Integration of waking experience through dreams considered in light of individual differences in implicit learning ability.
continuity hypothesis
dreaming
hyperassociativity
implicit learning
individual differences
memory consolidation
Journal
Journal of sleep research
ISSN: 1365-2869
Titre abrégé: J Sleep Res
Pays: England
ID NLM: 9214441
Informations de publication
Date de publication:
06 2021
06 2021
Historique:
revised:
26
07
2020
received:
01
03
2020
accepted:
30
07
2020
pubmed:
4
9
2020
medline:
15
7
2021
entrez:
4
9
2020
Statut:
ppublish
Résumé
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.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e13171Informations de copyright
© 2020 European Sleep Research Society.
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