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OCR for page 35
sl eep 1 earni ng/35
DISCUSSION
Whether it is possible and practical for people to learn while they sleep is
a question to which Western and Eastern researchers have given different answers.
Little, if any, learning has been revealed in most Western studies, wherein
novel verbal material is presented to unselected subjects during a single session
of EEG-defined sleep. Whatever learning that has materialized in these studies
has frequently been found to be correlated with both the duration and level of
EEG wakefulness patterns that coincide with or closely follow presentation of
the learning material. In contrast, evidence of substantial sleep learning
has emerged in numerous Eastern studies, wherein familiar material is presented
to "suggestible" subjects who have a strong presleep set to learn, and who are
willing to participate in a lengthy training regimen. No attempt is made in
these studies to input information during deep stages of sleep; instead,
presentations are timed to correspond with sleep onset, initial sleep, and
early morning sleep--periods in which significant EEG activations are likely
to occur. Any improvements in performance obtained under these conditions
would thus appear to reflect a compostite of wake and sleep experience, and
not pure, unadulterated "sleep learning."
While it appears clear that information whose presentation, during sleep, is
not accompanied by EEG activation is not retained unpon awakening, it would
be most interesting to know, for theoretical as shell as for applied reasons,
OCR for page 36
sleep learning/36
whether there is any substance to to Soviet claim that substantial improvements
in learning can be achieved by way of a systematic program of combined wake/sleep
instruction. It would also be informative to discover whether such improvements
are dependent upon the learners' age, their health, their capacity to acquire
knowledge in the waking state, their susceptibility to hypnosis, and their
motivation or set to learn; on the nature of the learning materials (e.g.,
whether they are affectively intoned or personally insignificant) and the
methods of material presentation (e.g., air- v. bone-conducted transmission);
and on the means by which memory for the material is measured (e.g., whether -
the test of retention administered does or does not require awareness of
remembering). These are among the many issues that remain to be settled
in future research aimed at investigating both the possibility and the
practicality of learning during sleep.
Representative terms from entire chapter:
wherein familiar
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