000829633 001__ 829633
000829633 005__ 20220930130121.0
000829633 0247_ $$2doi$$a10.3389/fpsyg.2017.00665
000829633 0247_ $$2Handle$$a2128/14536
000829633 0247_ $$2WOS$$aWOS:000401357100001
000829633 0247_ $$2altmetric$$aaltmetric:20183085
000829633 0247_ $$2pmid$$apmid:28559856
000829633 037__ $$aFZJ-2017-03302
000829633 082__ $$a150
000829633 1001_ $$0P:(DE-Juel1)131644$$aHeim, Stefan$$b0$$eCorresponding author
000829633 245__ $$aA nap but not rest or activity consolidates language learning
000829633 260__ $$aLausanne$$bFrontiers Research Foundation$$c2017
000829633 3367_ $$2DRIVER$$aarticle
000829633 3367_ $$2DataCite$$aOutput Types/Journal article
000829633 3367_ $$0PUB:(DE-HGF)16$$2PUB:(DE-HGF)$$aJournal Article$$bjournal$$mjournal$$s1495458388_25478
000829633 3367_ $$2BibTeX$$aARTICLE
000829633 3367_ $$2ORCID$$aJOURNAL_ARTICLE
000829633 3367_ $$00$$2EndNote$$aJournal Article
000829633 520__ $$aRecent evidence suggests that a period of sleep after a motor learning task is a relevant factor for memory consolidation. However, it is yet open whether this also holds true for language-related learning. Therefore, the present study compared the short- and long-term effects of a daytime nap, rest, or an activity task after vocabulary learning on learning outcome. Thirty healthy subjects were divided into three treatment groups. Each group received a pseudo-word learning task in which pictures of monsters were associated with unique pseudo-word names. At the end of the learning block a first test was administered. Then, one group went for a 90-min nap, one for a waking rest period, and one for a resting session with interfering activity at the end during which a new set of monster names was to be learned. After this block, all groups performed a first re-test of the names that they initially learned. On the morning of the following day, a second re-test was administered to all groups. The nap group showed significant improvement from test to re-test and a stable performance onto the second re-test. In contrast, the rest and the interference groups showed decline in performance from test to re-test, with persistently low performance at re-test 2. The 3 (GROUP) × 3 (TIME) ANOVA revealed a significant interaction, indicating that the type of activity (nap/rest/interfering action) after initial learning actually had an influence on the memory outcome. These data are discussed with respect to translation to clinical settings with suggestions for improvement of intervention outcome after speech-language therapy if it is followed by a nap rather than interfering activity.
000829633 536__ $$0G:(DE-HGF)POF3-571$$a571 - Connectivity and Activity (POF3-571)$$cPOF3-571$$fPOF III$$x0
000829633 7001_ $$0P:(DE-HGF)0$$aKlann, Juliane$$b1
000829633 7001_ $$0P:(DE-HGF)0$$aSchattka, Kerstin$$b2
000829633 7001_ $$0P:(DE-HGF)0$$aBauhoff, Sonja$$b3
000829633 7001_ $$0P:(DE-HGF)0$$aBorcherding, Gesa$$b4
000829633 7001_ $$0P:(DE-HGF)0$$aNosbüsch, Nicole$$b5
