Enhancing Human Performance Background Papers, Learning During Sleep (1988) / Chapter Skim
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SLEEP LEARNING: METHODOLOGY AND PHENOMENOLOGY
SLEEP LEARNING: METHODOLOGY AND PHENOMENOLOGY
Pages 4-34
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SLEEP FACTORS EEG Activation During and Following Item Presentation The research of Simon and Emmons revealed that alpha activity during the presentation of a target item was a necessary condition for the later recollection of that item. Evidence also exists which suggests a strong association between memory performance and the both the level and duration of EEG wakefulness or activation patterns that follow item input.
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. These data clearly demonstrate that post-sleep recollection of sentences presented during slow wave sleep was related to the duration of EEG activation that occurred after presentation.
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sleep -- a stage characterized by a fairly active EEG -- but without sleep interruption, dream recall decreases with increased time spent in slow wave sleep after the end of the REM period (Dement & Kleitman 1957) ; and a number presented during deep sleep that is not followed by appreciable EEG activation can be recalled if the subject is intentionally and rapidly awakened before the short term trace of the digit ceases to exist (Oltman et al.
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, but are timed to correspond with sleep onset, initial sleep, and early use the print version of this publication as the authoritative version for attribution.
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has argued, these differences probably account for why Western researchers frequently fail to find evidence of sleep learning, while Eastern investigators often succeed. Sleep Specific Memory In 1910, Morton Prince conjectured that the reason many people have difficulty remembering their dreams is not that they do not want to remember -- as Freud (1900/1953)
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That the absence of waking memory reflected amnesia rather than forgetting is implied by the observation that, of the 11 subjects who had responded to use the print version of this publication as the authoritative version for attribution.
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After an interval of approximately five months, seven subjects were retested on a third sleep night. None of these subjects remembered the events of either earlier evening, and five of the seven had responded on both prior nights to the cue words of the initial night.
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Please SLEEP LEARNING: METHODOLOGY AND PHENOMENOLOGY 11 There is one other aspect of the relationship between state specificity and sleep learning that deserves attention, and it concerns the asymmetric form in which dissociative or state specific effects frequently appear. In several studies involving alcohol or other depressant drugs (e.g., Goodwin et al.
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use the print version of this publication as the authoritative version for attribution.
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that the extent use the print version of this publication as the authoritative version for attribution.
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With respect to the spacing of item presentations, an early experiment by use the print version of this publication as the authoritative version for attribution.
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. The conflicting results revealed by several studies involving nonsense syllables, common words, simple sentences, and even Chinese-English paired associates prompted Simon and Emmons (1955)
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The following morning, the subjects were tested for free recall and recognition of the 9complete set of 20 picture names. use the print version of this publication as the authoritative version for attribution.
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use the print version of this publication as the authoritative version for attribution.
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As noted earlier, Koukkou and Lehmann (1968; also see Lehmann & Koukkou 1974) found that items whose presentation during slow wave sleep was followed by an intermediate duaration and level of EEG activation could subsequently be recognized, though not spontaneously recalled.
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Please SLEEP LEARNING: METHODOLOGY AND PHENOMENOLOGY 19 Why events experienced during sleep should be more readily recognized than recalled remains to be determined. It is of some interest to note, however, that basic memory research involving more conventional materials suggests that how readily information is comprehended and organized may matter more for recall than for recognition (see Kintsch 1970)
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In the first phase of the study, use the print version of this publication as the authoritative version for attribution.
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, but spelled more of these items in line with their less common, experimentally biased use the print version of this publication as the authoritative version for attribution.
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In particular, whereas recognition of an old word requires the recognizer to be aware of its prior presentation, an influence of memory on the spelling of a word does not necessarily demand deliberate remembering (see Eich 1984; Jacoby 1982)
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The answer to this question might be of interest from an applied as well as a theoretical perspective. use the print version of this publication as the authoritative version for attribution.
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use the print version of this publication as the authoritative version for attribution.
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, and (c) both mentation and physiological processes during sleep are influenced by use the print version of this publication as the authoritative version for attribution.
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, sleep-learning researchers would be well advised to select as their subjects people who are particularly proficient at learning in the waking state, since the effects of presenting material during sleep may be so subtle that its benefits will be evident only in highly intelligent individuals. In consideration of Simon and Emmon's conjecture, use the print version of this publication as the authoritative version for attribution.
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For purely statistical reasons, one would expect to use the print version of this publication as the authoritative version for attribution.
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use the print version of this publication as the authoritative version for attribution.
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, or the duration of the use the print version of this publication as the authoritative version for attribution.
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Among the 12 subjects in the second group who had been "prepared" with a suggested set to learn while asleep, the percentage of idea units contained in the text that were recalled averaged 64%, and ranged from 47% to 87%; there was no appreciable difference in the performance use the print version of this publication as the authoritative version for attribution.
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Nine of the subjects in Evans' experiment were people of varying levels of hypnotic susceptibility, all of whom could respond, while remaining asleep, to suggestions for specific motor actions (e.g., "Whenever I say the word ‘pillow,' your pillow will use the print version of this publication as the authoritative version for attribution.
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Further, the subjects were informed about successful Soviet demonstrations of sleep learning, and so the subjects were motivated both by their own special qualifications and by the competitive aim to duplicate the Russian results. In addition to these nine subjects, several others were included who did not receive the suggested set.
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indicates that high hypnotizables are able to process use the print version of this publication as the authoritative version for attribution.
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use the print version of this publication as the authoritative version for attribution.
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