how does sleep impact thought, emotion and memory

What is an effect of sleep deprivation on your emotions?Group of answer choicesMakes it harder to regulate emotionsEnhances emotional stabilityIncreases empathy and creativityDecreases sensitivity

Researchers believe that one important function of sleep is to facilitate learning and memory. How does knowing this help you in your college studies? What changes could you make to your study and sleep habits to maximize your mastery of the material covered in class?

are images, thoughts, and feelings experienced during sleep.Multiple choice question.Night terrorsDreamsParanoiaNightmares

Sleep changes over the life course. As we get older, we tend to:Group of answer choicesSpend more time in REM sleepSleep for longerFall asleep more quicklyHave more broken sleep

Before memories have been consolidated they are considered "labile," or unstable and easily altered.  Sleep is theorized to be essential to the process of memory consolidation, though the mechanisms for this are still under investigation.  Rapid eye movement (REM) sleep has long been assumed to be the sleep stage most important for overall memory consolidation, but recent research suggests that different types of memory may be consolidated during different sleep stages.  Procedural memories appear to be primarily consolidated during REM sleep while declarative memories appear to be primarily consolidated during slow-wave sleep (SWS).  Sleep duration, sleep regularity, and timing of sleep all contribute to the proportions of REM and SWS, so these factors also play an important role in memory consolidation processes.An experiment was performed at a large state university to investigate the relationship between sleep and learning in college students.  Researchers screened potential participants with a sleep habits questionnaire.  Those who reported having a regular sleep schedule were included in the study (N = 100) and given a vocabulary knowledge pretest.  Participants were then randomly assigned to 1 of 4 experimental groups, each containing 25 students.  During the learning phase (L), each student was asked to memorize a set of 10 common toy objects (eg, car, ball, stuffed animal, blocks) and 10 vocabulary definitions that the student had labeled as "unknown" during the pretest.  Images of the toy objects were presented in a sequence, one at a time, for 5 seconds each; the 10 vocabulary definitions were listed on a sheet that students were allowed to study for 10 minutes.  During the testing phase (T), students were asked to recall the objects in any order and define the vocabulary words (Figure 1).Figure 1  Experimental design for each of the 4 groupsResults were reported as the average recall accuracy for the objects and vocabulary definitions, by group (Table 1).  Participants were then given a survey about the techniques they used when attempting to remember the toy objects and vocabulary definitions.  Some students reported associating the definitions and objects with one another.  For instance, one student reported that she related the words "plucky" (meaning brave) and "tocsin" (meaning an alarm) to an image of a toy fire truck, making it easier to recall the toy object and both associated vocabulary definitions.Table 1  Average Recall Accuracy, per GroupGroups Average object recall accuracy (%) Average vocabulary recall accuracy (%)I 52 42II 69 60III 44 35IV 64 52 Question 23In this study, the vocabulary recall task most directly assessed which of the following types of memory?A.ImplicitB.SemanticC.Short-termD.Working