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Module 1.5c

Maquet, 2001). So precise were these activity patterns that scientists could tell where in the
maze the rat would be if awake. To sleep, perchance to remember.
This is important news for students, many of whom are sleep deprived on weekdays
and binge sleep on the weekend (Stickgold, 2000). High school students with high grades PRACTICE
slept about 25 minutes longer each night than their lower-achieving classmates (Wolfson &
Carskadon, 1998; see Figure 1.5-12). Sacrificing sleep time to study actually worsens aca-
demic performance, by making it harder the next day to understand class material or do well Data interpretation (SP 3)
on a test (Gillen-O’Neel et al., 2013). (20 minutes) In pairs, have stu-
dents create a scatterplot to
illustrate the positive correlation
Figure 1.5-12
A sleeping brain is a between GPA and hours of sleep.
working brain
Ask them to hypothesize the rea-
sons why individuals with higher
GPAs may get more sleep than
those with lower GPAs. Bonus: You
can also review research methods
in this activity by asking students
(a) Learning. (b) Sleep consolidates our (c) Learning is retained.
learning into long-term to identify the design (correlational)
memory. and the variables (GPA and hours of
sleep per night).
Copyright © Bedford, Freeman & Worth Publishers.
To develop and preserve neural pathways. Perhaps dreams, or the brain activity associ-
ated with REM sleep, serve a physiological function, providing the sleeping brain with periodic
stimulation. This theory makes developmental sense. As you will see in Module 3.2, stimulating
experiences preserve and expand the brain’s neural pathways. Infants, whose neural networks
are developing quickly, spend much of their abundant sleep time in REM sleep (Figure 1.5-13).

24
Average Marked drop in CONNECT 1.5-10
daily sleep 16 REM sleep during infancy
(hours)
14 Link developmental sleep patterns and
Waking
12 REM sleep for your students. Point
REM sleep
10 8 out how sleep differences occur in a
developmental pattern, with infants
swissmacky/Shutterstock Distributed by Bedford, Freeman & Worth Publishers. Not for redistribution.
spending as much as 16 hours a day
6
sleeping and spending much more
4
2 NREM sleep time in REM sleep. Older adults actu-
0 ally sleep about 1 hour less a night
1–15 3–5 6–23 2 3–4 5–13 14–18 19–30 31–45 90
days mos. mos. yrs. yrs. yrs. yrs. yrs. yrs. yrs. than younger adults do. Students
Age should be aware of the developmental
Figure 1.5-13 differences in sleep patterns.
Sleep across the lifespan
As we age, our sleep patterns change. During infancy and our first 2 years, we spend progressively less time in REM sleep. During our first 20 years,
we spend progressively less time asleep. (Data from Snyder & Scott, 1972.)
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