sleep and cognition

Question 1

three dominant theories of why we sleep

Answer 1

Three dominant theories. Sleep is for: cellular restoration, energy conservation, consolidation of memory and learning.

Question 2

Card 1: Study Design - Yoo et al. (2007)
Q: What was the design of Yoo et al. (2007)’s study on sleep deprivation?

Answer 2

A: Participants were either well-rested or sleep-deprived before undergoing an fMRI encoding task involving picture memorization, followed by a recognition test.

Question 3

Card 2: Effect of Sleep Deprivation on Memory
Q: How did sleep deprivation affect picture recognition accuracy in Yoo et al. (2007)?

Answer 3

A: Recognition accuracy was significantly lower in the sleep-deprived group compared to the control group.

Question 4

Card 3: Hippocampal Activation
Q: What did Yoo et al. (2007) find regarding hippocampal activation during encoding?

Answer 4

A: Sleep-deprived participants showed reduced hippocampal activation during encoding tasks.

Question 5

Card 4: Key Conclusion - Sleep and Learning
Q: What was the key conclusion of Yoo et al. (2007) about sleep deprivation and learning?

Answer 5

A: Lack of prior sleep compromises learning and reduces hippocampal activation during learning tasks

Question 6

summary of sleep deprivation

Answer 6

lack of sleep reduces information encoding and makes you worse at collecting new information.

Question 7

sleep architecture

Answer 7

REM activates every 90-120 minutes and cycles through the 4 stages about 5 times a night

Question 8

stages of sleep

Answer 8

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

Question 9

Card 1: Study Focus
Q: What was the focus of Walker et al. (2002) regarding sleep and learning?

Answer 9

A: The study focused on the role of sleep in motor learning and memory consolidation.

Question 10

Card 2: Task Description
Q: What task did participants perform in Walker et al. (2002)?

Answer 10

A: A sequential finger-tapping task using their non-dominant hand.

Question 11

Card 3: Experimental Design
Q: How did Walker et al. (2002) distinguish between the effects of time awake and sleep?

Answer 11

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.

Question 12

Card 4: Results of the Study
Q: What were the findings of Walker et al. (2002) regarding sleep and motor learning?

Answer 12

A: Participants who slept before retesting showed significant improvements in speed and accuracy compared to those who stayed awake.

Question 13

Card 5: Key Conclusion
Q: What was the key conclusion from Walker et al. (2002)?

Answer 13

A: Sleep enhances motor memory consolidation, improving performance in sequential tasks.

Question 14

Card 1: Study Focus
Q: What aspect of problem solving did Monaghan et al. (2015) investigate?

Answer 14

A: The role of sleep in analogical problem solving and transferring solutions between contexts.

Question 15

Card 2: Experimental Design
Q: How did Monaghan et al. (2015) test the effects of sleep on problem solving?

Answer 15

A: Participants learned source problems at 9 AM and were tested on target problems at 9 PM after either staying awake or sleeping.

Question 16

Q: What is an example of a source and a target problem used in the study?

Answer 16

A:

Source problem: A general attacking a fortress with mines on the road.
Target problem: Treating a tumor using rays without damaging healthy tissue.

Question 17

Card 4: Results of the Study
Q: What were the findings of Monaghan et al. (2015) regarding sleep and problem solving?

Answer 17

A: The sleep group solved more target problems accurately than the wake group, and solution accuracy correlated with sleep duration.

Question 18

Card 5: Key Conclusion
Q: What conclusion was drawn from Monaghan et al. (2015)?

Answer 18

A: Sleep enhances the ability to transfer solutions from one context to another, improving problem-solving accuracy.

Question 19

Card 1: Study Objective
Q: What was the goal of Wagner et al. (2004)?

Answer 19

A: To examine the role of sleep in discovering a hidden rule in a number reduction task.

Question 20

Card 2: Task Description
Q: What task did participants perform in Wagner et al. (2004)?

Answer 20

A: A number reduction task where participants transformed an 8-digit string using rules, with a hidden shortcut rule available.

Question 21

Card 3: Experimental Groups
Q: What were the three participant groups in the study?

Answer 21

A: Sleep group (trained and tested after sleep), wake group (trained and tested after staying awake), and a control group (no training).

Question 22

Q: How did sleep affect the discovery of the hidden shortcut in the number reduction task?

Answer 22

A: 59% of the sleep group discovered the shortcut, compared to only 22% in the wake group.

Question 23

Card 5: Conclusion
Q: What conclusion did Wagner et al. (2004) draw about sleep and insight?

Answer 23

A: Sleep facilitates cognitive insight by reorganizing memories, aiding the discovery of hidden patterns.

Question 24

Card 1: Study Objective
Q: What was the goal of Wagner et al. (2004)?

Answer 24

A: To study how sleep influences insight and task performance in a number reduction task.

Question 25

Q: Which group had the highest rate of insight in Wagner et al. (2004)?

Answer 25

A: The sleep group.

Question 25

Card 3: Sleep Group Analysis Q: How did sleep affect task performance in solvers and non-solvers within the sleep group?

Answer 25

A: Solvers showed no significant RT changes, while non-solvers had faster RTs after sleep.

Question 26

Q: What was the main conclusion of Wagner et al. (2004)?

Answer 26

A: Sleep promotes insight for some individuals and enhances reaction times for others, showing diverse benefits for problem-solving and performance.

Question 27

Q: What might explain why sleep affects solvers and non-solvers differently?

Answer 27

A: Sleep reorganizes memories, potentially aiding insight in some while improving efficiency in task execution for others.

Question 28

Card 1: Study Objective Q: What was the goal of Payne et al. (2009)?

Answer 28

A: To explore how sleep influences the formation of false memories using the DRM task.

