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lDY.:: A SUimDS-TY Ra-rl.ev of "Sleep t.earn:..ns;• With Special Reference to tbe Ac~siti~n ~r Foreign Language Skill~ .I 1 ,.. Problem Tc appraise "shep lea~-nina" as a technillU:! for acquiring verba1 skills vHh special ref1rence t.n foreign lanQ.l3~e harning. Procedure A ~ey ~s made of a variety of sources dealing vith learning _during sleep. The review included the technicS: literature, popular books, comm.:rr:ial pamphlets, :::astern r::uropean materials, and co=.u:ications t'rom schotists ta.mi.lia.r Vitb tba problem. The mat~rial vas analyz~d in terms ot tbe evidenc~ pr~seoted for or agaiust sleep l~arning as a practical training ~echniqu~. Conclt:.sions 1. Ih::gardl.ess of present e.ay accounts of spectacular foreign language capabilities acquired during sleep!/, no a~ceptable evidence that ~lecp learning is en effective technique i~ foreign lang~ge training has been uncovered in our survey. Verbal learning, as co=or:.ly und~rstood1 does not occur during ect.ual sleep. Although some verbal learning can occur during low l<!vels of uakefulness, such as drowsinass or reverie, there is no ac~u~sition of sucb during real sleep. knowl~dge !/. Appendix l gives a sample of such accounts. Tb~ items mentioned in this sample ~ere the imp~tus for this pap2r and r~ceived sp~cial in our review. att~ntion 2 :2. The possibility or any practical results of further researc!l in the area or verbal ~earning during sleep ana ~specially foreign language learning would seem to be rather unlikely.· Unless some ncv and :k>romsing materlal.s or procedures in this area are evolved, we would suggest that further research, if any is contemplated, be directed toward other,· less feasible objectives. ~-amatic, ~ut mor~ 3· ··The procedure of listening to and ~racticing vith foreign language material dQ~ng periods of l3is~, relaXation, or simple physical routine can r'asult in in.,.r:!a.sed knorTledgt! and. sk.lll. Tbe possible increase in foreign languege compet~cce ~ectad from such.· practices should, ot course, be assessed in tel~ of the psychological and physiological costs. 3 A SUJ!!!;'.ary R::vicw of "Sleep L~;:.rn:ing" Hith Special. Reference t.:- the Acquisition of Foreign Lansuaga Sk111s Problem The claim tba.t knowl!ldge can be acquir~d tli tbout effort is the promise ¢f sleep learning. The purpose of the pr~sent paper is to or asses~ this claim vith particular referenc3 to the l~rning foreign languag::s. Definiti-on of "Slee:p L~a.rning" The term "Sleep Learning," as used in the pres:!nt paper, ref'!rs to the learning, or supposed learning, of some verbal subJect matter or skill during a state of na.tuxal sleep. That this The page displays a title in stylized white font that reads "THE BLACK VAULT" against a dark background with a blue glow. To the left, a detailed illustration of a bank vault door is visible, complete with intricate gears, a dial, and a locking mechanism. The remainder of the page is filled with white text that describes the document's origin from "The Black Vault," an online database of declassified government documents, specifically mentioning the MKULTRA/Mind Control Collection and providing a URL for downloading. There are no photographs of people, locations, or equipment, nor are there handwritten annotations, signatures, official stamps, forms, diagrams, tables, or redactions. The visual elements are limited to the title and the illustration. is to or asses~ this claim vith particular referenc3 to the l~rning foreign languag::s. Definiti-on of "Slee:p L~a.rning" The term "Sleep Learning," as used in the pres:!nt paper, ref'!rs to the learning, or supposed learning, of some verbal subJect matter or skill during a state of na.tuxal sleep. That this is the cou:mon meaning of the term is apparent from a review of popular ~d commercLal sources, as \Tell as from tbe literat1.U'·::, both of whicb sci~ntific are listed in the table of r~ferences en page 11. The references mentioned indicate a general and cocmon meaning to the term "Sleep Learning." Other sil:lilar terms are "sleep education" and "sleep teaching." Tbe sl~ep learning idea is sometimes associated •,o~ith h:;,.