Thirty to forty-eight hours of sleep loss produced no greater efficiency loss than the gain due to practice, despite reported feelings of fatigue¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1922 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students deprived of sleep for thirty hours, some for forty-eight, showed efficiency loss no greater than practice gains, although they reported feelings of fatigue. → Gates 1922

Evidence¶

Gates 1922¶

Gates, Arthur I. (1922). Educational psychology at the Princeton meeting of the American Psychological Association. The Journal of Educational Psychology. https://en.wikipedia.org/wiki/Journal_of_Educational_Psychology

q2 · i? · causal · r1

Conference report of Florence R. Robinson's (University of Chicago) study in which students went without sleep for thirty hours, some for forty-eight, taking mental and motor tests at intervals; no statistics are printed.

"The loss of efficiency was no greater than the amount of gain due to practice although "feelings of fatigue" were reported."

Discussion¶

Learner Variables¶

• Physical Well-Being — predictor: learners who differ on it differ in outcomes
• Sleep — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Fatigue depends on age, sex, lesson length and number, time of day, weekday, recesses, holidays, rest, sleep, nature of work, school program, and teacher personality (Offner's laws of fatigue) — related
• Efficiency in the work curve is conditioned by factors beyond fatigue proper: practice, adaptation, preparedness, warming up, spurts, voluntary effort, ennui, and diurnal rhythms (Offner) — related
• Physical well-being — exercise, sleep, and nutrition — impacts learning — related
• Frequent daytime sleepiness is associated with impaired academic achievement, attention, and learning motivation in school-aged children — reports the opposite