| Texto completo | |
| Autor(es): |
Cabral, Thiago
;
Mota, Natalia B.
;
Fraga, Lucia
;
Copelli, Mauro
;
McDaniel, Mark A.
;
Ribeiro, Sidarta
Número total de Autores: 6
|
| Tipo de documento: | Artigo Científico |
| Fonte: | NPJ SCIENCE OF LEARNING; v. 3, n. 1, p. 4-pg., 2018-08-21. |
| Resumo | |
Laboratory evidence of a positive effect of sleep on declarative memory consolidation suggests that naps can be used to boost school learning in a scalable, low-cost manner. The few direct investigations of this hypothesis have so far upheld it, but departed from the naturalistic setting by testing non-curricular contents presented by experimenters instead of teachers. Furthermore, nap and non-nap groups were composed of different children. Here we assessed the effect of post-class naps on the retention of Science and History curricular contents presented by the regular class teacher to 24 students from 5th grade. Retention was repeatedly measured 3-4 days after content learning, with weekly group randomization over 6 consecutive weeks. Contents followed by long naps (>30min), but not short naps (<30min), were significantly more retained than contents followed by waking (Cohen's d=0.7962). The results support the use of post-class morning naps to enhance formal education. (AU) | |
| Processo FAPESP: | 13/07699-0 - Centro de Pesquisa, Inovação e Difusão em Neuromatemática - NeuroMat |
| Beneficiário: | Oswaldo Baffa Filho |
| Modalidade de apoio: | Auxílio à Pesquisa - Centros de Pesquisa, Inovação e Difusão - CEPIDs |