Short Sleep Makes Declarative Memories Vulnerable to Stress in Humans

Cedernaes, Jonathan; Rångtell, Frida H.; Axelsson, Emil K.; Yeganeh, Adine; Vogel, Heike; Broman, Jan‐Erik; Dickson, Suzanne L.; Schiöth, Helgi B.

doi:10.5665/sleep.5228

Cited by 15 publications

(13 citation statements)

References 36 publications

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“…This hypothesis is supported by a pair of studies that show encoding to be comparable between those obtaining half a night (~4 h) and a full night of sleep (~8 h). 30,31 It is well established that total 25,32 or chronic sleep deprivation 6 impairs encoding, but the relatively small difference between 5 and 6.5 h nocturnal sleep appears not to adversely affect encoding. The afternoon nap however, provides an additional period of downscaling for the split sleep group, and this may account for the difference in afternoon encoding capacity we observed.…”

Section: Discussionmentioning

confidence: 99%

Does splitting sleep improve long-term memory in chronically sleep deprived adolescents?

et al. 2019

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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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Section: Discussionmentioning

confidence: 99%

Does splitting sleep improve long-term memory in chronically sleep deprived adolescents?

et al. 2019

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“…Data from the sleep group (N = 60) was derived from four separate in-lab studies from our group (unpublished and published, i.e., Rångtell et al ., investigating effects of LED screen light on sleep 14 ; Cedernaes et al ., investigating how short sleep affects memory consolidation 15 and Cedernaes et al ., investigating how stress after sleep loss impacts memory functions 16 ). Note that this merged data has not been published elsewhere, nor did any of these studies investigate whether learning performance would link to subsequent offline gain in procedural skill.…”

Section: Methodsmentioning

confidence: 99%

“…With the paucity of results in mind, the present analysis investigated whether learning performance in the evening would predict performance gains in procedural skill at delayed retesting scheduled in the morning after nocturnal sleep. For this purpose, we collated finger-tapping data of 60 subjects who had participated in sleep control conditions during previous studies from our laboratory 14 – 16 (for a detailed description, see the methods section). In order to examine whether this hypothesized correlation between learning performance and performance gains in finger skill would be specific for sleep, a separate wake group including 54 subjects was administered the same finger-tapping task.…”

Section: Introductionmentioning

confidence: 99%

Learning performance is linked to procedural memory consolidation across both sleep and wakefulness

Rångtell

Karamchedu

Andersson

et al. 2017

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We investigated whether learning performance in a procedural finger tapping task before nocturnal sleep would predict performance gains after sleep in 60 young adults. Gains were defined as change in correctly tapped digit sequences between learning (12 trials administered in the evening) and retesting (3 trials administered in the morning after sleep). The same task was also administered to a separate wake group (N = 54 young adults), which learned in the morning and was retested in the evening. Learning performance was determined by either using the average performance on the last three learning trials or the average performance on the best three learning trials. Our results demonstrated an inverse association between learning performance and gains in procedural skill, i.e., good learners exhibited smaller performance gains across both wakefulness and sleep than poor learners. Regardless of learning performance, gains in finger tapping skills were greater after sleep than daytime wakefulness. Importantly, some of our findings were influenced by how learning performance was estimated. Collectively, these results suggest that learning performance and the method through which it is estimated may influence performance gains in finger tapping skills across both sleep and wakefulness.

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“…The National Sleep Foundation of the United States pointed out that 8-hour sleep not only helps to consolidate the procedural and declarative memory of new knowledge, but also reduces the subjective pressure on adolescents (Cedernaes, Rångtell, & Axelsson, et al, 2015), while 80% of students in China sleep less than 8 hours every day. In contrast, domestic surveys have shown that few teenagers exercise for one hour every day.…”

Section: The Influence Of Emergent Learning Theory On Adolescents'mentioning

confidence: 99%

Emergent Learning Theory of Putting Exercise Blending into Learning

Hu¹

2018

Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018)

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In view of the negative impact of the Internet on students' academic performance and physique health, this article points out the misunderstanding of the academic circles and relevant government departments' policies on solving these two issues above. It insists that the effective way to solve these two issues at present is to find a new learning theory paradigm that can not only help students grasp knowledge quickly, improve their academic performance, but also maintain and improve their physical and mental health. This article puts forward a learning method that is not only conducive to the development of students' cognitive ability, but also contributes to their physical and mental health, i.e. emergent learning theory of putting exercise blending into learning (referred to as emergent learning theory below), and makes a preliminary discussion on the effect of emergent learning theory and its mechanism through empirical research.

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Short Sleep Makes Declarative Memories Vulnerable to Stress in Humans

Abstract: The findings suggest that 8-h sleep duration, within the range recommended by the US National Sleep Foundation, may not only help consolidate newly learned procedural and declarative memories, but also ensure full access to both during periods of subjective stress.

Cited by 15 publications

References 36 publications

Does splitting sleep improve long-term memory in chronically sleep deprived adolescents?

Does splitting sleep improve long-term memory in chronically sleep deprived adolescents?

Learning performance is linked to procedural memory consolidation across both sleep and wakefulness

Emergent Learning Theory of Putting Exercise Blending into Learning

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