Learning performance is linked to procedural memory consolidation across both sleep and wakefulness

Rångtell, Frida H.; Karamchedu, Swathy; Andersson, Peter; Egmond, Lieve van; Hultgren, Tyra; Broman, Jan‐Erik; Cedernaes, Jonathan

doi:10.1038/s41598-017-09263-5

Cited by 11 publications

(8 citation statements)

References 34 publications

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“…With regard to sleep microstructure, sleep spindle frequency ranges, as well as slow‐wave activity (0.1–3.5 Hz), have been associated with both declarative and procedural memory improvements (Fogel et al., 2007; Holz et al., 2012). However, other studies did not find a clear association between performance improvements and related sleep stages or EEG power in declarative (Gais et al., 2002) or procedural memory (Rångtell et al., 2017). Sleep spindle density has been proposed to be involved in declarative (e.g., Gais et al., 2002) and in procedural (e.g., Barakat et al., 2011) memory consolidation.…”

Section: Discussionmentioning

confidence: 91%

Effects of 2.45 GHz Wi‐Fi exposure on sleep‐dependent memory consolidation

Bueno-Lopez

Eggert

Dorn

et al. 2020

Journal of Sleep Research

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Studies have reported that exposure to radiofrequency electromagnetic fields (RF‐EMF) emitted by mobile telephony might affect specific sleep features. Possible effects of RF‐EMF emitted by Wi‐Fi networks on sleep‐dependent memory consolidation processes have not been investigated so far. The present study explored the impact of an all‐night Wi‐Fi (2.45 GHz) exposure on sleep‐dependent memory consolidation and its associated physiological correlates. Thirty young males (mean ± standard deviation [SD]: 24.1 ± 2.9 years) participated in this double‐blind, randomized, sham‐controlled crossover study. Participants spent five nights in the laboratory. The first night was an adaptation/screening night. The second and fourth nights were baseline nights, each followed consecutively by an experimental night with either Wi‐Fi (maximum: psSAR10g = <25 mW/kg; 6 min average: <6.4 mW/kg) or sham exposure. Declarative, emotional and procedural memory performances were measured using a word pair, a sequential finger tapping and a face recognition task, respectively. Furthermore, learning‐associated brain activity parameters (power spectra for slow oscillations and in the spindle frequency range) were analysed. Although emotional and procedural memory were not affected by RF‐EMF exposure, overnight improvement in the declarative task was significantly better in the Wi‐Fi condition. However, none of the post‐learning sleep‐specific parameters was affected by exposure. Thus, the significant effect of Wi‐Fi exposure on declarative memory observed at the behavioural level was not supported by results at the physiological level. Due to these inconsistencies, this result could also be a random finding.

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Section: Discussionmentioning

confidence: 91%

Effects of 2.45 GHz Wi‐Fi exposure on sleep‐dependent memory consolidation

Bueno-Lopez

Eggert

Dorn

et al. 2020

Journal of Sleep Research

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“…The quality of sleep plays an important role in the consolidation of motor skills [33]. Sleep disturbances occur more frequently in PwMS than in the general population [34].…”

Section: Discussionmentioning

confidence: 99%

“…of MS-related pathology with an impairment of neural networks required for step(2), limiting the offline consolidation process. While the specific mechanisms underlying visuomotor adaptation are still largely unknown, the process is likely to involve an error-based learning phase, in which a new mapping between the direction of the hand trajectory and the target is created (online learning), and a savings phase, where a newly acquired model becomes increasingly resistant to competing interference[10].The quality of sleep plays an important role in the consolidation of motor skills[33]. Sleep disturbances occur more frequently in PwMS than in the general population[34].Poor sleep may contribute to fatigue, which was found to a greater extent in PwMS than controls.…”

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confidence: 99%

Impaired consolidation of visuomotor adaptation in patients with multiple sclerosis

Nguemeni

Nakchbandi

Homola

et al. 2020

Euro J of Neurology

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Background Apart from inflammation and neurodegeneration, the individual clinical course of multiple sclerosis (MS) might be determined by differential adaptive capacities of the central nervous system. It has been postulated that the retention of adaptive training effects may be impaired in persons with MS (PwMS). Objective To investigate motor adaptation and consolidation capacities of people with MS in a visual motor adaptation task (VAT). Methods A total of 23 PwMS (Expanded Disability Status Scale (EDSS) score < 6) and 20 matched healthy controls were recruited. All participants completed three sessions of a VAT where a clockwise rotation angle of 30° was introduced as perturbation during the active learning part of the paradigm. The training session (T0) was repeated after 24 h (T1) and 72 h (T2). Directional errors and parameters of adaptation and retention were evaluated. Results PwMS showed similar adaptation and online learning abilities as controls. However, the retention ratio was significantly lower in patients compared to controls at T1 (p = 0.036) and T2 (p = 0.039). There was no significant correlation between the overall adaptation or retention ratio and the EDSS score, respectively. Conclusion Our findings indicate intact adaptation, but limited consolidation, in patients with mild‐to‐moderate MS. Future studies are needed to define the neurobiological substrates of this plasticity and the extent to which it can influence clinical outcomes.

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“…Consolidation is the process by which initially weak memories become strengthened and /or resistant to interference (Born, 2010). The process is also reported to take place within hours to days (that is, slow learning) (Doyon, Owen, Petrides, Sziklas, & Evans, 1996;Rångtell et al, 2017;Walker, 2003).…”

Section: Procedural Learning: Later Phasementioning

confidence: 99%

Initial and Later Procedural Learning Rates of Implicit Sequences in Good and Poor Readers of English

Sengottuvel¹

2018

Preprint

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Children with developmental disorders of reading are argued to have procedural learning deficits, such as incompetency to learn sequences. However, the evidence is weak. Learning in procedural system undergoes at least two well-known phases, initial acquisition and later offline consolidation. And, offline sequence learning is less studied in children with reading difficulties. In the present study, we present data on initial and later learning rates of implicit sequences in a group of children with (n=22) and without (n=22) reading difficulties in English whose native language is Kannada, a structurally distinct language to English. Our population is unique and were never studied on their procedural learning. They are unique in the sense that they receive extensive literacy exposure in English (which is their L2) from very early age, however, their oral fluency in L2 and text exposure in L1 are limited. We ran an implicit serial reaction time task to test their learning rates of 10- item visuo-spatial sequences on both initial and later sessions (> 24 & < 48 hours). Findings showed that poor readers showed slower learning rates only on later learning phase, where as their learning rate on initial learning phase was comparable to good readers. Further, learning slopes did not predict literacy scores in either of the groups. The importance of examining the learning processes holistically in children with reading difficulties and the findings’ potential contribution to informing the theories arguing procedural learning deficits are discussed.

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Learning performance is linked to procedural memory consolidation across both sleep and wakefulness

Cited by 11 publications

References 34 publications

Effects of 2.45 GHz Wi‐Fi exposure on sleep‐dependent memory consolidation

Effects of 2.45 GHz Wi‐Fi exposure on sleep‐dependent memory consolidation

Impaired consolidation of visuomotor adaptation in patients with multiple sclerosis

Initial and Later Procedural Learning Rates of Implicit Sequences in Good and Poor Readers of English

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