Re-examining sleep׳s effect on motor skills: How to access performance on the finger tapping task?

Pereira, Sofia Isabel Ribeiro; Beijamini, Felipe; Vincenzi, Roberta Almeida; Louzada, Fernando Mazzilli

doi:10.1016/j.slsci.2015.01.001

Cited by 10 publications

(5 citation statements)

References 17 publications

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“…Specifically, time in sleep stage 2 has been implicated as important for procedural memory processing during sleep 3 , 21 . However, in line with our findings, some studies have not shown correlations between sleep stages and performance gain in procedural skills 17 , 22 . The question is how sleep compared with wakefulness may improve the consolidation of newly acquired procedural memories.…”

Section: Discussionsupporting

confidence: 90%

“…Performance gains in finger-tapping skill are usually estimated by dividing averaged scores across the three retesting trials by averaged scores from the final three learning trials. However, it must be noted that averaging scores from the final three learning trials (out of 12 learning trials) may mask a participant’s actual learning performance 17 . With this concern in mind, in the present study, averaged scores from the best three trials during the training period were used as additional measure of learning performance.…”

Section: Resultsmentioning

confidence: 99%

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

Rångtell

Karamchedu

Andersson

et al. 2017

Sci Rep

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We investigated whether learning performance in a procedural finger tapping task before nocturnal sleep would predict performance gains after sleep in 60 young adults. Gains were defined as change in correctly tapped digit sequences between learning (12 trials administered in the evening) and retesting (3 trials administered in the morning after sleep). The same task was also administered to a separate wake group (N = 54 young adults), which learned in the morning and was retested in the evening. Learning performance was determined by either using the average performance on the last three learning trials or the average performance on the best three learning trials. Our results demonstrated an inverse association between learning performance and gains in procedural skill, i.e., good learners exhibited smaller performance gains across both wakefulness and sleep than poor learners. Regardless of learning performance, gains in finger tapping skills were greater after sleep than daytime wakefulness. Importantly, some of our findings were influenced by how learning performance was estimated. Collectively, these results suggest that learning performance and the method through which it is estimated may influence performance gains in finger tapping skills across both sleep and wakefulness.

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Section: Discussionsupporting

confidence: 90%

Section: Resultsmentioning

confidence: 99%

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

Rångtell

Karamchedu

Andersson

et al. 2017

Sci Rep

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“…Other studies have shown that sleep can affect other cognitive functions in this way. For example, the performance of adults using motor memory tasks has worsened over a daytime period compared to a night time period ( Rickard et al, 2008 ; Ribeiro Pereira et al, 2015 ; Nettersheim et al, 2015 ). Our findings suggest that we can extend this finding to target detection processes in children.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Sleep on Emotional Target Detection Performance: A Novel iPad-Based Pediatric Game

Colonna

Smith

et al. 2018

Front. Psychol.

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Background: Consolidation of learning occurs during sleep but when it is disturbed there may be an adverse impact upon these functions. While research has focused upon how sleep affects cognition in adulthood, the effects of disrupted sleep are likely to impact more heavily on learning among children and adolescents. We aimed to investigate whether a night’s sleep impacts upon executive function compared with an equivalent wakefulness period. We also wanted to know whether restricting sleep would reduce these effects on performance. To investigate this issue in children, we adapted existing research methods to make them more suitable for this population.Methods: Using a cross-over trial design, 22 children aged 7–14 completed an updated but previously validated, continuous performance task (CPT) designed to be appealing to children, containing emotional and neutral targets and presented on an iPad. We measured omission and commission errors, mean and variability of reaction times (RTs) immediately and after a delay spent in the following three ways: 11-h intervals of unrestricted and restricted sleep in the style of a ‘sleepover’ and daytime wakefulness. We examined differences in immediate and delayed testing for each dependent variable. Both sleep nights were spent in a specialist sleep lab where polysomnography data were recorded.Results: While there were no significant main effects of sleep condition, as expected we observed significantly faster and more accurate performance in delayed compared with immediate testing across all conditions for omission errors, RT and variability of RT. Importantly, we saw a significant interaction for commission errors to emotional targets (p = 0.034): while they were comparable across all conditions during immediate testing, for delayed testing there were significantly more errors after wakefulness compared with unrestricted sleep (p = 0.019) and at a trend level for restricted sleep (p = 0.063). Performance improvement after restricted sleep was inversely correlated with sleep opportunity time (p = 0.03), total sleep time (p = 0.01) and total non-REM time (p = 0.005).Conclusion: This tool, designed to be simple to use and appealing to children, revealed a preserving effect of typical and disrupted sleep periods on performance during an emotionally themed target detection task compared with an equivalent wakefulness period.

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“…We subsequently quantified the magnitude of skill acquisition by computing the difference in PI from the means of the first two blocks to the mean of the best two consecutive blocks (referred to as Gains Within Training, GWT). Computing learning based on the best performance within the acquisition session, as opposed to simply performance reached at the end of the session, decreased the potential influence of nonlearning related factors such as attention or boredom that are likely to appear at the end of training (Ribeiro Pereira, Beijamini, Vincenzi, & Louzada, 2015). We elected to use the two best consecutive blocks to increase the stability of this assessment of peak performance, reflecting a performance plateau that is typically achieved during motor learning paradigms.…”

Section: Methodsmentioning

confidence: 99%

Sleep quality influences subsequent motor skill acquisition.

Appleman¹,

Albouy

Doyon

et al. 2016

Behavioral Neuroscience

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While the influence of sleep on motor memory consolidation has been extensively investigated, its relation to initial skill acquisition is less well understood. The purpose of the present study was to investigate the influence of sleep quality and quantity on subsequent motor skill acquisition in young adults without sleep disorders. Fifty-five healthy adults (mean age = 23.8 years; 34 women) wore actigraph wristbands for 4 nights, which provided data on sleep patterns before the experiment, and then returned to the laboratory to engage in a motor sequence learning task (explicit 5-item finger sequence tapping task). Indicators of sleep quality and quantity were then regressed on a measure of motor skill acquisition (Gains Within Training, GWT). Wake After Sleep Onset (WASO; i.e., the total amount of time the participants spent awake after falling asleep) was significantly and negatively related to GWT. This effect was not because of general arousal level, which was measured immediately before the motor task. Conversely, there was no relationship between GWT and sleep duration or self-reported sleep quality. These results indicate that sleep quality, as assessed by WASO and objectively measured with actigraphy before the motor task, significantly impacts motor skill acquisition in young healthy adults without sleep disorders. (PsycINFO Database Record

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Re-examining sleep׳s effect on motor skills: How to access performance on the finger tapping task?

Cited by 10 publications

References 17 publications

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

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

The Effects of Sleep on Emotional Target Detection Performance: A Novel iPad-Based Pediatric Game

Sleep quality influences subsequent motor skill acquisition.

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