Sleep schedule interacts with time of learning on confident factual memory: the split-sleep advantage appears only for afternoon-learned material¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A mixed ANOVA on certain memories showed a significant group × time interaction, F(1,56) = 5.646, p = 0.021, alongside a significant main effect of group, F(1,56) = 4.172, p = 0.046, and no effect of time. → Cousins 2019

Evidence¶

Cousins 2019¶

Cousins, J. N., van Rijn, E., Ong, J. L., Wong, K. F., & Chee, M. W. L. (2019). Does splitting sleep improve long-term memory in chronically sleep deprived adolescents? npj Science of Learning 4:8. https://doi.org/10.1038/s41539-019-0047-z

q3 · i? · causal · r2

Omnibus mixed ANOVA on certain memory scores (correct minus incorrect) from the factual knowledge task, factors group and time. "an interaction, F(1,56) = 5.646, p = 0.021" indicates the split-sleep advantage was time-specific; no effect size was printed for the interaction.

"a mixed ANOVA with group (split sleep/continuous sleep) and time (morning/afternoon) showed a significant main effect of group, F(1,56) = 4.172, p = 0.046, an interaction, F(1,56) = 5.646, p = 0.021, but no effect of time, F(1,56) = 0.117, p = 0.734"

Discussion¶

Learner Variables¶

• Sleep — moderator: an instructional effect differs with it

Related Claims¶

• Adolescents on a split sleep schedule remember more educationally realistic factual material learned in the afternoon than peers given the same total sleep opportunity as continuous nocturnal sleep — possibly the same claim (merge candidate)
• A split sleep schedule raises subjective alertness and focus in the afternoon during learning, and post-nap psychomotor vigilance, in sleep-restricted adolescents — related
• Splitting sleep with an afternoon nap does not impair morning learning in sleep-restricted adolescents despite reduced nocturnal sleep — related
• Under restricted sleep, adolescents on a split sleep schedule show better late-afternoon encoding of pictures than adolescents with the same total sleep opportunity in continuous nocturnal sleep — related