Long post-class naps (>30 min) improve retention of curricular content versus waking with non-specific interference (a break)¶

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 Contents followed by long naps were better retained than contents followed by a break, both by trial averages (d = 0.5344) and nested per subject (d = 0.7962). → 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

Cross-over classroom experiment: 24 fifth graders, weekly randomization over 6 weeks, retention tested 3-4 days after teacher-led lessons. Long naps beat the break control, "p = 0.01725/Cohen's d = 0.7962" in the nested analysis.

"Contents followed by long naps were also better retained than contents followed by a break (Control 2) when assessed either by trial averages ( p = 0.0013/Cohen's d = 0.5344, Fig. 1b) or nested per subject ( p = 0.01725/Cohen's d = 0.7962, Fig. 1c)."

Discussion¶

Related Claims¶

• Long post-class naps (>30 min) improve retention versus waking with specific interference (another lecture in the same discipline) — related
• Short post-class naps (<30 min) show no significant retention benefit — related