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Students Should Put Down Books and Sleep Before Test
more research on sleep, learning and memory:
Research shows students should sleep before taking tests
By Heather Guenther (http://www.statenews.com/index.php/article/2009/09/research_shows_s...)
Riley McCullagh’s study strategy is the academic equivalent of a 100-yard dash.
The political theory and constitutional democracy senior races against time as he tries to memorize as much exam-related material as he can prior to his test.
“Usually, I try to study right up until the test because it might trigger some memory that makes me remember, ‘Oh yeah, I just read that,’” McCullagh said.
Although McCullagh’s method is effective, a study led by an MSU psychology professor on the correlation between sleep and false memories shows students such as McCullagh could benefit more from putting down the books and falling asleep.
Kimberly Fenn, an assistant professor of psychology at MSU and one of the study’s five co-authors, said the team’s research shows individuals who sleep after studying will have fewer problems with false memories, or the belief a person experienced something when it didn’t actually occur, than those who don’t sleep.
The other four co-authors of the study, “Reduced False Memory After Sleep,” include David Gallo, Daniel Margoliash and Howard Nusbaum of the University of Chicago and Henry Roediger III of Washington University in St. Louis. The study was published on the journal Learning and Memory’s Web site on Aug. 25.
“Students take long multiple choice exams and the questions are written so that they’re a little tricky,” Fenn said.
“This work suggests that you may be better at being able to really tease apart those close foils after sleep than after a period of wakefulness.”
Fenn began the study as a post-doctoral research associate at the University of Chicago before she joined MSU’s Department of Psychology in 2008.
In each of three separate experiments, one group of participants either heard or saw a list of words at 10 p.m. before they left the location to go to sleep. Twelve hours later, the group returned to answer questions about the words they remembered appearing on the list.
A second group reviewed the words at 10 a.m. and returned at 10 p.m. for a test. Fenn said the group who slept prior to a testing chose fewer incorrect words than their counterparts.
“There was no difference in the number of correct items selected, but they showed significant lower false memories,” Fenn said.
Researchers remain unsure how sleep reduces an individual’s false memories, Fenn said.
Roediger, who helped design the study, said the study’s importance lies in its ability to further research in the field.
“The importance of the study is that they just helped to add to the number of studies that have shown sleep has beneficial affects on learning and memory,” Roediger said.
Research shows students should sleep before taking tests
By Heather Guenther (http://www.statenews.com/index.php/article/2009/09/research_shows_s...)
Riley McCullagh’s study strategy is the academic equivalent of a 100-yard dash.
The political theory and constitutional democracy senior races against time as he tries to memorize as much exam-related material as he can prior to his test.
“Usually, I try to study right up until the test because it might trigger some memory that makes me remember, ‘Oh yeah, I just read that,’” McCullagh said.
Although McCullagh’s method is effective, a study led by an MSU psychology professor on the correlation between sleep and false memories shows students such as McCullagh could benefit more from putting down the books and falling asleep.
Kimberly Fenn, an assistant professor of psychology at MSU and one of the study’s five co-authors, said the team’s research shows individuals who sleep after studying will have fewer problems with false memories, or the belief a person experienced something when it didn’t actually occur, than those who don’t sleep.
The other four co-authors of the study, “Reduced False Memory After Sleep,” include David Gallo, Daniel Margoliash and Howard Nusbaum of the University of Chicago and Henry Roediger III of Washington University in St. Louis. The study was published on the journal Learning and Memory’s Web site on Aug. 25.
“Students take long multiple choice exams and the questions are written so that they’re a little tricky,” Fenn said.
“This work suggests that you may be better at being able to really tease apart those close foils after sleep than after a period of wakefulness.”
Fenn began the study as a post-doctoral research associate at the University of Chicago before she joined MSU’s Department of Psychology in 2008.
In each of three separate experiments, one group of participants either heard or saw a list of words at 10 p.m. before they left the location to go to sleep. Twelve hours later, the group returned to answer questions about the words they remembered appearing on the list.
