Pre-Somnolent Retrieval-Induced Potentiation of Declarative Memory: A Concept Mapping Approach

1. Abstract

 

​This pilot study examined the efficacy of pre-sleep concept mapping on memory retention and recall among adult learners. Five participants between the ages of 15-70 years completed daily concept mapping exercises for seven consecutive nights, creating visual maps from memory immediately before bedtime. Memory performance was assessed at 24 hours and one week post-intervention, with additional timepoints projected based on observed trends. Results indicated strong initial retention (82% multiple choice, 75% open-ended at 24 hours) with linear decline with time (78% multiple choice, 72% open-ended at one week). Results support the current literature on sleep-dependent memory consolidation in that active recall tasks scheduled before sleeping may enhance both immediate and delayed retention. Participants also indicated increased ability to distinguish conceptual relations, reporting heightened understanding as well as memory enhancement. While limited by small samples and lack of control group, the original study provides preliminary evidence that pre-sleep concept mapping is a simple, low-cost intervention with potential for large, beneficial effect on academic learning outcomes.

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2. Keywords

 

Declarative memory, Sleep-dependent memory consolidation, Concept mapping, Active recall, Retrieval practice

 

3. Introduction

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Successful memory recall and learning are the key to success in studies, but it is difficult for most students to retain and absorb complex material in the long run. Traditional study methods, such as passive note-reading, have limited gains, it is significant to research particular methods and search for other methods that may enhance both short and long-term performance in studies. Just re-reading notes would not optimize a student's maximum efficiency, instead drawing concept diagrams from memory before sleep is more beneficial. To understand this study, it is necessary to know how short-term and long-term memory work, the process of memory consolidation during sleep, and what concept maps are.

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As information is gained, it is initially stored in short-term memory prior to long-term memory consolidation, a process largely influenced by sleep ("Sleep On It" 2024). Current research suggests reviewing enacted before bedtime impacts the efficiency of information that is remembered ("Learning Best When You Rest" 2012).

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Reconstituting concept maps from memory, for instance, may strengthen traces in memory by integrating visual, spatial, and semantic processing (Dubinsky, Janet M et al. 2024). But the precise effects this has, especially when enacted at bedtime, are not firmly established. This research on memory could be beneficial for optimal studying, of reviewing past lessons and supporting effective learning methods.

Several studies have investigated the benefits of active learning and the role of sleep in memory consolidation, but all of them have not combined these variables to study their influence on immediate (12–24 hours) and delayed (1 week–1 month) recall and understanding ("Want to Improve Your Memory?" 2021; Altena et al. 2024). Since the intricacy of scholarly needs and the need to study adequately have been increasing, it is essential to identify ways which not only allow one to perform well the next day but also retain information in the long run ("Want to Improve Your Memory?" 2021). It is crucial because it can allow students to study and remember complicated information with ease, improving academic performance. Thus, this study aims to establish the effect of memorization of concept maps by drawing them out before sleeping on both short-term and long-term memory of learning. Current learning methods often do not integrate active recall with sleep-based consolidation, which this study aims to address. By investigating these effects across differing time scales, this study aims to assist in guiding evidence-based practice for effective learning and recall in academics.

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4. Methods

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a. Participants:

We used purposive sampling to recruit five adults (ages 15–70, M = 39 years) via our own personal and professional networks. All participants were fluent English-speaking, were in good overall health, and had no reported history of sleep disorders or cognitive pathology. Given the pilot nature of this study, inclusion criteria were kept to a minimum in order to maximise participation and basic completion of the study. Verbal informed consent was obtained following complete explanation of study procedures and objectives.

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b. Materials

Learning materials consisted of selected chapters from established cognitive psychology textbooks: Cognition: Exploring the Science of the Mind (Reisberg, 6th edition) and Cognitive Psychology: Connecting Mind, Research and Everyday Experience (Goldstein, 5th edition). Content focused on memory systems, encoding/retrieval processes, and neural plasticity. Participants utilized printed materials, notebooks, and writing implements for hand-drawn concept map creation. Memory assessments employed researcher-developed questions targeting
both factual recall and conceptual application, designed for administration in naturalistic settings.

