TY - JOUR
T1 - The role of sleep timing in children's observational learning
AU - van Schalkwijk, F.J.
AU - Benjamins, J.S.
AU - Migliorati, F.
AU - de Nooijer, J.A.
AU - van Someren, E.J.W.
AU - van Gog, T.
AU - van der Werf, Y.D.
PY - 2015
Y1 - 2015
N2 - Acquisition of information can be facilitated through different learning strategies, classically associated with either declarative or procedural memory modalities. The consolidation of the acquired information has been positively associated with sleep. In addition, subsequent performance was better when acquisition was quickly followed by sleep, rather than daytime wakefulness. Prior studies with adults have indicated the viability of the alternative learning strategy of observational learning for motor skill acquisition, as well as the importance of sleep and sleep timing. However, relatively little research has been dedicated to studying the importance of sleep for the consolidation of procedural memory in children. Therefore, this study investigated whether children could encode procedural information through observational learning, and whether sleep timing could affect subsequent consolidation and performance. School-aged children aged 9-12years (N=86, 43% male, M
AB - Acquisition of information can be facilitated through different learning strategies, classically associated with either declarative or procedural memory modalities. The consolidation of the acquired information has been positively associated with sleep. In addition, subsequent performance was better when acquisition was quickly followed by sleep, rather than daytime wakefulness. Prior studies with adults have indicated the viability of the alternative learning strategy of observational learning for motor skill acquisition, as well as the importance of sleep and sleep timing. However, relatively little research has been dedicated to studying the importance of sleep for the consolidation of procedural memory in children. Therefore, this study investigated whether children could encode procedural information through observational learning, and whether sleep timing could affect subsequent consolidation and performance. School-aged children aged 9-12years (N=86, 43% male, M
U2 - https://doi.org/10.1016/j.nlm.2015.08.003
DO - https://doi.org/10.1016/j.nlm.2015.08.003
M3 - Article
C2 - 26303022
SN - 1074-7427
VL - 125
SP - 98
EP - 105
JO - Neurobiology of learning and memory
JF - Neurobiology of learning and memory
ER -