caa a22 4500 445350245 CHVBK 20180317142841.0 cr unu---uuuuu 170323e20110901xx s 000 0 eng 10.1007/s00221-011-2808-7 doi (NATIONALLICENCE)springer-10.1007/s00221-011-2808-7 Sleep and environmental context: interactive effects for memory [Elektronische Daten] [Scott Cairney, Simon Durrant, Hazel Musgrove, Penelope Lewis] Sleep after learning is often beneficial for memory. Reinstating an environmental context that was present at learning during subsequent retrieval also leads to superior declarative memory performance. This study examined how post-learning sleep, relative to wakefulness, impacts upon context-dependent memory effects. Thirty-two participants encoded word lists in each of two rooms (contexts), which were different in terms of size, odour and background music. Immediately after learning and following a night of sleep or a day of wakefulness, memory for all previously studied words was tested using a category-cued recall task in room one or two alone. Accordingly, a comparison could be made between words retrieved in an environmental context which was the same as, or different to, that of the learning phase. Memory performance was assessed by the difference between the number of words remembered at immediate and delayed retrieval. A 2×2×2 mixed ANOVA revealed an interaction between retrieval context (same/different to learning) and retention interval (sleep/wakefulness), which was driven by superior memory after sleep than after wake when learning and retrieval took place in different environmental contexts. Our findings suggest a sleep-related reduction in the extent to which context impacts upon retrieval. As such, these data provide initial support for the possibility that sleep dependent processes may promote a decontextualisation of recently formed declarative representations. Springer-Verlag, 2011 Declarative memory nationallicence Sleep nationallicence Environmental context nationallicence Hippocampus nationallicence Neocortex nationallicence Cairney Scott School of Psychological Sciences, University of Manchester, 3rd Floor Zochonis Building, Brunswick Street, M13 9PL, Manchester, UK aut Durrant Simon School of Psychological Sciences, University of Manchester, 3rd Floor Zochonis Building, Brunswick Street, M13 9PL, Manchester, UK aut Musgrove Hazel School of Psychological Sciences, University of Manchester, 3rd Floor Zochonis Building, Brunswick Street, M13 9PL, Manchester, UK aut Lewis Penelope School of Psychological Sciences, University of Manchester, 3rd Floor Zochonis Building, Brunswick Street, M13 9PL, Manchester, UK aut Experimental Brain Research Springer-Verlag 214/1(2011-09-01), 83-92 0014-4819 214:1<83 2011 214 221 https://doi.org/10.1007/s00221-011-2808-7 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s00221-011-2808-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Cairney Scott School of Psychological Sciences, University of Manchester, 3rd Floor Zochonis Building, Brunswick Street, M13 9PL, Manchester, UK aut NATIONALLICENCE 700 1- Durrant Simon School of Psychological Sciences, University of Manchester, 3rd Floor Zochonis Building, Brunswick Street, M13 9PL, Manchester, UK aut NATIONALLICENCE 700 1- Musgrove Hazel School of Psychological Sciences, University of Manchester, 3rd Floor Zochonis Building, Brunswick Street, M13 9PL, Manchester, UK aut NATIONALLICENCE 700 1- Lewis Penelope School of Psychological Sciences, University of Manchester, 3rd Floor Zochonis Building, Brunswick Street, M13 9PL, Manchester, UK aut NATIONALLICENCE 773 0- Experimental Brain Research Springer-Verlag 214/1(2011-09-01), 83-92 0014-4819 214:1<83 2011 214 221 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer