Nader Rebecca S, Murkar Anthony L, Smith Carlyle T
Department of Psychology, Trent University Peterborough, ON, Canada.
Department of Psychology, University of Ottawa Ottawa, ON, Canada.
Front Psychol. 2016 Oct 6;7:1555. doi: 10.3389/fpsyg.2016.01555. eCollection 2016.
Recent research has suggested that some of the inter-individual variation in sleep spindle activity is due to innate learning ability. Sleep spindles have also been observed to vary following learning in both young and older adults. We examined the effect of procedural task acquisition on sleep stages and on sleep spindles in an adolescent sample. Participants were 32 adolescents (17 females) between the ages of 12 and 19 years. Spindle activity was examined in three different frequency ranges: 11.00-13.50 Hz (slow), 13.51-16.00 Hz (fast), and 16.01-18.50 Hz (superfast). No changes in spindle density were observed after successful learning of the pursuit rotor task. This result was in contrast to a number of studies reporting spindle density increases following successful learning. In the present study, participants who successfully learned the task showed no changes in their sleep stage proportions, but participants who were not successful showed a decrease in the proportion of stage 2 and increases in both SWS and REM sleep. We suggest that these changes in the sleep stages are consistent with the two stage model of sleep and memory proposed by Smith et al. (2004a).
最近的研究表明，睡眠纺锤波活动的个体差异部分归因于先天学习能力。在年轻人和老年人中，睡眠纺锤波也会随着学习而发生变化。我们在一个青少年样本中研究了程序性任务习得对睡眠阶段和睡眠纺锤波的影响。参与者为32名年龄在12至19岁之间的青少年（17名女性）。在三个不同频率范围检查纺锤波活动：11.00 - 13.50赫兹（慢波）、13.51 - 16.00赫兹（快波）和16.01 - 18.50赫兹（超快波）。成功学会追踪转子任务后，纺锤波密度未观察到变化。这一结果与一些报道成功学习后纺锤波密度增加的研究形成对比。在本研究中，成功学会任务的参与者睡眠阶段比例没有变化，但未成功的参与者在第二阶段睡眠比例下降，慢波睡眠和快速眼动睡眠均增加。我们认为，睡眠阶段的这些变化与史密斯等人（2004a）提出的睡眠与记忆两阶段模型一致。