A second group reviewed the words at 10 a.m. and returned at 10 p.m. for a test. Fenn said the group who slept prior to a testing chose fewer incorrect words than their counterparts.
“There was no difference in the number of correct items selected, but they showed significant lower false memories,” Fenn said.
Researchers remain unsure how sleep reduces an individual’s false memories, Fenn said.
Roediger, who helped design the study, said the study’s importance lies in its ability to further research in the field.
“The importance of the study is that they just helped to add to the number of studies that have shown sleep has beneficial affects on learning and memory,” Roediger said.
Views: 30
Replies to This Discussion
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Permalink Reply by RockRpsgt on
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http://www.ncbi.nlm.nih.gov/pubmed/19742409?ordinalpos=4&itool=...
Sleep deprivation is associated with considerable social, financial, and health-related costs, in large measure because it produces impaired cognitive performance due to increasing sleep propensity and instability of waking neurobehavioral functions. Cognitive functions particularly affected by sleep loss include psychomotor and cognitive speed, vigilant and executive attention, working memory, and higher cognitive abilities. Chronic sleep-restriction experiments--which model the kind of sleep loss experienced by many individuals with sleep fragmentation and premature sleep curtailment due to disorders and lifestyle--demonstrate that cognitive deficits accumulate to severe levels over time without full awareness by the affected individual. Functional neuroimaging has revealed that frequent and progressively longer cognitive lapses, which are a hallmark of sleep deprivation, involve distributed changes in brain regions including frontal and parietal control areas, secondary sensory processing areas, and thalamic areas. There are robust differences among individuals in the degree of their cognitive vulnerability to sleep loss that may involve differences in prefrontal and parietal cortices, and that may have a basis in genes regulating sleep homeostasis and circadian rhythms. Thus, cognitive deficits believed to be a function of the severity of clinical sleep disturbance may be a product of genetic alleles associated with differential cognitive vulnerability to sleep loss. Thieme Medical Publishers.
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http://www.ncbi.nlm.nih.gov/pubmed/19715262?ordinalpos=15&itool...
Sleep plays an important role in workers' lives, allowing them to relax, restore, and revitalize their bodies, minds, and emotions every 24 hours. Sleep repairs the physical body to improve and maintain general health, consolidate learning and memory, and recharge the psychological batteries to maintain emotional balance and well-being. Quality sleep is as important as nutrition or exercise in maintaining overall health. A nutritious diet provides vitamins and minerals to maintain body functions and generate adequate energy to perform daily tasks. Regular exercise keeps muscles toned, improves cardiovascular activity, and reduces stress. However, neither diet nor exercise replaces the need for sleep. With prolonged inadequate sleep, humans do not function well. They become accident prone, are less productive, and experience increased fatigue and health problems. This article discusses the importance of sleep, sleep events, health risks associated with inadequate sleep, and health care professionals' role in protecting employees and companies. Copyright 2009, SLACK Incorporated.
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Sleep and Memory: Can Learning Be Enhanced?
DR. WALTER is the author of “REM Illumination, Memory Consolidation” (Grove City, Ohio: Lotus Magnus LLC, 2007), and is a neurologist and codirector of a sleep diagnostic practice in Grove City, Ohio.
The history of sleep and memory research began with Ebbinghaus in 1885. Research remained dormant for some time, but by the late 1980s, studies involving trampolining (Percept. Mot. Skills 1988;6:635-45), intensive study of a foreign language (Int. J. Psychophysiol. 1989;8:43-7), and learning Morse code (Physiol. Behav. 1989;46:639-42) all demonstrated increases in REM sleep after successful learning.
The modification or pruning of memories may also occur during REM sleep (Nature 1983;304:111-4). Poe has demonstrated that neural firing during the peak volume of hippocampal neurons induces long-term potentiation, and, while on the trough, long-term depression (Phys. Rev. E Stat. Nonlin. Soft Matter Phys. 2007;75:011912). This provides a clue as to how episodic memories may slowly be transformed into semantic memory. It seems that through time, the less important aspects of a memory are pruned while the core of what we really need to know is consolidated.
