sleep and cognition Flashcards
three dominant theories of why we sleep
Three dominant theories. Sleep is for: cellular restoration, energy conservation, consolidation of memory and learning.
Card 1: Study Design - Yoo et al. (2007)
Q: What was the design of Yoo et al. (2007)’s study on sleep deprivation?
A: Participants were either well-rested or sleep-deprived before undergoing an fMRI encoding task involving picture memorization, followed by a recognition test.
Card 2: Effect of Sleep Deprivation on Memory
Q: How did sleep deprivation affect picture recognition accuracy in Yoo et al. (2007)?
A: Recognition accuracy was significantly lower in the sleep-deprived group compared to the control group.
Card 3: Hippocampal Activation
Q: What did Yoo et al. (2007) find regarding hippocampal activation during encoding?
A: Sleep-deprived participants showed reduced hippocampal activation during encoding tasks.
Card 4: Key Conclusion - Sleep and Learning
Q: What was the key conclusion of Yoo et al. (2007) about sleep deprivation and learning?
A: Lack of prior sleep compromises learning and reduces hippocampal activation during learning tasks
summary of sleep deprivation
lack of sleep reduces information encoding and makes you worse at collecting new information.
sleep architecture
REM activates every 90-120 minutes and cycles through the 4 stages about 5 times a night
stages of sleep
stage 1 and 2 - slow wave sleep
stage 3 and 4 - REM sleep
non rem dominates early in the night and REM late at night
Card 1: Study Focus
Q: What was the focus of Walker et al. (2002) regarding sleep and learning?
A: The study focused on the role of sleep in motor learning and memory consolidation.
Card 2: Task Description
Q: What task did participants perform in Walker et al. (2002)?
A: A sequential finger-tapping task using their non-dominant hand.
Card 3: Experimental Design
Q: How did Walker et al. (2002) distinguish between the effects of time awake and sleep?
A: They used an AM/PM design at 10 oclock both sides of the clock, testing participants in the morning or evening and retesting after wakefulness or sleep.
Card 4: Results of the Study
Q: What were the findings of Walker et al. (2002) regarding sleep and motor learning?
A: Participants who slept before retesting showed significant improvements in speed and accuracy compared to those who stayed awake.
Card 5: Key Conclusion
Q: What was the key conclusion from Walker et al. (2002)?
A: Sleep enhances motor memory consolidation, improving performance in sequential tasks.
Card 1: Study Focus
Q: What aspect of problem solving did Monaghan et al. (2015) investigate?
A: The role of sleep in analogical problem solving and transferring solutions between contexts.
Card 2: Experimental Design
Q: How did Monaghan et al. (2015) test the effects of sleep on problem solving?
A: Participants learned source problems at 9 AM and were tested on target problems at 9 PM after either staying awake or sleeping.
Q: What is an example of a source and a target problem used in the study?
A:
Source problem: A general attacking a fortress with mines on the road.
Target problem: Treating a tumor using rays without damaging healthy tissue.
Card 4: Results of the Study
Q: What were the findings of Monaghan et al. (2015) regarding sleep and problem solving?
A: The sleep group solved more target problems accurately than the wake group, and solution accuracy correlated with sleep duration.
Card 5: Key Conclusion
Q: What conclusion was drawn from Monaghan et al. (2015)?
A: Sleep enhances the ability to transfer solutions from one context to another, improving problem-solving accuracy.
Card 1: Study Objective
Q: What was the goal of Wagner et al. (2004)?
A: To examine the role of sleep in discovering a hidden rule in a number reduction task.
Card 2: Task Description
Q: What task did participants perform in Wagner et al. (2004)?
A: A number reduction task where participants transformed an 8-digit string using rules, with a hidden shortcut rule available.
Card 3: Experimental Groups
Q: What were the three participant groups in the study?
A: Sleep group (trained and tested after sleep), wake group (trained and tested after staying awake), and a control group (no training).
Q: How did sleep affect the discovery of the hidden shortcut in the number reduction task?
A: 59% of the sleep group discovered the shortcut, compared to only 22% in the wake group.
Card 5: Conclusion
Q: What conclusion did Wagner et al. (2004) draw about sleep and insight?
A: Sleep facilitates cognitive insight by reorganizing memories, aiding the discovery of hidden patterns.
Card 1: Study Objective
Q: What was the goal of Wagner et al. (2004)?
A: To study how sleep influences insight and task performance in a number reduction task.
Q: Which group had the highest rate of insight in Wagner et al. (2004)?
A: The sleep group.
Card 3: Sleep Group Analysis
Q: How did sleep affect task performance in solvers and non-solvers within the sleep group?
A: Solvers showed no significant RT changes, while non-solvers had faster RTs after sleep.
Q: What was the main conclusion of Wagner et al. (2004)?
A: Sleep promotes insight for some individuals and enhances reaction times for others, showing diverse benefits for problem-solving and performance.
Q: What might explain why sleep affects solvers and non-solvers differently?
A: Sleep reorganizes memories, potentially aiding insight in some while improving efficiency in task execution for others.
