The influence of time between learning and sleep on memory consolidation in adolescents

学习与睡眠间隔时间对青少年记忆巩固的影响

• 批准号: 113663269
• 负责人: Professor Dr. Ulrich Voderholzer
• 金额: --
• 依托单位: Klinik für Psychiatrie und Psychotherapie (Campus Innenstadt)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2009
• 资助国家: 德国
• 起止时间: 2008-12-31 至 2011-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/113663269?language=en
• 关键词: influence; time; between; learning; sleep

Despite the increasing insights into the significant impact of sleep on memory consolidation it is still unclear whether memory consolidation in adolescents is modulated by the length of the time interval between the acquisition of new knowledge or skills and sleep. The proposed research project will test the hypothesis that sleep directly after learning significantly facilitates procedural and declarative memory consolidation compared to sleep after an interim waking period with limited sensory input between learning and bedtime.This is a randomised, comparison study in a parallel group design. 52 healthy post-pubertal adolescents (16-17 years, 26 females, 26 males, matched for age and gender, and stratified for IQ, motivation and morningness/ eveningness types) will be allocated to two conditions with polysomnographic monitoring: group 1 (n = 26) will complete a test battery with verbal and visual declarative tasks and a procedural skill in the afternoon, spend the remaining afternoon with standardised, supervised activities, watch a movie afterwards and go to bed; group 2 (n = 26) will watch the movie in the afternoon and complete the same test battery in the evening, immediately before going to sleep. Both groups will be retested on the following morning.Results from this research project are expected to increase our knowledge on the impact of sleep on memory formation in adolescents with the ultimate goal being a translation of this informa-tion into learning strategies for adolescents.

尽管人们越来越多地认识到睡眠对记忆巩固的显着影响，但仍不清楚青少年的记忆巩固是否受到获取新知识或技能与睡眠之间的时间间隔长度的调节。拟议的研究项目将测试这样的假设：与学习和就寝时间之间感觉输入有限的临时清醒期后的睡眠相比，学习后直接睡眠显着促进程序性和陈述性记忆巩固。这是一项平行组设计中的随机比较研究。 52 名健康的青春期后青少年（16-17 岁，26 名女性，26 名男性，年龄和性别相匹配，并根据智商、动机和早/晚类型进行分层）将被分配到两种多导睡眠监测条件下：第 1 组（n = 26) 将在下午完成包含口头和视觉陈述性任务以及程序技能的测试电池，用剩下的下午进行标准化、受监督的活动，然后观看电影， 睡觉;第 2 组（n = 26）将在下午观看电影，并在晚上临睡前完成相同的电池测试。两组都将在第二天早上重新测试。该研究项目的结果预计将增加我们对睡眠对青少年记忆形成影响的了解，最终目标是将这些信息转化为青少年的学习策略。