Adolescents trained on word pairs in the afternoon show higher word-pair retention after 24 hours than evening-trained adolescents, but the difference is not sustained at 7 days¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Afternoon-group adolescents showed a significantly elevated word-pair retention rate from Day 1 to Day 2 compared to the evening group. → Holz J 2012 q3 i? The afternoon-group retention advantage from Day 1 to Day 8 slightly failed to reach statistical significance. → Holz J 2012 (2)

Evidence¶

Holz J 2012¶

Holz J, Piosczyk H, Landmann N, Feige B, Spiegelhalder K, Riemann D, Nissen C, Voderholzer U. (2012). The Timing of Learning before Night-Time Sleep Differentially Affects Declarative and Procedural Long-Term Memory Consolidation in Adolescents. PLoS ONE 7(7): e40963. https://doi.org/10.1371/journal.pone.0040963

q3 · i? · causal · r2

Randomized parallel-group experiment with 25 adolescents per group trained at 3 PM or 9 PM on 46 semantically related word pairs. The afternoon group's "significantly elevated retention rate from Day 1 to Day 2" was significant (Table 1 reports P = 0.016); no effect size is printed.

"As the first main result, this analysis revealed a significantly elevated retention rate from Day 1 to Day 2 in the AG compared to the EG (Tab. 1, Fig. 2a)."

Holz J 2012 (2)¶

Holz J, Piosczyk H, Landmann N, Feige B, Spiegelhalder K, Riemann D, Nissen C, Voderholzer U. (2012). The Timing of Learning before Night-Time Sleep Differentially Affects Declarative and Procedural Long-Term Memory Consolidation in Adolescents. PLoS ONE 7(7): e40963. https://doi.org/10.1371/journal.pone.0040963

q3 · i? · causal · r2

Same randomized two-group experiment, second retention interval. The Day 1 to Day 8 word-pair retention difference between afternoon and evening groups was non-significant (Table 1 reports P = 0.053); equivalence was not tested.

"The difference between the groups in the retention interval from Day 1 to Day 8 slightly failed to reach statistical significance (Tab. 1, Fig. 2b)."

Discussion¶

Related Claims¶

• Sleep and consolidation support semantic memory development, suggesting delayed school start times may benefit memory — related
• In Experiment 3, individual learners showed greater forgetting over 24 hours than paired learners — related
• Adolescents trained on a finger-tapping task in the evening show greater off-line gains in tapping speed than afternoon-trained adolescents at both 24 hours and 7 days — related
• Evening-trained adolescents show greater gains in finger-tapping accuracy (reduced error rate) than afternoon-trained adolescents at both retention intervals — related
• Learning timing produces Group X Time interactions in both memory systems: declarative consolidation time courses differ between afternoon and evening groups, and finger-tapping speed and accuracy show highly significant Group X Time interactions — a broader claim this one bears on
• Polysomnographic sleep parameters did not differ between afternoon- and evening-trained groups and did not correlate with memory consolidation measures — related