Practice with Sleep Makes Perfect

Walker, Matthew P.; Brakefield, Tiffany; Morgan, Alexandra; Hobson, J. Allan; Stickgold, Robert

doi:10.1016/s0896-6273(02)00746-8

Cited by 1,117 publications

(501 citation statements)

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“…However, there is, as yet, no firm evidence of an offline consolidation process for implicit sequence-specific learning. In contrast, this occurrence has been well documented for explicit sequence learning (Press et al, 2005;Walker et al, 2002). It may well be that whereas sleep is helpful towards the consolidation of explicit memory traces (i.e.…”

Section: Introductionmentioning

confidence: 93%

“…Evidence of offline motor memory consolidation in conjunction with explicit sequence learning was found when participants performed a finger-tapping task with two training sessions (Doyon et al, 2009;Walker, Brakefield, Morgan, Hobson, & Stickgold, 2002;Walker, Brakefield, Seidman, et al, 2003). Specifically, after one night's sleep, with no further practice between sessions, participants showed marked improvements in speed and accuracy.…”

Section: Introductionmentioning

confidence: 99%

“…Sequence-specific learning refers to faster responses as a result of the acquisition of sequence-specific knowledge. Many serial reaction time task (SRTT) studies to date have not distinguished between these two components of performance (but see Hallgato et al, 2013;Németh et al, 2010;Song, Howard, & Howard, 2007, for exceptions).Evidence of offline motor memory consolidation in conjunction with explicit sequence learning was found when participants performed a finger-tapping task with two training sessions (Doyon et al, 2009;Walker, Brakefield, Morgan, Hobson, & Stickgold, 2002;Walker, Brakefield, Seidman, et al, 2003). Specifically, after one night's sleep, with no further practice between sessions, participants showed marked improvements in speed and accuracy.…”

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Offline consolidation in implicit sequence learning

Meier¹,

Cock²

2014

Cortex

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The goal of this study was to investigate offline memory consolidation with regard to general motor skill learning and implicit sequence-specific learning. We trained young adults on a serial reaction time task with a retention interval of either 24 hours (Experiment 1) or 1 week (Experiment 2) between two sessions. We manipulated sequence complexity (deterministic vs. probabilistic) and motor responses (unimanual or vs. bimanual). We found no evidence of offline memory consolidation for sequencespecific learning with either interval (in the sense of no deterioration over the interval but no further improvement either). However, we did find evidence of offline enhancement of general motor skill learning with both intervals, independent of kind of sequence or kind of response. These results suggest that general motor skill learning, but not sequence-specific learning, appears to be enhanced during offline intervals in implicit sequence learning.Keywords: implicit learning, motor skill learning, retention interval OFFLINE CONSOLIDATION 3 IntroductionThere have been a vast number of studies on sequence learning, but only recently has there been much interest in how it relates to memory consolidation. The term consolidation usually refers to the stabilization, and even enhancement, of memory traces after their initial acquisition. For example, it has been demonstrated that the performance of some procedures can be significantly improved after a "silent" or offline interval subsequent to training. During this interval, there is no further practice, or even mention, of the procedure, and learning remains largely tacit or implicit (Brown & Robertson, 2007;Hallgato, Gyori-Dani, Pekar, Janacsek, & Nemeth, 2013;Krakauer & Shadmehr, 2006;Németh et al., 2010). Consolidation is also sometimes referred to as resistance to interference and forgetting (Ghilardi, Moisello, Silvestri, Ghez, & Krakauer, 2009;Goedert & Willingham, 2002; Stephan, Meier, Orosz, Cattapan-Ludewig, & KaelinLang, 2009). In the present study, we use the first definition (i.e., further improvement or enhancement). For related reviews see Doyon et al. (2009) Offline consolidation of sequence learning may depend on a variety of factors, such as training session intervals (Albouy et al., 2008;Press, Casement, Pascual-Leone, & Robertson, 2005;, practice (Korman, Raz, Flash, & Karni, 2003;Shanks & Cameron, 2000;Steele & Penhune, 2010), sleep vs.,wakefulness and time of day (Brawn, Fenn, Nusbaum, & Margoliash, 2010;Cajochen et al., 2004;Della-Maggiore, 2005;Doyon et al., 2009;Fischer, Hallschmid, Elsner, & Born, 2002;Keisler, Ashe, & Willingham, 2007;Kuriyama, Stickgold, & Walker, 2004;Manoach et al., 2004;Maquet, Schwartz, Passingham, & Frith, 2003 The purpose of the present study was to investigate the separate contributions of general motor skill learning and sequence-specific memory consolidation in implicit sequence learning. General motor skill learning refers to faster responses as a result of practice. Sequence-specific learning refers to faster ...

