Long post-class naps (>30 min) improve retention versus waking with specific interference (another lecture in the same discipline)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Long naps beat the Control 1 condition (a different lecture on the same discipline) with p = 0.0246/d = 0.4119 by trial averages and a marginal nested trend (p = 0.0435/d = 0.6225). → Thiago Cabral 2018

Evidence¶

Thiago Cabral 2018¶

Thiago Cabral, Natália B. Mota, Lucia Fraga, Mauro Copelli, Mark A. McDaniel and Sidarta Ribeiro. (2018). Post-class naps boost declarative learning in a naturalistic school setting. npj Science of Learning. https://doi.org/10.1038/s41539-018-0031-z

q3 · i2 · causal · r2

Pairwise Wilcoxon Ranksum comparison (Bonferroni corrected) in the same 24-student cross-over design. The article calls the nested result a "marginal trend" despite the printed p = 0.0435 with Bonferroni-corrected alpha 0.025.

"Contents followed by long naps (>30 min) were significantly better retained than contents followed by a different lecture on the same discipline (Control 1), when assessed by trial averages ( p = 0.0246/Cohen's d = 0.4119, Fig. 1b), with a marginal trend when the data were nested per subject ( p = 0.0435/Cohen's d = 0.6225, Fig. 1c)."

Discussion¶

Related Claims¶

• Long post-class naps (>30 min) improve retention of curricular content versus waking with non-specific interference (a break) — related
• Retention did not differ between contents tested 3 versus 4 days after learning — related
• Short post-class naps (<30 min) show no significant retention benefit — related