Sleep confers a benefit for retention of statistical language learning in 6.5 month old infants

Simon, Katharine N.S.; Werchan, Denise M.; Goldstein, Michael R.; Sweeney, Lucia; Bootzin, Richard R.; Nadel, Lynn; Gómez, Rebecca L.

doi:10.1016/j.bandl.2016.05.002

Cited by 47 publications

(47 citation statements)

References 78 publications

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“…The fact that we did not find novelty preference in the second trial of testing supports this hypothesis, together with the findings of Simon et al (2016) However, using individualized criteria for habituation, our participants were habituated to the same level, and thus, should have learnt the same amount of information. Second, consolidation may be slower or less efficient during wake in contrast to adults and older children who are able to preserve memories for longer periods, either because they can consolidate memories during wake or because they have a larger storage capacity.…”

Section: Discussionsupporting

confidence: 82%

“…Recent studies show that if infants and preschoolers have a nap after learning, they are better at remembering locations of visual stimuli (Kurdziel, Duclos, & Spencer, 2013), actions performed on puppets (Seehagen, Konrad, Herbert, & Schneider, 2015), object-label associations (Friedrich, Wilhelm, Born, & Friederici, 2015;Horváth, Myers, Foster, & Plunkett, 2015), along with being better at generalizing knowledge to similar but novel stimuli (Friedrich et al, 2015;Gomez, Bootzin, & Nadel, 2006;Horváth, Liu, & Plunkett, 2016;Hupbach, Gomez, Bootzin, & Nadel, 2009) and at the retention of statistical word segmentation (Simon et al, 2016). Recent studies show that if infants and preschoolers have a nap after learning, they are better at remembering locations of visual stimuli (Kurdziel, Duclos, & Spencer, 2013), actions performed on puppets (Seehagen, Konrad, Herbert, & Schneider, 2015), object-label associations (Friedrich, Wilhelm, Born, & Friederici, 2015;Horváth, Myers, Foster, & Plunkett, 2015), along with being better at generalizing knowledge to similar but novel stimuli (Friedrich et al, 2015;Gomez, Bootzin, & Nadel, 2006;Horváth, Liu, & Plunkett, 2016;Hupbach, Gomez, Bootzin, & Nadel, 2009) and at the retention of statistical word segmentation (Simon et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Memory in 3‐month‐old infants benefits from a short nap

Horváth

Hannon

Ujma

et al. 2017

Developmental Science

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A broad range of studies demonstrate that sleep has a facilitating role in memory consolidation (see Rasch & Born, ). Whether sleep-dependent memory consolidation is also apparent in infants in their first few months of life has not been investigated. We demonstrate that 3-month-old infants only remember a cartoon face approximately 1.5-2 hours after its first presentation when a period of sleep followed learning. Furthermore, habituation time, that is, the time to become bored with a stimulus shown repetitively, correlated negatively with the density of infant sleep spindles, implying that processing speed is linked to specific electroencephalographic components of sleep. Our findings show that without a short period of sleep infants have problems remembering a newly seen face, that sleep enhances memory consolidation from a very early age, highlighting the importance of napping in infancy, and that infant sleep spindles may be associated with some aspects of cognitive ability.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Memory in 3‐month‐old infants benefits from a short nap

Horváth

Hannon

Ujma

et al. 2017

Developmental Science

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“…Before this time, infants should show modest retention, perhaps first expressed in savings in learning and in a slow buildup of retention of the more reliable properties of the stimulus after repeated exposures. The poor retention of SL exhibited at 6.5 and 15 months of age [33][34][35] accords with the slow rate of real-world language learning where it takes many months of exposure for infants to express fine tuning of the phonological characteristics of their native language in behaviour [6][7][8].…”

Section: Development Of Memory Systemsmentioning

confidence: 99%

“…Retention of SL is still fragile at 6.5 months of age [33]. Given findings in the literature showing a critical role for sleep in retention of learning in infancy [34][35][36][37][38], my students and I introduced a sleep manipulation after familiarizing infants to a continuous stream of four bisyllabic words strung together in random order.…”

Section: Retention Of Statistical Learningmentioning

confidence: 99%

Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective

Gómez

2017

Phil. Trans. R. Soc. B

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One contribution of 13 to a theme issue 'New frontiers for statistical learning in the cognitive sciences'. Statistical structure abounds in language. Human infants show a striking capacity for using statistical learning (SL) to extract regularities in their linguistic environments, a process thought to bootstrap their knowledge of language. Critically, studies of SL test infants in the minutes immediately following familiarization, but long-term retention unfolds over hours and days, with almost no work investigating retention of SL. This creates a critical gap in the literature given that we know little about how single or multiple SL experiences translate into permanent knowledge. Furthermore, different memory systems with vastly different encoding and retention profiles emerge at different points in development, with the underlying memory system dictating the fidelity of the memory trace hours later. I describe the scant literature on retention of SL, the learning and retention properties of memory systems as they apply to SL, and the development of these memory systems. I propose that different memory systems support retention of SL in infant and adult learners, suggesting an explanation for the slow pace of natural language acquisition in infancy. I discuss the implications of developing memory systems for SL and suggest that we exercise caution in extrapolating from adult to infant properties of SL.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'.

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“…Notably, sleep has been found to boost learning of novel experimental words in childhood (see Axelsson et al, 2016 for an overview) and even in babies as young as 6 months (Simon et al, 2016). Sleep patterns also associate with school achievement (Gruber et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Sleep behaviour relates to language skills in children with and without communication disorders

Botting

Baraka

2017

International Journal of Developmental Disabilities

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This is the accepted version of the paper.This version of the publication may differ from the final published version. OBJECTIVES: The aims of this study were to: i) compare sleep patterns of children with communication disorders to the sleep patterns of their typical peers, and ii) ascertain whether sleep patterns related to language in this sample. Permanent repository link METHOD:The relationship between sleep and language was investigated via parental questionnaires. There were sixty-five child participants in total aged between 3-18 years.Parents reported on 28 children with a developmental communication disorder (CD; ASD n=8 or DLD n=20) and 37 who were typical developing.RESULTS: The children with a developmental communication disorder showed more sleep problems than their typical peers particularly in terms of getting to sleep and early waking. Furthermore, significant correlations were found between sleep behaviour and language for children in both groups.CONCLUSION: Children with CD may have poorer sleep patterns than their typical peers which could compound developmental language difficulties.

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Sleep confers a benefit for retention of statistical language learning in 6.5 month old infants

Cited by 47 publications

References 78 publications

Memory in 3‐month‐old infants benefits from a short nap

Memory in 3‐month‐old infants benefits from a short nap

Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective

Sleep behaviour relates to language skills in children with and without communication disorders

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