The sequential hypothesis of sleep function. III. The structure of postacquisition sleep in learning and nonlearning rats

Ambrosini, Maria Vittoria; Langella, Marika; Carnevale, U.A. Gironi; Giuditta, Antonio

doi:10.1016/0031-9384(92)90134-n

Cited by 34 publications

(14 citation statements)

References 24 publications

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“…The essential finding was a lengthening of NREM sleep duration among fast learners observed during sleep sequences that transitioned from NREM to REM sleep. In contrast, the non-learners exhibited an increased duration of NREM during sleep sequences that transitioned from NREM to Wakefulness (Ambrosini, Langella, Carnevale, & Giuditta, 1992; Langella, Colarieti, Ambrosini, & Giuditta, 1992). The post-training modifications in NREM sleep among fast learners could not be accounted for by changes in the amount of SD.…”

Section: Learning and Memorymentioning

confidence: 97%

The cognitive cost of sleep lost

McCoy

Strecker

2011

Neurobiology of Learning and Memory

235

160

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A substantial body of literature supports the intuitive notion that a good night’s sleep can facilitate human cognitive performance the next day. Deficits in attention, learning & memory, emotional reactivity, and higher-order cognitive processes, such as executive function and decision making, have all been documented following sleep disruption in humans. Thus, whilst numerous clinical and experimental studies link human sleep disturbance to cognitive deficits, attempts to develop valid and reliable rodent models of these phenomena are fewer, and relatively more recent. This review focuses primarily on the cognitive impairments produced by sleep disruption in rodent models of several human patterns of sleep loss/sleep disturbance. Though not an exclusive list, this review will focus on four specific types of sleep disturbance: total sleep deprivation, experimental sleep fragmentation, selective REM sleep deprivation, and chronic sleep restriction. The use of rodent models can provide greater opportunities to understand the neurobiological changes underlying sleep loss induced cognitive impairments. Thus, this review concludes with a description of recent neurobiological findings concerning the neuroplastic changes and putative brain mechanisms that may underlie the cognitive deficits produced by sleep disturbances.

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Section: Learning and Memorymentioning

confidence: 97%

The cognitive cost of sleep lost

McCoy

Strecker

2011

Neurobiology of Learning and Memory

235

160

View full text Add to dashboard Cite

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“…The general view that memory consolidation occurs optimally through cycles of SWS and REM sleep is supported by studies in rats that show high positive correlations between the number of SWS periods followed by REM sleep and number of avoidances on an active avoidance task (Langela et al, 1992; Ambrosini et al, 1988, 1992, 1993, 1995). Interestingly, the number of SWS periods followed by waking correlated negatively with number of avoidances, suggesting that memories may weaken during SWS if not followed by REM sleep (Langela et al, 1992).…”

Section: Introductionmentioning

confidence: 98%

Vocabulary learning benefits from REM after slow-wave sleep

Batterink

Westerberg

Paller

2017

Neurobiology of Learning and Memory

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Memory reactivation during slow-wave sleep (SWS) influences the consolidation of recently acquired knowledge. This reactivation occurs spontaneously during sleep but can also be triggered by presenting learning-related cues, a technique known as targeted memory reactivation (TMR). Here we examined whether TMR can improve vocabulary learning. Participants learned the meanings of 60 novel words. Auditory cues for half the words were subsequently presented during SWS in an afternoon nap. Memory performance for cued versus uncued words did not differ at the group level but was systematically influenced by REM sleep duration. Participants who obtained relatively greater amounts of REM showed a significant benefit for cued relative to uncued words, whereas participants who obtained little or no REM demonstrated a significant effect in the opposite direction. We propose that REM after SWS may be critical for the consolidation of highly integrative memories, such as new vocabulary. Reactivation during SWS may allow newly encoded memories to be associated with other information, but this association can include disruptive linkages with pre-existing memories. Subsequent REM sleep may then be particularly beneficial for integrating new memories into appropriate pre-existing memory networks. These findings support the general proposition that memory storage benefits optimally from a cyclic succession of SWS and REM.

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“…On the other hand, some support for the first possibility may be discerned in the existence of correlations among variables of S S , notably the duration of S S -W or SS -PS episodes, and the number of avoidances scored in the first training period (Table 3) Indeed, with regard to PS, its participation in memory processing is supported by a large literature (Hennevin and Leconte, 1971;McGrath and Cohen, 1978;Pearlman, 1979;Kitahama et al, 1981;Smith, 1985). With regard to S S , data gathered in the framework of the sequential hypothesis (Giuditta, 1977(Giuditta, , 1985Giuditta et al, 1984) have shown that, in comparison with control rats kept in their home cages, the duration of S S episodes increases markedly in rats submitted to a session of two-way active avoidance training (Ambrosini et al, 1988a. In those experiments, the lengthening of S S -W episodes was prevalent in non-learning rats, while the lengthening of S S -PS episodes was prevalent in learning rats.…”

mentioning

confidence: 94%

The Structure of Sleep is Related to the Learning Ability of Rats

Ambrosini

Mariucci

Colarieti

et al. 1993

Eur J of Neuroscience

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Using electroencephalographic methods, rats learning or not learning a two-way active avoidance task were found to differ significantly in the structure of sleep determined the day before training. The main differences concerned (i) synchronized sleep episodes followed by wakefulness, which were longer and fewer in learning rats; (ii) paradoxical sleep episodes, which were longer in learning rats. Significant correlations were present between the number and/or the average duration of synchronized sleep episodes followed by wakefulness or by paradoxical sleep and the number of avoidances or escapes scored in the training session. Power spectral analysis indicated that the relative output in the 6-7-Hz region was higher in learning rats, notably during short episodes of synchronized sleep followed by paradoxical sleep. As two-way active avoidance training induces comparable modifications in postacquisition sleep (Ambrosini et al., Physiol. Behav., 51, 217-226, 1992), the features of preacquisition sleep which prevail in learning rats might directly determine their capacity to learn. Alternatively, they might reflect the existence of a genetic determinant independently conditioning the ability to learn.

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The sequential hypothesis of sleep function. III. The structure of postacquisition sleep in learning and nonlearning rats

Cited by 34 publications

References 24 publications

The cognitive cost of sleep lost

The cognitive cost of sleep lost

Vocabulary learning benefits from REM after slow-wave sleep

The Structure of Sleep is Related to the Learning Ability of Rats

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