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Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Offline consolidation in implicit sequence learning

Meier¹,

Cock²

2014

Cortex

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“…To account for robust delayed gains in performance that emerged after a latent period of more than a few hours after a single-session training, the notion of an intermediate phase corresponding to the posttraining hours has been proposed (2, 7, 13, 27-31). The conjecture is that a process of memory consolidation requiring time to become effective (in terms of performance) can be triggered by the training experience under certain conditions and requires time to become effective (in terms of performance) in both perceptual and motor tasks [but also in the acquisition of cognitive skills (12)].Recent studies further suggest that sleep may contribute significantly to the development of the delayed gains in this type of learning (28,30,32).It is not clear, however, whether the effects of a single training session, with ample time given for the evolution of delayed gains, can be conceptualized as the unit of skill acquisition, i.e., that multisession training gain constitutes but the sum of incremental gains of a number of single sessions. An earlier study (2) showed that all gains in speed of performance after completing longterm training on a sequence of movements were highly restricted by the physical parameters of the training experience, with no transfer to the untrained hand or to different arrangements of the trained movement components comprising the sequence.…”

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confidence: 99%

Multiple shifts in the representation of a motor sequence during the acquisition of skilled performance

Korman

Raz

Flash

et al. 2003

Proc. Natl. Acad. Sci. U.S.A.

339

395

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Several lines of evidence support the notion that the brain exhibits a significant degree of experience-dependent functional plasticity even in adulthood (1-10). This plasticity may underlie the acquisition and long-term retention of skills (procedural memory) (11-13). There is growing evidence, however, indicating that different brain areas are involved in the initial, compared with subsequent, phases of learning after practice in a given motor as well as nonmotor task (14-22). These practicerelated changes in the set of brain areas engaged by a repeating task were reported to occur mostly within a single session. However, recent behavioral data have shown that the acquisition of skilled performance occurs on a time scale of hours, days, and weeks (2, 5, 7, 11-13, 18, 21-24). A leading notion, the ''power law of practice,'' suggests that the evolution of skilled performance is determined solely by the number of task repetitions (1-5, 7, 11-13, 25, 26); there are, nevertheless, compelling indications that the passage of time is also an important factor in the acquisition of skills (2,24,(27)(28)(29).Based on behavioral and imaging studies, two distinct stages in skill acquisition were proposed: early, relating to withinsession improvement, and late, slow changes in performance that can be observed across several (daily) sessions of practice (1,2,5,7,10,12,13,28). To account for robust delayed gains in performance that emerged after a latent period of more than a few hours after a single-session training, the notion of an intermediate phase corresponding to the posttraining hours has been proposed (2, 7, 13, 27-31). The conjecture is that a process of memory consolidation requiring time to become effective (in terms of performance) can be triggered by the training experience under certain conditions and requires time to become effective (in terms of performance) in both perceptual and motor tasks [but also in the acquisition of cognitive skills (12)].Recent studies further suggest that sleep may contribute significantly to the development of the delayed gains in this type of learning (28,30,32).It is not clear, however, whether the effects of a single training session, with ample time given for the evolution of delayed gains, can be conceptualized as the unit of skill acquisition, i.e., that multisession training gain constitutes but the sum of incremental gains of a number of single sessions. An earlier study (2) showed that all gains in speed of performance after completing longterm training on a sequence of movements were highly restricted by the physical parameters of the training experience, with no transfer to the untrained hand or to different arrangements of the trained movement components comprising the sequence. Here we show that this remarkable specificity evolves in a stepwise manner both within and between sessions. Within a given session, large performance gains occurred only for newly introduced conditions irrespective of the absolute level of performance. Although after a single session qualitativ...

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“…Such replay of experience-dependent activity during sleep have already been reported in rat hippocampus after training on spatial learning tasks (21,22) and in human cortex after training on an implicit motor sequence task (23). Improvement on both spatial learning tasks and simple motor sequence tasks has been shown at the behavioral level to be at least partially sleep dependent (24,25). Additional brain-based evidence for slow, experience-dependent changes in cortical activity comes from other studies.…”

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confidence: 64%