A Cross-Syndrome Comparison of Sleep-Dependent Learning on a Cognitive Procedural Task

Autor/inn/en	Joyce, Anna; Hill, Catherine M.; Karmiloff-Smith, Annette; Dimitriou, Dagmara
Titel	A Cross-Syndrome Comparison of Sleep-Dependent Learning on a Cognitive Procedural Task
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 124 (2019) 4, S.339-353 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Sleep; Cognitive Processes; Down Syndrome; Genetic Disorders; Long Term Memory; Intellectual Disability; Learning Problems; Children; Learning Processes + Suchen Sie Ihr Suchwort? Schlaf; Cognitive process; Kognitiver Prozess; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Langzeitgedächtnis; Intellect; Disability; Disabilities; Verstand; Behinderung; Lernproblem; Child; Kind; Kinder; Learning process; Lernprozess
Abstract	Sleep plays a key role in the consolidation of newly acquired information and skills into long term memory. Children with Down syndrome (DS) and Williams syndrome (WS) frequently experience sleep problems, abnormal sleep architecture, and difficulties with learning; thus, we predicted that children from these clinical populations would demonstrate impairments in sleep-dependent memory consolidation relative to children with typical development (TD) on a cognitive procedural task: The Tower of Hanoi. Children with DS (n = 17), WS (n = 22) and TD (n = 34) completed the Tower of Hanoi task. They were trained on the task either in the morning or evening, then completed it again following counterbalanced retention intervals of daytime wake and night time sleep. Children with TD and with WS benefitted from sleep for enhanced memory consolidation and improved their performance on the task by reducing the number of moves taken to completion, and by making fewer rule violations. We did not find any large effects of sleep on learning in children with DS, suggesting that these children are not only delayed, but atypical in their learning strategies. Importantly, our findings have implications for educational strategies for all children, specifically considering circadian influences on new learning and the role of children's night time sleep as an aid to learning. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01