The committee finds no evidence to suggest that learning occurs during verified sleep (confirmed by such [measurements] as electrical recordings of brain activity). However, waking perception and interpretation of verbal material could well be altered by presenting that material during the lighter stages of sleep. We conclude that the existence and degree of learning and recall of materials presented during sleep should be examined again as a basic research problem.
Many studies have found that effective instruction is the result of such factors as the quality of instruction practice or study time, motivation of the learner, and the matching of the training regimen to the job demands. Programs that integrate all these actions would be desirable.
The Committee finds little scientific evidence that so-called superlearning programs, such as Suggestive Accelerative Learning and Teaching Techniques derive their instructional benefits from elements outside the mainstream of research and practice.
We find that...