Sleep supports the consolidation of newly learned statistical concepts

Abstract

Within mathematical cognition, the development of conceptual knowledge is seen as critical to developing understanding. Sleep has been well established to play a role in the consolidation of newly learned information and schema-based information but has yet to be explored within mathematical cognition. Across three experiments, participants (N = 167) were assigned to a sleep or wake group and then viewed lectures on either p-values, t-test, or z-scores. The sleep group watched the lecture at 9 p.m., completed an immediate recall task to explain the concept, then a second recall task 12 hr later at 9 a.m. The wake groups watched the lecture at 9 a.m. and completed an immediate recall task then a second recall task 12 hr later at 9 p.m. Written responses were then assessed using a comparative judgement task by subject experts. Across all three experiments, results showed that participants in the sleep group retained their knowledge from the immediate recall to 12 hr later, whereas in the wake group, participants’ knowledge declined significantly between sessions. These results suggest that sleep may be involved in an important process of maintaining the information learned from statistical concepts.