-pnotism, as in "hypcopedia." Sometimes sleep learning is associated with therapy) as in "s.leep therapy ... and usases apparently occur on a basis, being 1~esa m~anings w~da found in both Europ~an and Western literatures. o: The fact of widespread agreement as to the meaning tb~ termJ however~ is no necessary reason for believing that sleep learning actuall;:r occurs. :tn order to test \1betber sla~p :.2arning d.oes take place, some obJcctiv~ criterion of decidifil whether & person is or is not asleep, as well as vbather th~ person bas or bas not learned anything vbUe in the sla~ping state must b~ utili:.ed. Although there are technical reasons for regarding both sleep or and lear11ing as continuons ph.:nomena. such that one spe.ak.s level.s in the sleep-wakafulness continuum or of l~vels in the simple·to compl:tl learning continuUlll, it is a1so tru2 'that r;1iable Jud@nents can be made as to whether a ~erson is or is not asleep and, independantly, as to whether a person bas or haS DOt learn~d something. Criterion of Slee~ itlectro~ncepbalograpbic (EiW) or brain 'rave mcnitoring l1f a person, in a condition, to sl~~ping ~~~l~s.o~sl~-:~rs &~J~ as to whether be is or is not asleep at any one moweot: the absence of alpha vave 1S common1y taken to 1ndic.ata loss of consciousness or onset of actl.~al sleep; pruence of delta vav~ indicates deep sleep. Though other indicators of sl.eep &re also used, th:! alpha and delta wave ~riteria are in good standing. (l6, 19, 20) £riterion of LearninS Learning, or th~ acquisition o~ knouledge, is commonly demonstrat~d by a va~iety or questioning or testing procedures. I£ a person did not. k.nCN the anSI,rer to a quastion yesterday and J:t:.,ows 1 t today, The page is a declassified document page. It contains handwritten annotations in the top right corner, including what appears to be an arrow pointing towards "IDJC" and the word "Filc" underlined. There is also a circled number "238" in the bottom right corner. The main body of the page contains typed text, appearing to be a title and date: "A Summary Review of 'Sleep Learning' With Special Reference to the Acquisition of Foreign Language Skills" and "July 1965". The left side of the page has a dark, textured border, suggesting it may be part of a folder or binding. No photographs, diagrams, or official stamps are visible. th:! alpha and delta wave ~riteria are in good standing. (l6, 19, 20) £riterion of LearninS Learning, or th~ acquisition o~ knouledge, is commonly demonstrat~d by a va~iety or questioning or testing procedures. I£ a person did not. k.nCN the anSI,rer to a quastion yesterday and J:t:.,ows 1 t today, ·this is g~nerally taken as indicating be learned thf: ans'lo1er in the meantime. Learning is ganerally inferred on the oasis of an incr~ase in knovledge or an ~rovem~nt in peLformance attribut2d to experience 1 instruction, study, or practice. 