Card 1: Study Objective
Q: What was the goal of Payne et al. (2009)?
A: To explore how sleep influences the formation of false memories using the DRM task.
Card 2: Task Overview
Q: What task was used in Payne et al. (2009)?
A: The Deese-Roediger-McDermott (DRM) paradigm, where participants memorized word lists and were tested for recall, including critical lure words.
Card 3: Sleep Group Findings
Q: How did sleep affect false memory formation?
A: The sleep group had higher recall of critical lure words, indicating increased false memory formation.
Card 4: Awake Group Findings
Q: How did the awake group’s performance compare to the sleep group?
A: The awake group recalled fewer studied words and had fewer false memories.
Card 5: Key Conclusion
Q: What does Payne et al. (2009) suggest about sleep and memory?
A: Sleep consolidates memory by strengthening associations, leading to both enhanced recall and increased false memories.
Flashcard 1
Q: What task was used in Payne et al. (2009) to study the effects of sleep on memory?
A: The Deese-Roediger-McDermott (DRM) task, involving the recall of studied word lists.
Flashcard 2
Q: How did sleep affect veridical (true) memory recall in Payne et al. (2009)?
A: Sleep improved the recall of veridical memories compared to wakefulness.
Flashcard 3
Q: How did sleep influence false memories in Payne et al. (2009)?
A: Sleep increased the recall of false memories (critical lures).
Flashcard 4
Q: What conclusion can be drawn from Payne et al. (2009) regarding the role of sleep in memory?
A: Sleep strengthens memory associations, enhancing both accurate recall and susceptibility to false memories.
Flashcard 5
Q: What was the significant difference between the Sleep and Wake groups in Payne et al. (2009)?
A: The Sleep group showed better recall of veridical memories and more false memories compared to the Wake group.
Flashcard 1
Q: What does sleep do beyond strengthening new memories?
A: Sleep helps transfer old solutions to new problems, gain insight into problems, and extract the gist of new memories.
Flashcard 2
Q: How does sleep influence problem-solving?
A: Sleep facilitates the transfer of old solutions to new analogical problems and promotes insight into problems.
Flashcard 3
Q: What unintended effect can extracting the gist of new memories during sleep lead to?
A: It can result in the formation of false memories
Flashcard 4
Q: How does the sleeping brain contribute to learning?
A: It processes new memories to improve problem-solving, gain insights, and consolidate memory gist.
Flashcards:
Flashcard 1
Q: What happens to information in the hippocampus during wakefulness?
A: The hippocampus rapidly encodes new information and integrates it into distributed cortical networks.
Flashcard 2
Q: What is the role of sleep spindles and slow waves in memory consolidation?
A: They facilitate the reactivation of hippocampal information, gradually strengthening cortico-cortical connections.
Flashcard 3
Q: How does memory integration occur during sleep?
A: Reactivation during sleep strengthens cortico-cortical connections and integrates new memories with cortical one
Flashcard 4
Q: What happens to encoding capacity after sleep?
A: Encoding capacity is restored, allowing better memory consolidation and learning.
Flashcard 5
Q: What are the three stages of memory consolidation described by Saletin & Walker (2012)?
A:
Wake: Hippocampal encoding and integration.
Sleep: Reactivation and strengthening of connections.
Post-Sleep Wake: Memory consolidation and restored encoding.
Flashcard 1
Q: What was the primary finding of Rasch et al. (2007) regarding odor reactivation during SWS?
A: Presenting the associated odor during slow-wave sleep significantly enhanced memory retrieval.
Flashcard 2
Q: What was the effect of presenting the odor during REM sleep or wakefulness in Rasch et al. (2007)?
A: Reactivation during REM sleep or wakefulness did not improve memory retrieval.
Flashcard 3
Q: Why did presenting the odor only during SWS without prior learning have no effect on memory?
A: Reactivation requires an initial association between the odor and the learned material during encoding.
Flashcard 4
Q: Which sleep stage is crucial for memory consolidation through reactivation, according to Rasch et al. (2007)?
A: Slow-wave sleep (SWS) is critical for memory reactivation and consolidation.
Flashcard 5
Q: What did Rasch et al. (2007) use as a cue for memory reactivation during sleep?
A: A specific odor (e.g., rose) associated with learning.
Flashcards:
Flashcard 1
Q: According to Hall (1972), what do people’s dreams tend to reflect?
A: Dreams tend to reflect people’s daytime activities and preoccupations.
Flashcard 2
Q: How did Hall (1972) demonstrate the connection between dreams and personality profiles?
A: By analyzing numerous dream reports, Hall created accurate profiles and histories of psychiatric patients.
Flashcard 3
Q: How do dreams incorporate waking experiences?
A: Dreams often mix isolated elements of recent waking experiences with fragments of older memories.
Flashcard 4
Q: Provide an example of how waking experiences influence dreams.
A: A person deciding which leftover muffins to take home from work might dream about shopping in a store filled with muffins.
Flashcard 5
Q: What does the mixing of waking experiences and older memories in dreams suggest about their function?
A: Dreams may serve as a way to integrate and process both recent and past memories.