Question 29

Card 2: Task Overview Q: What task was used in Payne et al. (2009)?

Answer 29

A: The Deese-Roediger-McDermott (DRM) paradigm, where participants memorized word lists and were tested for recall, including critical lure words.

Question 30

Card 3: Sleep Group Findings Q: How did sleep affect false memory formation?

Answer 30

A: The sleep group had higher recall of critical lure words, indicating increased false memory formation.

Question 31

Card 4: Awake Group Findings Q: How did the awake group's performance compare to the sleep group?

Answer 31

A: The awake group recalled fewer studied words and had fewer false memories.

Question 32

Card 5: Key Conclusion Q: What does Payne et al. (2009) suggest about sleep and memory?

Answer 32

A: Sleep consolidates memory by strengthening associations, leading to both enhanced recall and increased false memories.

Question 33

Flashcard 1 Q: What task was used in Payne et al. (2009) to study the effects of sleep on memory?

Answer 33

A: The Deese-Roediger-McDermott (DRM) task, involving the recall of studied word lists.

Question 34

Flashcard 2 Q: How did sleep affect veridical (true) memory recall in Payne et al. (2009)?

Answer 34

A: Sleep improved the recall of veridical memories compared to wakefulness.

Question 35

Flashcard 3 Q: How did sleep influence false memories in Payne et al. (2009)?

Answer 35

A: Sleep increased the recall of false memories (critical lures).

Question 36

Flashcard 4 Q: What conclusion can be drawn from Payne et al. (2009) regarding the role of sleep in memory?

Answer 36

A: Sleep strengthens memory associations, enhancing both accurate recall and susceptibility to false memories.

Question 37

Flashcard 5 Q: What was the significant difference between the Sleep and Wake groups in Payne et al. (2009)?

Answer 37

A: The Sleep group showed better recall of veridical memories and more false memories compared to the Wake group.

Question 38

Flashcard 1 Q: What does sleep do beyond strengthening new memories?

Answer 38

A: Sleep helps transfer old solutions to new problems, gain insight into problems, and extract the gist of new memories.

Question 39

Flashcard 2 Q: How does sleep influence problem-solving?

Answer 39

A: Sleep facilitates the transfer of old solutions to new analogical problems and promotes insight into problems.

Question 40

Flashcard 3 Q: What unintended effect can extracting the gist of new memories during sleep lead to?

Answer 40

A: It can result in the formation of false memories

Question 41

Flashcard 4 Q: How does the sleeping brain contribute to learning?

Answer 41

A: It processes new memories to improve problem-solving, gain insights, and consolidate memory gist.

Question 42

Flashcards: Flashcard 1 Q: What happens to information in the hippocampus during wakefulness?

Answer 42

A: The hippocampus rapidly encodes new information and integrates it into distributed cortical networks.

Question 43

Flashcard 2 Q: What is the role of sleep spindles and slow waves in memory consolidation?

Answer 43

A: They facilitate the reactivation of hippocampal information, gradually strengthening cortico-cortical connections.

Question 44

Flashcard 3 Q: How does memory integration occur during sleep?

Answer 44

A: Reactivation during sleep strengthens cortico-cortical connections and integrates new memories with cortical one

Question 45

Flashcard 4 Q: What happens to encoding capacity after sleep?

Answer 45

A: Encoding capacity is restored, allowing better memory consolidation and learning.

Question 46

Flashcard 5 Q: What are the three stages of memory consolidation described by Saletin & Walker (2012)?

Answer 46

A: Wake: Hippocampal encoding and integration. Sleep: Reactivation and strengthening of connections. Post-Sleep Wake: Memory consolidation and restored encoding.

Question 47

Flashcard 1 Q: What was the primary finding of Rasch et al. (2007) regarding odor reactivation during SWS?

Answer 47

A: Presenting the associated odor during slow-wave sleep significantly enhanced memory retrieval.

Question 48

Flashcard 2 Q: What was the effect of presenting the odor during REM sleep or wakefulness in Rasch et al. (2007)?

Answer 48

A: Reactivation during REM sleep or wakefulness did not improve memory retrieval.

Question 49

Flashcard 3 Q: Why did presenting the odor only during SWS without prior learning have no effect on memory?

Answer 49

A: Reactivation requires an initial association between the odor and the learned material during encoding.

Question 50

Flashcard 4 Q: Which sleep stage is crucial for memory consolidation through reactivation, according to Rasch et al. (2007)?

Answer 50

A: Slow-wave sleep (SWS) is critical for memory reactivation and consolidation.

Question 51

Flashcard 5 Q: What did Rasch et al. (2007) use as a cue for memory reactivation during sleep?

Answer 51

A: A specific odor (e.g., rose) associated with learning.

Question 52

Flashcards: Flashcard 1 Q: According to Hall (1972), what do people's dreams tend to reflect?

Answer 52

A: Dreams tend to reflect people's daytime activities and preoccupations.

Question 53

Flashcard 2 Q: How did Hall (1972) demonstrate the connection between dreams and personality profiles?

Answer 53

A: By analyzing numerous dream reports, Hall created accurate profiles and histories of psychiatric patients.

Question 54

Flashcard 3 Q: How do dreams incorporate waking experiences?

Answer 54

A: Dreams often mix isolated elements of recent waking experiences with fragments of older memories.

Question 55

Flashcard 4 Q: Provide an example of how waking experiences influence dreams.

Answer 55

A: A person deciding which leftover muffins to take home from work might dream about shopping in a store filled with muffins.

Question 56

Flashcard 5 Q: What does the mixing of waking experiences and older memories in dreams suggest about their function?

Answer 56

A: Dreams may serve as a way to integrate and process both recent and past memories.