In addition, other sleep stages are important in memory. In motor procedural tasks, an increase in the total number of stage II sleep spindles, especially those in the last quarter of the night, may be seen for the groups that do well on posttraining retesting (Neuron 2002;35:205-11).
The 1-2 Hz, large amplitude, predominantly frontal lobe synchronous firing during slow wave sleep (SWS) is also involved (J. Neurosci. 1999;19:9497-507), and there is a link in the timing of these slow waves and the firing patterns of cells in the hippocampus (J. Neurophysiol. 2006;96:62-70).
The body of research as a whole is pointing toward the conclusion that REM sleep, the sleep spindles of stage II sleep, and SWS are all important in memory, for different but complimentary reasons.
Is there a way to enhance the learning process to improve upon our ability to learn? Learning may be enhanced when auditory clicks are presented first while learning and then later during bursts of rapid eye movements in REM sleep (Psychiatr. J. Univ. Ott. 1990;15:85-90). Neuronal excitation may occur when auditory clicks are presented during the sleep spindles of stage II sleep during the ascent from SWS to REM sleep (Sleep Res. 1977;6:24). Born has demonstrated that transcranial electrical stimulation provided to the frontal lobes during SWS seems to enhance learning (J. Neurosci. 2004;24:9985-92), and that the olfactory scent of a rose provided during learning and then again during SWS enhanced learning as retested the following day (Science 2007;315:1426-9).
Theoretically, a device could be devised to provide a stimulus during conscious learning, and then again during the occurrence of specific neurophysiologic waveforms of sleep.
For instance, repetitive transcranial magnetic stimulation (rTMS) could be provided over the precentral gyrus of the left hemisphere during wakefulness while the subject performs a task involving dexterity of the right hand. During sleep, rTMS stimulation could again be provided during the slow waves of SWS, during the sleep spindles of stage II sleep (especially for the memory processing of motor procedural tasks), or during the sawtooth waves of REM sleep that typically occur just prior to the phasic bursts of rapid eye movements. Poe's research may indicate that the timing of stimulation on the peak versus the trough of REM sleep EEG waveforms in the theta frequency (presumably sawtooth waves) may make the difference between consolidation and pruning.
As TMS may be expensive, potentially epileptogenic, and of limited availability, other tools may potentially be used to enhance memory consolidation. Short auditory snippets that are similar to cell phone ring tones, or short clips of well known songs—each unique and each lasting several seconds in duration—could be played during the learning of a specific task, fact, or relationship that is to be remembered by the subject, and then played again during the EEG waveforms of sleep, as outlined for rTMS.
It is also conceivable that visual or somatosensory information could be provided during conscious learning and later during sleep in a similar fashion as that described for auditory snippets.
Is the enhancement of the normal learning process really possible? Only time will tell. It isn't clear if we will all soon be wearing electrode grids or hearing auditory snippets while we learn and while we sleep so that we can all learn at a superhuman rate. In the meantime, watching how the research pans out will surely be interesting.
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Permalink Reply by sleepycarol on
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Hummmm!! So all those nights cramming probably didn't help.
Oh well, it is too late now but I do think a good nights sleep before major tests are very important and wish more parents would enforce earlier bedtimes for kids. It is amazing, even at the grade school level, parents letting their kids stay up late playing video games or watching the boob tube.
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http://www.ncbi.nlm.nih.gov/pubmed/19490510?ordinalpos=9&itool=...
CONCLUSION: Internet addiction is strongly associated with EDS in adolescents. Clinicians should consider examining Internet addiction in adolescent cases of EDS.sleepycarol said:Hummmm!! So all those nights cramming probably didn't help.
Oh well, it is too late now but I do think a good nights sleep before major tests are very important and wish more parents would enforce earlier bedtimes for kids. It is amazing, even at the grade school level, parents letting their kids stay up late playing video games or watching the boob tube.
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