5 Purpose of Paper Thi!i paper is concerned vi th the practical problem or asses61ng tha cont:ibution or sleep learning to the languag~ teaching process. The maJ~r contribution to this ~ssessmcnt problem comes from a series of studies ""Y Charles 'II. Simon a.nd t.filliWD H. i!Imtons. These authors systematically revieved the sleep learning literature for the RAND Corporation some years ago. Their laboratory cor.trolled, yet ilighly practical, experiments on sleep learning are lride.ly accepted as the most authoritative a.."'d defi.nitive work that bas 'been done on the problem. of vez:bal or ncomplex" learning during sleep. The maJor falling or studies which purport. to demonstrate "s.leap learning" is the use or e.n inadeq_ttate or casual method of deht1lliirlnS '•ban the learner Yas asleep. In v1e11 ot this common fault, tbe technically sophisticated work of Si.Inon and ;!mmons va.rra.nta the follo1rl.ng detai.li!d e.xplication. The Si:cJon and :!mroons ··,··rnerlments · - In order to d!!termina vbather knowledge could 1>e acq_uired during sl~ep, Simon and ~mmoos (13} played g~neral info=mation qu~stion-and· answer it~ms one by ooe at five-minute intervals throughout the night to 21 people. There ware 96 questions in a..l.l, a:ld each question was play~d to each person in th'! exp~rimental group one time. By also ~easurtng the depth of sl~~p of each subject continuouslt during the ni5bt by means o~ the ~~G, it was possible to determine whether a p~rs::ln bad learn ad th.'! ans•rer to a particular item ·while be vas -- 6 aslee-p or vhile he "'as awake·. A baseline a_eains t '1hich to_ compare the u.ount learned by the experimental "sleep :.ear:Ung" group vas provided by a. matched control group of 64 p~op:e who received n~ interv~ning training on the items. It was found tbat the greatest l~arning occurred when the subject was Wide aw&ke 1 that less and less material was learn~d as the people became drO'-'s~er and drowsier 1 The document appears to be a typed report, likely from a scientific study or research project. The content discusses "sleep learning" and its effectiveness in foreign language acquisition. There are no images, stamps, forms, diagrams, tables, or redactions visible on this page. The only visual elements are the typed text and what appear to be very faint, circular markings or possible ink smudges near the top of the page. :.ear:Ung" group vas provided by a. matched control group of 64 p~op:e who received n~ interv~ning training on the items. It was found tbat the greatest l~arning occurred when the subject was Wide aw&ke 1 that less and less material was learn~d as the people became drO'-'s~er and drowsier 1 and that when the people becam~ really aslaep, all ~earning stopped, the l~vel of koowledg~ then b~ing co higher than tha knowledge baseline o-r the control p-~o:ple _who bad received co t.:-ai~ng. As shQWt\ 1-n the graph on pa.g~ 1, th3 disa:r-.;earance of all har::Jing •.ritb the onset of actual. sleep is c).~e.r-c~o~.t. The <mthors con.;lu-ied that 11th:! results '1 suwort tle bypc"Jli.~-=--:_,';1 that learning ;.ng slaep is unlikeJ.y." In the studY just ~~~cribed, each p~rson i~ the sleep-trained grou~ was exposed to each ~estion-and-answer combination once and onl.y once. A s~cond e,q,eriment (6) was perfor:aed t.o determine vhet~er sleep learning vould occur if the peopl~ bad common one· syllable words played to them over and over again many times during actual sle2p. By giving the people many :lXpo~es to the items, a greater opportunity vas provided for sleep learning to mani~est 1 tself. The number of times the 1 tems were p~sent~d during actual sleep vari~d from 16 times for soma peopl~ to es many as 82 times for others, the average for the group b~ing 46 pres.,ntations. Again, no learning occurr~d during periods when the ::JG indicated that the people were truly asl2ep. .. • ·.I,~. • 7 " . . ·.. · r . c t.(C o11ai;C o( DRIWCfl rC(O{;Ritcd OR muhi[llC·choice ;<:It.. " _ -.,- · ·.• .· . . •. ! 100. .·: ;·'-:!_-.. : .. - .·. •. .. .. ~ 00 T·.·._ ..... o' .·. .. . -; ! --.. -- .• •. , -. . · ·= ~· .. ·- -:: ~ .··. . •... ~ . , . .• .. ·:·: . . + ~:. I: -~ . ' . . ~ -.... '· . ~- ' 10 No. ol ~~bii...K-:-IJ--:1:1.:9:----!