Integration of waking experience through dreams considered in light of individual differences in implicit learning ability
© 2020 European Sleep Research Society..
The present study explored whether individual differences in implicit learning were related to the incorporation of waking events into dreams. Participants (N = 60) took part in a sequence learning task, a measure of implicit learning ability. They were then asked to keep a record of their waking experiences (personally significant events [PSEs]/major concerns), as well as their nightly dreams for a week. Of these, the responses of 51 participants were suitable for further analysis in which participants themselves and three independent judges rated the correlation between waking events and dreams of the same day. Implicit learning ability was found to significantly correlate with the incorporation of PSEs into dreams. The present results may lend support to the Horton and Malinowski autobiographical memory (AM) model, which accounts for the activation of memories in dreams as a reflection of sleep-dependent memory consolidation processes that focusses in particular on the hyperassociative nature of AM during sleep.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2021 |
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| Erschienen: |
2021 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:30 |
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| Enthalten in: |
Journal of sleep research - 30(2021), 3 vom: 10. Juni, Seite e13171 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Wang, JiaXi [VerfasserIn] |
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| Links: |
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| Themen: |
Continuity hypothesis |
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| Anmerkungen: |
Date Completed 14.07.2021 Date Revised 14.07.2021 published: Print-Electronic Citation Status MEDLINE |
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| doi: |
10.1111/jsr.13171 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM314541063 |
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| 500 | |a Citation Status MEDLINE | ||
| 520 | |a © 2020 European Sleep Research Society. | ||
| 520 | |a The present study explored whether individual differences in implicit learning were related to the incorporation of waking events into dreams. Participants (N = 60) took part in a sequence learning task, a measure of implicit learning ability. They were then asked to keep a record of their waking experiences (personally significant events [PSEs]/major concerns), as well as their nightly dreams for a week. Of these, the responses of 51 participants were suitable for further analysis in which participants themselves and three independent judges rated the correlation between waking events and dreams of the same day. Implicit learning ability was found to significantly correlate with the incorporation of PSEs into dreams. The present results may lend support to the Horton and Malinowski autobiographical memory (AM) model, which accounts for the activation of memories in dreams as a reflection of sleep-dependent memory consolidation processes that focusses in particular on the hyperassociative nature of AM during sleep | ||
| 650 | 4 | |a Journal Article | |
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| 650 | 4 | |a continuity hypothesis | |
| 650 | 4 | |a dreaming | |
| 650 | 4 | |a hyperassociativity | |
| 650 | 4 | |a implicit learning | |
| 650 | 4 | |a individual differences | |
| 650 | 4 | |a memory consolidation | |
| 700 | 1 | |a Li, XinQuan |e verfasserin |4 aut | |
| 700 | 1 | |a He, JingYu |e verfasserin |4 aut | |
| 700 | 1 | |a Ma, HuiYing |e verfasserin |4 aut | |
| 700 | 1 | |a Bin, Ting |e verfasserin |4 aut | |
| 700 | 1 | |a Wan, Jing |e verfasserin |4 aut | |
| 700 | 1 | |a Feng, XiaoLing |e verfasserin |4 aut | |
| 700 | 1 | |a Zemmelman, Steve |e verfasserin |4 aut | |
| 700 | 1 | |a Shen, HeYong |e verfasserin |4 aut | |
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