000829633 7001_ $$0P:(DE-HGF)0$$aStruth, Linda$$b6
000829633 7001_ $$0P:(DE-Juel1)142495$$aBinkofski, Ferdinand$$b7
000829633 7001_ $$0P:(DE-HGF)0$$aWerner, Cornelius J.$$b8
000829633 773__ $$0PERI:(DE-600)2563826-9$$a10.3389/fpsyg.2017.00665$$p665$$tFrontiers in psychology$$v8$$x1664-1078$$y2017
000829633 8564_ $$uhttps://juser.fz-juelich.de/record/829633/files/fpsyg-08-00665.pdf$$yOpenAccess
000829633 8564_ $$uhttps://juser.fz-juelich.de/record/829633/files/fpsyg-08-00665.gif?subformat=icon$$xicon$$yOpenAccess
000829633 8564_ $$uhttps://juser.fz-juelich.de/record/829633/files/fpsyg-08-00665.jpg?subformat=icon-1440$$xicon-1440$$yOpenAccess
000829633 8564_ $$uhttps://juser.fz-juelich.de/record/829633/files/fpsyg-08-00665.jpg?subformat=icon-180$$xicon-180$$yOpenAccess
000829633 8564_ $$uhttps://juser.fz-juelich.de/record/829633/files/fpsyg-08-00665.jpg?subformat=icon-640$$xicon-640$$yOpenAccess
000829633 8564_ $$uhttps://juser.fz-juelich.de/record/829633/files/fpsyg-08-00665.pdf?subformat=pdfa$$xpdfa$$yOpenAccess
000829633 8767_ $$92017-06-06$$d2017-06-06$$eAPC$$jDeposit$$lDeposit: Frontiers$$zUSD 1904,85; April Statement
000829633 909CO $$ooai:juser.fz-juelich.de:829633$$popenCost$$pVDB$$pdriver$$pOpenAPC$$popen_access$$popenaire$$pdnbdelivery
000829633 915__ $$0StatID:(DE-HGF)0200$$2StatID$$aDBCoverage$$bSCOPUS
000829633 915__ $$0StatID:(DE-HGF)0130$$2StatID$$aDBCoverage$$bSocial Sciences Citation Index
000829633 915__ $$0LIC:(DE-HGF)CCBY4$$2HGFVOC$$aCreative Commons Attribution CC BY 4.0
000829633 915__ $$0StatID:(DE-HGF)0100$$2StatID$$aJCR$$bFRONT PSYCHOL : 2015
000829633 915__ $$0StatID:(DE-HGF)1180$$2StatID$$aDBCoverage$$bCurrent Contents - Social and Behavioral Sciences
000829633 915__ $$0StatID:(DE-HGF)0501$$2StatID$$aDBCoverage$$bDOAJ Seal
000829633 915__ $$0StatID:(DE-HGF)0500$$2StatID$$aDBCoverage$$bDOAJ
000829633 915__ $$0StatID:(DE-HGF)9900$$2StatID$$aIF < 5
000829633 915__ $$0StatID:(DE-HGF)0510$$2StatID$$aOpenAccess
000829633 915__ $$0StatID:(DE-HGF)0300$$2StatID$$aDBCoverage$$bMedline
000829633 915__ $$0StatID:(DE-HGF)0199$$2StatID$$aDBCoverage$$bThomson Reuters Master Journal List
000829633 9141_ $$y2017
000829633 9101_ $$0I:(DE-588b)5008462-8$$6P:(DE-Juel1)131644$$aForschungszentrum Jülich$$b0$$kFZJ
000829633 9101_ $$0I:(DE-588b)5008462-8$$6P:(DE-Juel1)142495$$aForschungszentrum Jülich$$b7$$kFZJ
000829633 9131_ $$0G:(DE-HGF)POF3-571$$1G:(DE-HGF)POF3-570$$2G:(DE-HGF)POF3-500$$3G:(DE-HGF)POF3$$4G:(DE-HGF)POF$$aDE-HGF$$bKey Technologies$$lDecoding the Human Brain$$vConnectivity and Activity$$x0
000829633 9201_ $$0I:(DE-Juel1)INM-1-20090406$$kINM-1$$lStrukturelle und funktionelle Organisation des Gehirns$$x0
000829633 9201_ $$0I:(DE-Juel1)INM-4-20090406$$kINM-4$$lPhysik der Medizinischen Bildgebung$$x1
000829633 980__ $$ajournal
000829633 980__ $$aVDB
000829633 980__ $$aUNRESTRICTED
000829633 980__ $$aI:(DE-Juel1)INM-1-20090406
000829633 980__ $$aI:(DE-Juel1)INM-4-20090406
000829633 980__ $$aAPC
000829633 9801_ $$aFullTexts