-21::----:,L:o--,z-!:l:---:!z!:-l--:Z~l--!:li:-~u· Ng. ol iltmt lS!J l~G Z!O ~7 ~00 3Jl .ll7 51 t ·t + t Ylic:Jt , ..... , Reve.rie4t•·~• Onset .. ; ......... Verr. d eep '"&k• of sleep $leop • ra~m• were presef\tcd at ·varying tcrd• along 1he continuum bclwttn a wa~k, r d: dttp ilccp uate. The exp~tcd value wu Lhal obuined [rom an unt"in~:d conuol ~ The top of the page features two circular ink blots, one in black and one in grey, on a speckled white background. The majority of the page is covered by black and white text, appearing as numbered points 2 and 3 with accompanying paragraphs. There are no visible photographs, handwritten annotations, stamps, forms, diagrams, tables, redactions, or other visual evidence of experimental procedures. The text describes research possibilities and procedures related to foreign language learning. The page is a typed document with a black and white appearance. There is a dark circular stamp near the top center of the page. The text is formatted into paragraphs with headings such as "Problem" and "Definition of 'Sleep Learning'". There are no photographs, handwritten annotations, signatures, official stamps, forms, diagrams, tables, or redactions visible on the page. The visual content is solely text-based. 51 t ·t + t Ylic:Jt , ..... , Reve.rie4t•·~• Onset .. ; ......... Verr. d eep '"&k• of sleep $leop • ra~m• were presef\tcd at ·varying tcrd• along 1he continuum bclwttn a wa~k, r d: dttp ilccp uate. The exp~tcd value wu Lhal obuined [rom an unt"in~:d conuol ~ ...p ' or comparable abilit7 anawcti.n; the '"me ilcnu. )1: . · · ~ · (Simon and tmmont, 1956, p. !"' ; ·a.s quoted by Berelson 1. B,. an~ Ste1ner 1 G.A. Hunan Behavior; An Inventory of Scientific Findings, Ne-w York, liarco~, Brace & World, 1964, p. 179. 8 Probably no study of a complicated probl~m can arrive at conclusive proofs, In this vein, Simon and Emrno~s (18) state, "Perha:?S the futura de!velopmeot of ne11 and unknolln techniques vill permit someone to l~arn complex material whila be sleeps, but for th~ present, sleep-learning is not the simpl~ matter that some expertm~nters and eomm2rciu i'irmS, "·hich sell ::quipment for this ptlXIlOSe, voul.d lead us to..__. ieve." Other Considerations There is evidence that stmple conditioned refl~es can be insti_<:uted during sleep in ani.ma.l.s a..nd, presuma':l~, in man. (1, 1, 9) Thus, sleep learning can ~egitimately be.de!end~d in a techu1cal or laboratory sense, tbough not in a practical or rea1·lif'e sense. It would be misleading to interpret r,uc.h data out -of conte.'Ct ill an attempt to provide scientific status tQ the pofUlar ·sleep learning u:.ovament. lf learning during real sleep is impossible, and if one's entire wide-awake schedule is fill~d. w'ith active 'rtork or study, "bat about the periods in bet,•een? Could the reverie or dr..:NSY states be used to aequire a~ditional knowledge? Learn.1ng during the drO\ISY sta ta is certaL-lly possible. Simon e..nd :!=ons point out that ''approx.ima. tely 30'fo ot" the ••• ~taterie.1 pr~sented in the period. Just prior to sle~p \las rece.lled. 11 (18} 'l'be -question is whether it is ~to use the dro~;sy phase for purt:-oses of acquiring knovl~,dge. For no~ "feople under standard 9 conditions, as is t)~ically the situation in learning a foreign language, the attempt to acquire knO\Iledge during the dr01•sy state voulo! seem inefficient and unnecessary·. Some people so skillfully manage their lives and schetl.11~e their time that tb3y work more hours per day than the average person, yet also obtain adeq.uate amounts ot relaxation and sleep. Other things being e~l. a person who works more hours per day will accomplish mo:ra in his total. The document appears to be a typewritten page with a header and footer that are partially obscured by a dark, textured border that may indicate protective covering or a framing device. There are several small black dots scattered across