Sleep Enhances Implicit Motor Skill Learning in Individuals Poststroke
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: Although sleep has been demonstrated to be critical for learning and the consolidation of memories in neurologically intact individuals, the importance of sleep for learning in neuropathological populations remains unknown. METHOD: To assess the influence of sleep on implicit motor skill learning and memory consolidation post stroke, 18 individuals with stroke and 18 neurologically intact age-matched individuals were assigned to either the sleep group (slept between practice of a continuous tracking task and retention testing) or the no-sleep group (stayed awake between practice and retention testing). RESULTS: Only the individuals post stroke who slept between practice and retention testing demonstrated implicit motor learning at retention. The individuals with stroke who did not sleep and both the age-matched control groups (sleep and no-sleep) failed to demonstrate learning. These findings provide evidence that after stroke individuals can enhance implicit motor skill learning and motor memory consolidation by sleeping between practice and retention tests. CONCLUSION: These data suggest that ensuring adequate sleep between rehabilitation therapy sessions and normalizing sleep cycles following stroke may be important variables that can positively influence implicit motor learning after stroke-related brain damage.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it