Naps promote abstraction in language-learning infants
Abstract
Infants engage in an extraordinary amount of learning during their waking hours even though much of their day is consumed by sleep. What role does sleep play in infant learning? Fifteen-month-olds were familiarized with an artificial language 4 hr prior to a lab visit. Learning the language involved relating initial and final words in auditory strings by remembering the exact word dependencies or by remembering an abstract relation between initial and final words. One group napped during the interval between familiarization and test. Another group did not nap. Infants who napped appeared to remember a more abstract relation, one they could apply to stimuli that were similar but not identical to those from familiarization. Infants who did not nap showed a memory effect. Naps appear to promote a qualitative change in memory, one involving greater flexibility in learning.
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Sleep is correlated with increased generalization and abstraction abilities in infants.
“This holds true even in infants, wherein sleep is correlated with increased generalization and abstraction abilities.135,136”
From The overfitted brain: Dreams evolved to assist generalization (2021) · cites this paper as [136]
Sleep promotes grammar-related abstraction processes in language learning tasks in infants.
“Sleep likewise promoted grammar-related abstraction processes in language learning tasks in infants (469, 589).”
From About Sleep's Role in Memory (2013) · cites this paper as [469]
15-mo-old infants already showed a sleep-dependent benefit for extraction of grammatical rules during language learning.
“15-mo-old infants already showed a sleep-dependent benefit for extraction of grammatical rules during language learning (469).”
From About Sleep's Role in Memory (2013) · cites this paper as [469]
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Sleep smart—optimizing sleep for declarative learning and memory
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Remembering New Words: Integrating Early Memory Development into Word Learning
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- Authors
- Gómez, R. L., Bootzin, R. R., & Nadel, L.
- Affiliations
- University of Arizona (US)
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2006-08
- Volume
- 17
- Issue
- 8
- Pages
- 670-674
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- OpenAlex
- W2146608276
- Cited by
- 386
- References
- 32
- Citations by year
- 2026: 2 · 2025: 17 · 2024: 15 · 2023: 10 · 2022: 19 · 2021: 24 · 2020: 18 · 2019: 29 · 2018: 24 · 2017: 28 · 2016: 29 · 2015: 26 · 2014: 31 · 2013: 26 · 2012: 24
- FWCI
- 5.48
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Sleep and Wakefulness Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- infant sleep, napping, artificial language learning, infant language acquisition, abstract relations, memory flexibility, word dependencies, auditory memory, memory generalization
- MeSH terms
- Child Development, Cognition, Humans, Infant, Language, Sleep, Verbal Learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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