Implicit Learning–Explicit Knowing: A Role for Sleep in Memory System Interaction
Journal of Cognitive Neuroscience
Journal of Cognitive Neuroscience
Encapsulation of Implicit and Explicit Memory in Sequence Learning
Journal of Cognitive Neuroscience
Functional mapping of sequence learning in normal humans
Journal of Cognitive Neuroscience
Effects of early and late nocturnal sleep on declarative and procedural memory
Journal of Cognitive Neuroscience
Hi-index | 0.00 |
Sleep crucially contributes to the off-line consolidation of memories. Although this view was confirmed in numerous studies in adults, it is not known whether it can be generalized to sleep during development. Here, we examined effects of sleep on implicit memory formation considered of particular relevance in children, because brain structures underlying implicit learning develop earlier in ontogeny than structures supporting explicit learning. Subjects were 7- to 11-year-old children (n = 14) and 20- to 30-year-old adults (n = 12) tested on a serial reaction time task before (learning) and after (retest) equal length retention periods of overnight sleep and daytime wakefulness. At learning, after eight training blocks, all subjects had acquired implicit knowledge of the probabilistic rules underlying the sequential stimulus materials, as indicated by a substantial difference in response time to grammatical versus nongrammatical trials in two test blocks that followed the training blocks. At learning, this response time difference was greater in children (48.49 ± 6.08 msec) than adults (28.02 ± 3.65 msec, p p p p