the page, potentially ink splatters. A single, round, dark mark is present in the upper portion of the page, near the header. The text discusses criteria for sleep and learning. There are no visible photographs, diagrams, forms, stamps, or handwritten annotations. unnecessary·. Some people so skillfully manage their lives and schetl.11~e their time that tb3y work more hours per day than the average person, yet also obtain adeq.uate amounts ot relaxation and sleep. Other things being e~l. a person who works more hours per day will accomplish mo:ra in his total. career tha.n vill someone who works less. The number ot hours per day "hich studeots vork while acquiring a fora!gn l.anguage ranges frOlll very te" to ver;:r many, depending upon a host ot .-...... personal and situational variables. At the present time, some schools encourage students to listen to foreign lang-~-9:3 material via tapa recorder ubenever they are able. Soma students l!l!'.J listen to ~oreign language recordings vhile shaving, or vbile driving to work, or vhile getting ready ~o retire for the night •. Beyond some point, bo11ever, even the most steadfastly moti·.mted students vill sue .umb to too much work and too much listening: tbey may take ver.·y obvious and direct steps to avoid the sound, such as turning the machin~ off 1 or they may simply fall asleep and ign~e it. Such incidental learning bas much to eo~end it and is frequently utilized without ill effects by students and educators. 3owever, none of the considerations abova are of such list~d importance as to 5~ir tbe validity of the major conclusion reached by this review: ver'be.l learning as commonly \liJclerstood, does not 1 occur during actual sle~p. 10 APPEm>DC l Accounts of Foreign Languase CaPQb1l1ties Acquired During Sleep ,. U - · . ; . . : . : :. ~ t n \. ~.!S_S ~ ~- · ~ C, J ( P tngU@"S n L · · f l t l a o v 6 l 0 lh y l a P a < r ~ ; < , 'P d I u ~ r . l " · ~ ~ al c ~ f e p r . r S ., • ,n J· ~ l c lJ l ! ' C f o t u t ; , · r T i 1 t 1 a t in a ~ : d ' ~ o n C l y t; 1c l U ~s t> r. l ~ i ~ j ~ :·~~ ~ . • · teen. ataorbr.ll 89.$ per ccnq c1h.l no' seem lO matter. • ~::_ ~YE~'"a9 fD>OV/E1•••Asfeep :or the zr:alcr!a~~~.t_':he o.lherl . The page is a typed document with a numbered heading and several paragraphs of text. There is a page number "5" in the upper right corner. There are no photographs, handwritten annotations, signatures, stamps, forms, diagrams, tables, or redactions visible on this page. The content appears to be the beginning of a report or academic paper discussing research on sleep learning. t in a ~ : d ' ~ o n C l y t; 1c l U ~s t> r. l ~ i ~ j ~ :·~~ ~ . • · teen. ataorbr.ll 89.$ per ccnq c1h.l no' seem lO matter. • ~::_ ~YE~'"a9 fD>OV/E1•••Asfeep :or the zr:alcr!a~~~.t_':he o.lherl . M~ .. d.u'•' c. .. ~rt,.,.. .. ~~ dv...."'\1.\c&, . · I li:oscow f ..+ p 141 b\.. ~tics ot $pecch whit-h are best· Ia nussian cxpcrimcn.ts perceived during slcc~. tn "s!ccn·l,.,.minv;" on c At present abovl JO words I wor:~<ltl f.futio-t- ,..~ren~d ,l ~ ~rc 4'7\RN!b £/ldl nl,:!·t anrt 1• 1 · ·~om-s{' I'll" ShJ:f"W'E" At'-Ush in IS lroPr)· l'o reach ~-t.o :.!S r.i~hl:; "'o ItO~. . . . . x · ! \ ~ \ \ ." ' . ,' c S "" ' • 3 ! , . a ,. ·, u u 1 u ". " ~ 'c ~ r . & l ' . \ t , . Y . . - . . _ ,I, . . t~ , , , . w a a s l . , A . A .. I c L Il a U n d I l U c l r ! r O l ! l ) i y b L o G f O u L S z c r i I tc I e I l n I \ I r c . e h l ~ c l . ' n o · \ l f < s o a l l : I : y m i s . l l l a n l , 'o ~ r. cl tll.i'l.t l1,cr kno\\lcu~:l! :, pos~ihlc to mcmorl1.c u~ to w~s_ c q u_ 1 v a • c n t to that 400 words and phr.ucs in a acli.icvccl m the norm.al ll~st· ni~hL .. )'~r course at ·.he um·Jcrsll)'. Or. Abram Svyauoscl'lch,. Tl':is is rcpo;.ed in :tn. arti· who bc{!;!l'l exp<!rimcnt$ in clo by a Russ·.an