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REM Sleep Behavior Disorder

REM Sleep Behavior Disorder

REM Sleep Behavior Disorder (RBD) is a sleep disorder characterized by the absence of muscle paralysis that normally occurs during the REM phase of sleep. This absence allows individuals to physically act out their dreams, which are often vivid and disturbing. Common behaviors exhibited during episodes include kicking, punching, and yelling. These actions can be dangerous, potentially leading to injuries for the person with RBD or their bed partner.
RBD is significantly associated with...

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Related Experiment Video

Updated: Mar 13, 2026

Measuring Neural Mechanisms Underlying Sleep-Dependent Memory Consolidation During Naps in Early Childhood

Measuring Neural Mechanisms Underlying Sleep-Dependent Memory Consolidation During Naps in Early Childhood

Published on: October 2, 2019

Sleep Changes in Adolescents Following Procedural Task Training.

Rebecca S Nader¹, Anthony L Murkar², Carlyle T Smith¹

¹Department of Psychology, Trent University Peterborough, ON, Canada.

Frontiers in Psychology

|October 22, 2016

Summary

This summary is machine-generated.

Adolescent procedural learning did not alter sleep spindle density. However, unsuccessful learning was linked to changes in sleep stages, including decreased stage 2 and increased slow-wave (SWS) and REM sleep.

Keywords:

SWS adolescents learning rem spindles stage 2

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Area of Science:

Neuroscience
Sleep Science
Cognitive Psychology

Background:

Inter-individual variation in sleep spindle activity is linked to innate learning ability.
Sleep spindles show changes following learning in both young and older adults.

Purpose of the Study:

To investigate the impact of procedural task acquisition on sleep stages and sleep spindles in adolescents.
To explore the relationship between learning success, sleep spindle characteristics, and sleep architecture in a young sample.

Main Methods:

Thirty-two adolescents (ages 12-19) learned a procedural task (pursuit rotor).
Sleep spindle activity was analyzed across slow (11.00-13.50 Hz), fast (13.51-16.00 Hz), and superfast (16.01-18.50 Hz) frequency bands.
Sleep stages, including Stage 2, Slow Wave Sleep (SWS), and Rapid Eye Movement (REM) sleep, were quantified.

Main Results:

Successful learning of the pursuit rotor task did not result in changes in sleep spindle density.
In contrast to successful learners, participants who did not learn the task showed a decrease in Stage 2 sleep proportion.
Unsuccessful learners exhibited an increase in both SWS and REM sleep proportions.

Conclusions:

Procedural learning in adolescents may not directly modulate sleep spindle density.
Sleep stage alterations in unsuccessful learners align with a two-stage model of sleep and memory consolidation.
Further research is needed to understand the specific roles of sleep stages and spindles in adolescent learning and memory.