The current global threat brought on by the Covid-19 pandemic has led to widespread social isolation, posing new challenges in dealing with metal suffering related to social distancing, and in quickly learning new social habits intended to prevent contagion. Neuroscience and psychology agree that dreaming helps people to cope with negative emotions and to learn from experience, but can dreaming effectively reveal mental suffering and changes in social behavior? To address this question, we applied natural language processing tools to study 239 dream reports by 67 individuals, made either before the Covid-19 outbreak or during the months of March and April, 2020, when lockdown was imposed in Brazil following the WHO’s declaration of the pandemic. Pandemic dreams showed a higher proportion of anger and sadness words, and higher average semantic similarities to the terms “contamination” and “cleanness”. These features seem to be associated with mental suffering linked to social isolation, as they explained 40% of the variance in the PANSS negative subscale related to socialization (p = 0.0088). These results corroborate the hypothesis that pandemic dreams reflect mental suffering, fear of contagion, and important changes in daily habits that directly impact socialization.

To explore the relationship between memory and early school performance, we used graph theory to investigate memory reports from 76 children aged 6–8 years. The reports comprised autobiographical memories of events days to years past, and memories of novel images reported immediately after encoding. We also measured intelligence quotient (IQ) and theory of mind (ToM). Reading and Mathematics were assessed before classes began (December 2013), around the time of report collection (June 2014), and at the end of the academic year (December 2014). IQ and ToM correlated positively with word diversity and word‐to‐word connectivity, and negatively with word recurrence. Connectivity correlated positively with Reading in June 2014 as well as December 2014, even after adjusting for IQ and ToM. To our knowledge, this is the first study demonstrating a link between the structure of children's memories and their cognitive or academic performance.

Recent findings show that children from low-socioeconomic status (SES) tend to have reduced performance on several tasks involving working memory, attention and executive control.  In addition, researchers argue for the effectiveness of training of these same cognitive skills as a way to ameliorate children’s EF skills as well as scholastic outcomes. To investigate possible training effects and to study the impact of SES on scholastic achievement in Brazilian children, we trained 61 children for 5-7 weeks and compared their performance with that of 60 age-matched peers on measures of executive functions and reading. Our results demonstrate a general effect of SES for the dependent variables. Furthermore, our findings demonstrate a positive near transfer effect on a working memory and a selective attention test and a far transfer effect on the words and pseudowords reading measure.

Highlights d Targeted training prevents mirror confusion for letters (b = d) in first graders d Sleep boosts the magnitude, automaticity, and duration of this learning d Training followed by sleep doubles reading fluency in first graders

Sleep helps the consolidation of declarative memories in the laboratory, but the pro-mnemonic effect of daytime naps in schools is yet to be fully characterized. While a few studies indicate that sleep can indeed benefit school learning, it remains unclear how best to use it. Here we set out to evaluate the influence of daytime naps on the duration of declarative memories learned in school by students of 10–15 years old. A total of 584 students from 6th grade were investigated. Students within a regular classroom were exposed to a 15-min lecture on new declarative contents, absent from the standard curriculum for this age group. The students were then randomly sorted into nap and non-nap groups. Students in the nap group were conducted to a quiet room with mats, received sleep masks and were invited to sleep. At the same time, students in the non-nap group attended regular school classes given by their usual teacher (Experiment I), or English classes given by another experimenter (Experiment II). These 2 versions of the study differed in a number of ways. In Experiment I (n = 371), students were pre-tested on lecture-related contents before the lecture, were invited to nap for up to 2 h, and after 1, 2, or 5 days received surprise tests with similar content but different wording and question order. In Experiment II (n = 213), students were invited to nap for up to 50 min (duration of a regular class); surprise tests were applied immediately after the lecture, and repeated after 5, 30, or 110 days. Experiment I showed a significant ~10% gain in test scores for both nap and non-nap groups 1 day after learning, in comparison with pre-test scores. This gain was sustained in the nap group after 2 and 5 days, but in the non-nap group it decayed completely after 5 days. In Experiment II, the nap group showed significantly higher scores than the non-nap group at all times tested, thus precluding specific conclusions. The results suggest that sleep can be used to enhance the duration of memory contents learned in school.