetic mechanisms, as well as developmental aspects in these processes. Specifically, newer findings characterize sleep as a brain state optimizing memory consolidation, in opposition to the waking brain being optimized for encoding of memories. Consolidation originates from reactivation of recently encoded neuronal memory representations, which occur during SWS and transform respective representations for integration into long-term memory. Ensuing REM sleep may stabilize transformed memories. While elaborated with respect to hippocampus-dependent memories, the concept of an active redistribution of memory representations from networks serving as temporary store into long-term stores might hold also for non-hippocampus-dependent memory, and even for nonneuronal, i.e., immunological memories, giving rise to the idea that the offline consolidation of memory during sleep represents a principle of long-term memory formation established in quite different physiological systems.

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“…Previous reports about a correlation between baseline amounts of REM sleep and learning potentials, however, have been inconsistent. Some studies have shown a positive association with REM sleep and intelligence (Petre-Quadens and De Lee 1970;Pagel et al 1973); others have shown the opposite (Busby and Pivik 1983), and Smith et al (2004) proposed a model suggesting that the posttraining REM response following task acquisition is partly genetically determined and partly a response to the task itself.To determine whether learning the same WPT rules (but using feedback-based learning) also showed sleep-dependent enhancement, we trained two groups of subjects on the WPT in feedback mode and then retested them after either 12 h of wake (n = 11) or 12 h including a night of sleep (n = 10). In feedback training, subjects were shown each pattern and then had to predict its associated weather category before being shown the outcome.…”

mentioning

confidence: 99%

mentioning

confidence: 99%

Sleep enhances category learning

Djonlagic¹,

Rosenfeld²,

Shohamy³

et al. 2009

Learn. Mem.

102

100

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The ability to categorize objects and events in the world around us is a fundamental and critical aspect of human learning. We trained healthy adults on a probabilistic category-learning task in two different training modes. The aim of this study was to see whether either form of probabilistic category learning (feedback or observational) undergoes subsequent enhancement during sleep. Our results suggest that after training, a good night of sleep can lead to improved performance the following day on such tasks.[Supplemental material is available online at http://www.learnmem.org.]From infancy, humans categorize objects and events they encounter. In our daily lives, this category learning enables us to extract rules and patterns from our varied experiences, and to formulate new responses and inferences to familiar objects and events, thereby facilitating decision-making and problem-solving processes .While there is now considerable understanding of the early stages of category learning, relatively little is known about how such learning evolves over time. A growing literature shows that post-training sleep plays an important role in long-term memory consolidation and enhancement (Stickgold 2005;Diekelmann et al. 2009). The most compelling evidence thus far comes from simple perceptual and motor procedural learning, such as fingertapping sequences and visual discrimination tasks (Karni et al. 1994;Gais et al. 2000;Stickgold et al. 2000;Walker et al. 2002;Huber et al. 2004). Much less is understood about the role of sleep in the learning of explicit episodic memory tasks, and even less for more complex memory tasks, such as probabilistic category learning (Smith and Smith 2003;Wagner et al. 2004;Ellenbogen et al. 2007).There are two basic patterns by which categorizations can be learned: We can simply observe stimuli and their outcomes (observational learning), or we can be shown stimuli and then asked to predict outcomes, only then receiving feedback on the accuracy of our response (feedback learning). The Weather Prediction Task (WPT) was initially described by Knowlton et al. (1994) and has been extensively studied as a paradigm for such category learning (Knowlton et al. 1994;Gluck et al. 2002;Meeter et al. 2008).Studies have shown that the WPT activates different memory systems depending on how the task is learned and on the extent of training. Neuroimaging studies have shown that subjects who simply observe stimuli and their outcomes activate learning and memory systems that are supported by the medial temporal lobe (MTL) and prefrontal cortex (observational learning, Fig. 1, top). On the other hand, subjects who must predict outcomes for each stimulus and only then receive feedback on their accuracy (feedback learning, Fig. 1, bottom), initially activate the MTL, but as training continues shift this activation to the striatum, which is known to be involved with habit and skill-learning behaviors (Poldrack et al. 2001).Evidence from studies with patient populations supports this conclusion. Patients in whom b...

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Eye‐movements during Sleep: a Common Criterion of Learning Capacities and Endocrine Activity

Cited by 25 publications

References 14 publications

Sleep Pattern and Intelligence in Functional Mental Retardation

Sleep Pattern and Intelligence in Functional Mental Retardation

About Sleep's Role in Memory

Sleep enhances category learning

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