SLEEP 2011 Abstract Supplement

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A. Basic Science IX. Learning, Memory and Cognition 0248 POSITIVE AIRWAY PRESSURE EFFECTS ON PERCEPTUAL SKILL LEARNING IN PATIENTS WITH SLEEP APNEA Hart CP 1 , Roth HL 1 , Sanders DJ 1 , Vaughn B 1 , Stickgold R 2 1 Neurology, University of North Carolina, Chapel Hill, NC, USA, 2 Center for Sleep and Cognition, Beth Israel Deaconess Medical Center, Boston, MA, USA Introduction: The purpose of this study was to learn whether PAP therapy improves perceptual learning in patients with sleep apnea. Sleep may facilitate brain plasticity and result in memory consolidation, a phenomenon that has been called sleep dependent learning. Most sleep dependent learning research has been done in young normal subjects, and little is known about how sleep dependent learning might be affected by sleep disorders, including sleep apnea. Methods: 18 subjects undergoing clinical polysomnogram tests (age range 21-53) were given a visual texture discrimination task (VDT) (Karni & Sagi, 1991) before and after sleep. In this task subjects are shown peripheral targets made of contiguous diagonal bars that differ in orientation from a background of jittered horizontal bars. Subjects view the display for 17 ms which is then replaced with a mask containing randomly oriented patterns. The subject’s ability to perceive the orientation of the peripheral target is measured at different stimulus and mask intervals to obtain a threshold of perception for each testing session. Results: Subjects included 13 patients undergoing diagnostic polysomnograms and 5 patients who underwent PAP titration. Eight of the 13 subjects undergoing diagnostic polysomnograms had apnea and the remainder were being tested for other sleep complaints. Subjects who underwent PAP titration had improved perceptual detection of the targets after sleep, compared to subjects who were not treated with PAP therapy (p = .019). When the apnea patients given PAP therapy were compared to just the 8 apnea patients without therapy, those on PAP therapy improved after sleep, whereas those without PAP did not (p=.037). Total sleep time and sleep efficiency were similar for patients with apnea with and without therapy, and those who did not have apnea. Conclusion: These results suggest that treatment of sleep apnea may result in improved perceptual skill learning in patients with sleep apnea. Support (If Any): The North Carolina Translational and Clinical Sciences Institute (NC TraCS) 0249 POLYSOMNOGRAPHIC EFFECTS OF COGNITIVE WORKLOAD ON SLEEP Di Antonio A, Goel N, Dinges DF Division of Sleep and Chronobiology, Department of Psychiatry, University of Pennsylvania School of Medicine, Philadelphia, PA, USA Introduction: Sleep physiology reflects the interaction of homeostatic and circadian processes, but aspects of sleep may also reflect plastic processes (e.g., learning and memory) occurring during wakefulness. We sought to determine the effects of high (HW) versus low (LW) cognitive workload on PSG measures following sleep restriction (SR) and no sleep restriction (NSR). Methods: In a laboratory experiment underway, N=49 healthy adults (33.4±8.7y;22f) had 3 baseline nights (8h TIB) followed by 5 SR (4h TIB) or 5 NSR (8h TIB) nights. Subjects were randomized to 1 of 4 conditions: HW+SR (N=20); HW+NSR (N=13); LW+SR (N=8); LW+NSR (N=8). The HW vs. LW conditions differed in the duration of cognitive testing throughout each day (LW=½HW). PSG was recorded on baseline night 3 (B3) and experimental night 5 (SR5, NSR5). Sleep was scored blind to condition. One-way and mixed-model (night×condition) ANOVAs compared differences among conditions; paired t-tests compared B3 to SR5/NSR5 within each group. Results: B3 sleep outcomes did not differ across conditions. The HW+NSR group, but not the LW+NSR group, showed an increase in SOL (p=0.005) from B3 to NSR5. Across days, the HW+NSR group showed less S2 %TST (p=0.026) than the LW+NSR group. Stage 2 latency decreased with SR (p=0.006), especially in the LW+SR group (p=0.02). The HW+SR and LW+SR groups showed significant, but not differential, increases in SE and SWS%TST, and decreases in TST, SOL, WASO, Stage 1 and 2%TST, and REM duration from B3 to SR5 (all p
A. Basic Science IX. Learning, Memory and Cognition Introduction: Sleep deprivation (SD) at retrieval enhances false memories (FM), while sleep satiety at retrieval reduces FM. Existing literature about FM formation does not examine effects of type of SD or interaction of gender and SD on FM formation. Here, we describe the effects of gender and type of SD on recognition and FM formation rates in an object memory task. Methods: Thirty-nine subjects were assigned to either 30h total sleep deprivation (TSD, n=21, 12F, age=24.6±4.8) or partial sleep deprivation (PSD, 4h TIB/night for 5 nights; n=18, 11F, age=25.1±5.8) and administered the Deese-Roediger-McDermott Shapes task while well-rested (WR; 9h TIB/night for 6 nights) and during SD (counterbalanced order). During testing, four types of shapes were presented: true shapes (shapes previously shown), lures (probes for FM), different color foils (DC: difof such replay in humans has not yet been directly demonstrated. Here we studied patients who exhibit overt behaviors during sleep to test whether sequences of movements trained during the day may be spontaneously reenacted by the patients during sleep. Methods: We recruited 19 sleepwalkers (who displayed complex and purposeful behaviors emerging from non REM sleep), 20 patients with REM sleep behavior disorder (who enacted their dreams in REM sleep) and 18 healthy controls. Continuous video sleep recordings were performed during sleep following intensive training on a sequence of large movements (learned during a variant of the serial reaction time task). Results: Both patient groups showed learning of the intensively trained motor sequence after sleep. We report the re-enactement of a fragment of the recently trained motor behavior during one sleepwalking episode. Conclusion: This study provides, to our knowledge, the first evidence of a temporally-structured replay of a learned behavior during sleep in humans. Our observation also suggests that the study of such sleep disorders may provide unique and critical information about cognitive functions operating during sleep. Support (If Any): The study was funded by the Brain Research Federation (FRC) and ADOREP (grants to I.A.), France Parkinson and the French Sleep Society (SFRMS) (grants to D.O.), and by the Swiss National Science Foundation (grants to S.S.). I.C. was awarded an European Network of Sleep Training Laboratories (ENSTL) grant from the European Sleep Research Society (ESRS) for this project. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. 0252 SLEEP AND MEMORY CONSOLIDATION: META-ANALYSIS OF THE LITERATURE Porte HS Psychology, Cornell University, Ithaca, NY, USA Introduction: In the investigation of sleep and memory processing, scientific disagreement persists. To identify origins of disagreement, metaanalysis of the literature was undertaken. Methods: 1. Each of 30 representative studies was categorized according to sleep state (Stage 2, slow wave sleep, or REM) most closely associated with consolidation of an experimental learning task. To correctly categorize certain studies, spindle density was accorded category status. Human studies and rat studies were examined separately. 2. Under each stage rubric (e.g., SWS: Human), studies were summarized according to independent variable (e.g., “Retention interval: early sleep or wake vs. late sleep or wake”); dependent variable (e.g., “visual texture discrimination”); result (e.g., “Early sleep and in particular early plus late sleep facilitate learning”); and author-designated memory category (e.g., “visual procedural”). Results: Only sleep state categories and the relations of these to author-designated memory categories are reported here. Human Studies: Stage 2 and/or spindle density facilitates or is increased by motor procedural learning; is decreased by declarative learning (word pairs with retroactive interference). Spindle density increases during the first 270 minutes of sleep after intensive verbal declarative (word pair) training. SWS (early sleep) facilitates verbal declarative, nonverbal declarative, and visual implicit/visual procedural learning; transfers implicit to explicit learning (“insight”). Stage REM (late sleep) facilitates procedural, visual implicit, verbal nondeclarative, nonverbal nondeclarative, declarative, and episodic learning. Rat Studies: Spindle density increases during the first hour of sleep after declarative (odor + reward) learning. SWS replays spatial learning. Stage REM facilitates spatial learning and complex operant learning; replays spatial learning; interacts with fear conditioning. Conclusion: Disagreement in the sleep and memory literature originates in factors ranging from historical inconsistencies in nomenclature to unitary mapping of memory category onto sleep state. Consistencies within and across human and animal data, and recent emphases on the neural state architecture of sleep, may augur paradigm convergence. 0253 EFFECTS OF SLEEP ON KNOWLEDGE INTEGRATION AND AUTOMATICITY OF PROCESSING Tham E, Lindsay S, Gaskell G Department of Psychology, University of York, York, United Kingdom Introduction: Recent research indicates that sleep benefits consolidation of novel words. We investigated effects of sleep on knowledge integration and automaticity of processing using Size Congruity Effects (SCEs) and Semantic Distance Effects (SDEs) in second-language learning. SCEs occur when participants compare semantic size or physical font size of written-word pairs: correct responses are faster when both dimensions are congruent. SDEs involve swifter semantic size judgements for distant items (e.g., BEE-COW) compared with closer items (e.g., DOG-COW). These effects reflect automaticity in activating meanings; well-integrated novel words may exhibit greater SCE and SDE effects than unintegrated items. We predicted that participants who slept between learning and testing would show stronger SCE/SDEs for Mandarin characters learnt during training than participants who remained awake for a comparable duration. Methods: Participants learned six Mandarin characters referring to different-sized animals in the evening (N=12) or morning (N=12), and tested after 12-hours of sleep or wake. During testing, participants saw item-pairs differing in physical (font) size and semantic (referent) size. In half the trials, relative physical and semantic sizes were congruent and in half they were incongruent. In separate tasks, participants selected the physically or semantically larger item. Both tasks were conducted using newly learned Mandarin characters; equivalent tasks using English stimuli provided baseline performance and controlled for circadian effects. Results: Repeated-measures ANOVAs revealed significant interactions between sleep and congruity, and between sleep and semantic distance for semantic comparisons of Mandarin characters, whereby participants who slept exhibited stronger SCEs and SDEs than those who remained awake. There were no equivalent interactions between sleep and congruity or semantic distance for English stimuli. Conclusion: Participants who slept between training and testing showed stronger SCEs and SDEs for Mandarin semantic comparisons. This suggests that sleep is associated with enhanced automaticity in second-language learning, supporting an integrative role for sleep in declarative memory consolidation. 0254 GENDER EFFECTS ON FALSE MEMORY FORMATION Ta J 1,3 , McDevitt EA 1,4 , Campos M 1,3 , Drummond SP 1,2,4 1 Research Services, VA San Diego Healthcare System, San Diego, CA, USA, 2 Psychology Services, VA San Diego Healthcare System, San Diego, CA, USA, 3 Department of Psychology, University of California, San Diego, La Jolla, CA, USA, 4 Department of Psychiatry, University of California, San Diego, La Jolla, CA, USA A89 SLEEP, Volume 34, Abstract Supplement, 2011
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JOURNAL OF SLEEP AND SLEEP DISORDER
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EDITORIAL In June of 1986, roughly
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