The consolidation of implicit sequence memory in obstructive sleep apnea

Obstructive Sleep Apnea (OSA) Syndrome is a relatively frequent sleep disorder characterized by disrupted sleep patterns. It is a well-established fact that sleep has beneficial effect on memory consolidation by enhancing neural plasticity. Implicit sequence learning is a prominent component of skill learning. However, the formation and consolidation of this fundamental learning mechanism remains poorly understood in OSA. In the present study we examined the consolidation of different aspects of implicit sequence learning in patients with OSA. We used the Alternating Serial Reaction Time task to measure general skill learning and sequence-specific learning. There were two sessions: a learning phase and a testing phase, separated by a 10-hour offline period with sleep. Our data showed differences in offline changes of general skill learning between the OSA and control group. The control group demonstrated offline improvement from evening to morning, while the OSA group did not. In contrast, we did not observe differences between the groups in offline changes in sequence-specific learning. Our findings suggest that disrupted sleep in OSA differently affects neural circuits involved in the consolidation of sequence learning

Declarative and non-declarative memory consolidation in children with sleep disorder

Healthy sleep is essential in children’s cognitive, behavioral, and emotional development. However, remarkably little is known about the influence of sleep disorders on different memory processes in childhood. Such data could give us a deeper insight into the effect of sleep on the developing brain and memory functions and how the relationship between sleep and memory changes from childhood to adulthood. In the present study we examined the effect of sleep disorder on declarative and non-declarative memory consolidation by testing children with sleep-disordered breathing (SDB) which is characterized by disrupted sleep structure. We used a story recall task to measure declarative memory and Alternating Serial Reaction Time (ASRT) task to assess non-declarative memory. This task enables us to measure two aspects of non-declarative memory, namely general motor skill learning and sequence-specific learning. There were two sessions: a learning phase and a testing phase, separated by a 12-hour offline period with sleep. Our data showed that children with SDB exhibited a generally lower declarative memory performance both in the learning and testing phase; however, both the SDB and control groups exhibited retention of the previously recalled items after the offline period. Here we showed intact non-declarative consolidation in SDB group in both sequence-specific and general motor skill. These findings suggest that sleep disorders in childhood have a differential effect on different memory processes (online vs. offline) and give us insight into how sleep disturbances affects developing brain

Results of sequence learning and consolidation in the OSA and control group.

<p><b>A</b>) Results of sequence-specific and general skill learning in OSA and control group in Session 1 and Session 2: Although the OSA group was generally slower in Session 1, both groups showed significant sequence-specific and general skill learning. There were no differences in learning between the groups; the pattern of learning was similar in the OSA and control groups. <b>B</b>) Results of offline changes in sequence-specific learning in OSA and control group: The differences between the low and high frequency triplets indicate sequence-specific learning. There was a decrease in sequence-specific knowledge, such that the learning index of the first epochs of Session 2 was significantly smaller compared to the last epochs of Session 1. There were no significant differences between the OSA and control groups. <b>C</b>) The results of offline changes in general skill learning: the differences in overall reaction time between the last epoch of Session 1 and the first epoch of Session 2 regardless of triplet type show general skill learning. There was a trend of improvement in general skill learning. The OSA group showed no offline general skill learning, while the control group showed better performance (smaller RTs) at the beginning of Session 2 compared to the end of Session 1. Error bars indicate SEM.</p