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The neural representation of time
Disrupted Timing of Discontinuous But Not Continuous Movements by Cerebellar Lesions
It is hypothesized that the temporal properties of continuous movements are emergent and reflect the operation of other control parameters not associated with the cerebellum, which provides a parsimonious account of cerebellar involvement in a range of tasks.
Age-related decline of sleep-dependent consolidation.
Older adults showed similar degrees of initial learning, however, performance of the older adults did not improve following sleep, providing evidence that sleep-dependent consolidation is diminished with age.
Sleep modulates word-pair learning but not motor sequence learning in healthy older adults
Correlations for timing consistency among tapping and drawing tasks: evidence against a single timing process for motor control.
- S. Robertson, H. Zelaznik, T. Schneidt
- PsychologyJournal of experimental psychology. Human…
- 1 October 1999
The conclusions drawn were that timing is not an ability to be shared by a variety of tasks but instead that the temporal qualities of skilled movement are the result of the specific processes necessary to produce a trajectory.
Dissociation of explicit and implicit timing in repetitive tapping and drawing movements.
The results of four experiments explored the hypothesis that temporal processes may be represented and controlled explicitly or implicitly support the hypothesized distinction between explicit and implicit temporal representations.
Processing of Emotional Reactivity and Emotional Memory over Sleep
- B. Baran, E. Pace-Schott, Callie Ericson, R. Spencer
- Psychology, BiologyThe Journal of Neuroscience
- 18 January 2012
While emotional reactivity to negative pictures was greatly reduced over wake, the negative emotional response was relatively preserved over sleep and protection ofotional reactivity was associated with greater time in REM sleep, providing the first evidence that sleep enhances emotional memory while preserving emotional reactivities.
Sleep spindles in midday naps enhance learning in preschool children
- L. Kurdziel, Kasey Duclos, R. Spencer
- PsychologyProceedings of the National Academy of Sciences
- 23 September 2013
Evidence is shown that classroom naps support learning in preschool children by enhancing memories acquired earlier in the day as compared with equivalent intervals spent awake, suggesting that distributed sleep is critical in early learning.
Sleep-Dependent Consolidation of Contextual Learning