Figure 1
From: Learning performance is linked to procedural memory consolidation across both sleep and wakefulness
Association between learning performance, type of retention interval (nocturnal sleep vs. daytime wake), and relative offline gain in newly acquired procedural skills. (A) Performance in the procedural memory task at learning and retesting, split by sleep (N = 60) and wake (N = 54) groups. Learning performance was defined as the average number of correctly tapped sequences across the final three trials (blocks 10, 11, and 12) during the learning session. Retesting performance was defined as the average number of correctly tapped sequences across the three retesting trials (blocks 13, 14, and 15). Error bars represent SEM. (B) Association between learning performance and performance gains (learning performance set to 0%) in finger tapping skill. Note that no interaction between learning performance, sex and condition was found.
