Short naps improve subsequent learning in a high school setting.

IF 3.6 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

npj Science of Learning Pub Date : 2025-03-22 DOI:10.1038/s41539-025-00307-4

Vanessa Vidal, Matias R Pretel, Lucila Capurro, Leonela M Tassone, Malen D Moyano, Romina G Malacari, Luis I Brusco, Fabricio M Ballarini, Cecilia Forcato

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引用次数: 0

Abstract

Neuroscience findings offer promising ways to enhance performance in educational settings. Adolescents often experience sleep deprivation, impacting memory processes crucial for learning. The synaptic homeostasis hypothesis (SHY) posits that non-rapid eye movement (NREM) sleep, particularly slow wave activity (0.5-4 Hz), downscales synapses potentiated during wakefulness, facilitating post-sleep encoding. Here, we evaluate the impact of a short nap on memory encoding of a biology lesson in a classroom setting. High school students were randomly assigned to a Nap group allowed to sleep (35-min sleep opportunity) or a Control group engaging in calm activities. Afterwards, they received the lesson and were immediately tested. The Nap group showed better memory encoding, but this was not explained by NREM sleep. Instead, longer periods of NREM sleep showed a negative correlation with performance, possibly due to sleep inertia. Thus, while short naps can enhance academic performance, careful timing may help mitigate potential sleep inertia effects.

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在高中环境中，短暂的小睡可以改善随后的学习。

神经科学的发现为在教育环境中提高表现提供了有希望的方法。青少年经常经历睡眠不足，影响对学习至关重要的记忆过程。突触内稳态假说（SHY）认为，非快速眼动（NREM）睡眠，特别是慢波活动（0.5- 4hz），会在清醒时降低突触的强度，促进睡眠后的编码。在这里，我们评估了短暂的午睡对课堂上生物课记忆编码的影响。高中学生被随机分配到允许睡觉的午睡组（35分钟的睡眠时间）和从事平静活动的对照组。之后，他们接受了教训，并立即接受了测试。小睡组表现出更好的记忆编码，但这不能用非快速眼动睡眠来解释。相反，较长的非快速眼动睡眠时间与表现呈负相关，可能是由于睡眠惯性。因此，虽然短暂的小睡可以提高学习成绩，但仔细选择时间可能有助于减轻潜在的睡眠惯性效应。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

npj Science of Learning Multiple-

CiteScore

5.40

自引率

7.10%

发文量