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@ARTICLE{Heim:829633,
      author       = {Heim, Stefan and Klann, Juliane and Schattka, Kerstin and
                      Bauhoff, Sonja and Borcherding, Gesa and Nosbüsch, Nicole
                      and Struth, Linda and Binkofski, Ferdinand and Werner,
                      Cornelius J.},
      title        = {{A} nap but not rest or activity consolidates language
                      learning},
      journal      = {Frontiers in psychology},
      volume       = {8},
      issn         = {1664-1078},
      address      = {Lausanne},
      publisher    = {Frontiers Research Foundation},
      reportid     = {FZJ-2017-03302},
      pages        = {665},
      year         = {2017},
      abstract     = {Recent 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.},
      cin          = {INM-1 / INM-4},
      ddc          = {150},
      cid          = {I:(DE-Juel1)INM-1-20090406 / I:(DE-Juel1)INM-4-20090406},
      pnm          = {571 - Connectivity and Activity (POF3-571)},
      pid          = {G:(DE-HGF)POF3-571},
      typ          = {PUB:(DE-HGF)16},
      UT           = {WOS:000401357100001},
      pubmed       = {pmid:28559856},
      doi          = {10.3389/fpsyg.2017.00665},
      url          = {https://juser.fz-juelich.de/record/829633},
}