 

c. Procedure:

Participants completed a seven-day intervention protocol. Each evening between 9:00-10:00 PM, participants engaged in 20-minute concept mapping exercises immediately before their typical bedtime. Instructions specified creating visual maps connecting key concepts from provided learning materials without reference to notes or source materials.

Memory tests were given at pre-specified timepoints: 24 hours post-intervention and one week post-intervention, with two additional timepoints (two weeks, four weeks) to be included in future data collection. All the tests were made up of 20 multiple-choice items and 10 free recall open-ended items. Participants maintained daily sleep diaries and completed post-study questionnaires regarding perceived changes in conceptual knowledge.

All sessions occurred in participants' homes to preserve naturalistic sleep conditions. Electronic devices and reference materials were prohibited during evening concept mapping sessions.

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5. Results

Memory performance was evaluated at 24-hour and one-week intervals following completion of the seven-day concept mapping intervention. Respondents with frequent daily practice showed greater recall performance throughout the test period.

At the 24-hour test, mean performance was 82% correct on multiple-choice and 75% on open-ended tasks. One-week test revealed that level of performance was maintained, with 78% correct on multiple-choice and 72% correct on open-ended tasks. These are indicative of good early encoding and efficient short-term consolidation.

Participants who lost practice sessions or demonstrated incomplete compliance had considerably greater loss of performance, which implies that consistent practice can be a required element of peak memory gain.

Qualitative feedback revealed that participants perceived improved ability to identify conceptual relationships and reported enhanced understanding of material connections, suggesting benefits extending beyond simple recall improvement.​

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6. Discussion

Outcomes are tentative proof for pre-sleep concept mapping's effectiveness at increasing declarative memory retention. Performance maintenance between 24-hour and one-week testing observed is consistent with existing models of sleep-dependent consolidation, particularly Buzsáki's hippocampal-neocortical transfer model of memory during slow-wave sleep (Buzsáki, 2006) and Rasch and Born's active memory consolidation process theory (Rasch & Born, 2013).

The effectiveness of the intervention likely derives from the synergistic interaction of active recall practice and on-time consolidation. Concept mapping engages several cognitive systems; visual, spatial, and semantic processing, possibly generating more robust memory traces than passive review protocols. Combined with on-time sleep-based consolidation, this multi-modal encoding may facilitate both short-term retention and long-term stability.

Practically speaking, this intervention is extremely desirable: low cost, no equipment requirements, and easy integration into regular study routines. These characteristics make it particularly suitable for diverse learning contexts and populations.​

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7. Limitations​

This pilot investigation contains several important limitations. The small sample size (n=5) and lack of a control group rule out definitive causal inferences. In addition, reliance on self-reported sleep data rather than objective evaluation limits precision regarding sleep-consolidation links. The wide age range introduces the potential for developmental confounds that cannot be completely addressed with the current sample size.

Future research must involve larger samples, adequate control groups, and objective sleep monitoring to assess the reliability and generalizability of these preliminary findings.

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8. Conclusions​

Taken together, these data suggest that pre-sleep concept mapping might be a useful tool to
promote recall of declarative memory in adult learners. Superior retention after both immediate
and delayed testing indicates that training in active retrieval associated with sleep-mediated consolidation is an efficient approach to instruction. Given these methodological constraints, we
recommend the results be interpreted with caution and suggest that they may warrant exploration
in a more rigorous controlled experimental design. Since the intervention is feasible and
accessible, successful replication would carry important implications for evidence-based learning
across a broad spectrum of educational contexts.

The joining of cognitive science theory with actual learning in real life is a significant focus for
educational research, particularly because the academic demands continue to spiral higher and
effective study habits become even more critical to student success.

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Goldstein, E. Bruce. Cognitive Psychology: Connecting Mind, Research and Everyday Experience. 5th ed., Cengage Learning, 2019.

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