期刊
NPJ SCIENCE OF LEARNING
卷 3, 期 1, 页码 -出版社
SPRINGERNATURE
DOI: 10.1038/s41539-018-0031-z
关键词
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资金
- Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq) [480053/2013-8, 408145/2016-1, 308775/2015-5, 310712/2014-9]
- CoordenacAo de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) [OBEDUC-ACERTA 0898/2013, STIC AmSud 062/2015]
- SAo Paulo Research Foundation (FAPESP) Center for Neuromathematics [2013/07699-0]
- Financiadora de Estudos e Projetos (FINEP) [2017/01.17.0009.00]
Laboratory evidence of a positive effect of sleep on declarative memory consolidation suggests that naps can be used to boost school learning in a scalable, low-cost manner. The few direct investigations of this hypothesis have so far upheld it, but departed from the naturalistic setting by testing non-curricular contents presented by experimenters instead of teachers. Furthermore, nap and non-nap groups were composed of different children. Here we assessed the effect of post-class naps on the retention of Science and History curricular contents presented by the regular class teacher to 24 students from 5th grade. Retention was repeatedly measured 3-4 days after content learning, with weekly group randomization over 6 consecutive weeks. Contents followed by long naps (>30min), but not short naps (<30min), were significantly more retained than contents followed by waking (Cohen's d=0.7962). The results support the use of post-class morning naps to enhance formal education.
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