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tory learning which is the basis for sleep-learning, has been found to be more effective than visual learning. Among the conscious aids to memory which are helpful to a degree, few appear to be important in sleep-study. Numbering, classifying, visualizing, spatial arrangement, digit number systems, paired or chain associations, abbreviations—these are not mentioned at all. Rhyme is referred to as the easiest material to learn during sleep, and is thus recommended to begin with. Ego involvement is certainly apparent in the sleep-therapy recordings, as well as in the relaxing and preludes to sleep-learning tapes. It would be interesting if the sleep-learners were able to conduct tests to discover whether or not memory acquired during sleep suffers in recall from proactive inhibition (previously learned material) or from blocking, and what degree of cue dependency is involved in this method. According to testimonials, students who learned foreign languages during sleep achieved amazing results in a short time. When we compare these claims with the busy schedule recommended by authorities oh conscious learning of a language, we can only gasp at the time and effort saved. Again tests would be interesting to discover how well the student acquires the living feel of the language, understanding and accuracy in the use of grammar, and whether or not he thinks in the new language. On the whole, there appears to be enough consistency in the theories of conscious memory and sleep-memory to indicate considerable validity in the latter approach. |
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