journalist, the ~'J~Os. u.y~ th~t! decp V.iilcn Lustibcr-:, whlcll ap· learning tirc5 tho br&in IClS pc:.:$ in llHJ !l:ill'ch iuu1 o{ 1J'I~n normallearnlnq. . t U ." o :a ~ n · H ib' · a Zi.nC N'cw e- E ·· c . ~ l . u .. .: a . · lio A n l s l ho a u s gh a t u The page is a black and white, typed document with a number "6" at the top, indicating it's page six of a larger text. It contains two small dark circles near the top, likely remnants from the reproduction process. There are no photographs, handwritten annotations, stamps, forms, diagrams, tables, or redactions visible on this particular page. The content appears to be a continuation of a written report, discussing experimental findings on sleep learning. in llHJ !l:ill'ch iuu1 o{ 1J'I~n normallearnlnq. . t U ." o :a ~ n · H ib' · a Zi.nC N'cw e- E ·· c . ~ l . u .. .: a . · lio A n l s l ho a u s gh a t u h n e i t; br n : o ~i l n al r l un it e s ·, · D!STOnTEn · areas art 1.!1 U11 so.ma atn!e . J. .. a:i~.~.r: tk~cMY.i -~"r•~ri·· ut any ;:iv,n mt~mrnt. l:-oc::ots in !(roupl:ls''-4"'llct1on 11t , · L)U tl b t r t sa)·s: ''Tioc t.':o :-:.l~v Hi~h~1• n:od.lo·En&l: wnkcrul cerebral ..:ort.e:t n· nc~ri;1,;- S<:hooL Mt~:r Ula pu· ~~lnblct. a. n1osale w1th _In· . plls f:~U· :slcq; ·words and lcrchnn~tfog P?~nb o! exc1la· phr:;.scs are rca~ t, th~m in !lon an11nhlbtllon: that h, It a v~:~c whicll !s d!,!orted to 11 C:O!!l!!l..\1!lll...l!! • .lLSLat~ · _ar .;.~;,:·• iz4 ·- th ·. o · se - c=:~:-;·.c-ter-ls· .p artl~l ~lctn;, sinlUI~eously 1v tgllon' and rcla.llng. SLEEP i :n ihe same way, during !~!.:!. the copnclly !or work :o many Ci!lb or lho cerebral · cortu r~mains. The reccp· live raculty o[ lhe mlnd can $1111 i'uncUon "throu;;h these cells, altheugh '(he system co:"oltoUin~ the cons c i o"1i a mlod Ia Inhibited and at resDt.. l ln urly UIH~tlcmcnll, -~-".?'&_d. Ol_h_c: b .I UC~~Ufully 11 SIZLECND RZFER.3NCi!S -:. l. !eh, H.C. "Discrimination and Conditioning During Slee:> as l~cticated by the nl~ctroencephalogram,• ~~ Vol. l47i 19 March 1965, 1470-1471. 2.. Brozek, Josef. "Racent Dev~lopments in Soviet Psychology 1 " or Annual Revie.., Psychology, Vol. 15, 1964, 493-594. 3· Consumer Bulletin. "r;ducation t-lbil~ You S~eep?" -October 1960; 4. Curtis, David. Le9.rn \.Jhile You Sleep. N:N York: Libra, 1960. 5. C1u-t1s, David. Sleep and L~; New York: Robert Len1 Corp., 1963. 6. t=ons, \l.H. & Simon, C.\1. "The Non-Recall of ~terial. Presented During Sleep, 11 Th~ Am-~rica.n Journal of Psychology. Vol. 69, (1), 1956, 76-81 •. 7. Grande, A.M. "Operant Behavior During Sleep Science Vol.. 133, 1" 1 12 May 1961, 1485-1486. 8. :ournal. of the Al:lerican f.fedical Association, "Le~U"ning During. Sleep," Vol.l66, (8), 22Februaryl958, 937-988.- 9· Kleitiran, Nathaniel. Sleet! and ~lakefulness. Illinois: University of Chicago Press, 1963, revised adition. 10. Kc;·nstantinovskiy, 2-1. "Bell f'or Class--Sleep Psecefu11y," ( tranr.lated and republished as ''Soviet Rasaarch on Teacllixlg. During Sleep," "Kiev Higher Rc.diote.chnica1 :ngineering School Teaches English During Al:lerican f.fedical Association, "Le~U"ning During. Sleep," Vol.l66, (8), 22Februaryl958, 937-988.- 9· Kleitiran, Nathaniel. Sleet! and ~lakefulness. Illinois: University of Chicago Press, 1963, revised adition. 10. Kc;·nstantinovskiy, 2-1. "Bell f'or Class--Sleep Psecefu11y," ( tranr.lated and republished as ''Soviet Rasaarch on Teacllixlg. During Sleep," "Kiev Higher Rc.diote.chnica1 :ngineering School Teaches English During Sleep'l and "Development of a. l.fatt.od of Teaching Durin6 Sleep,") ~: 25,895 Joint Publications Research Service, U.S. Depart~ent of Comm;rce, 13 August 1964. ----------------------------------------------------------------------~----------- 12 11. Kul.i.kov, V. !J. "On the Probl<!l:l of Learning During Sle:!p 1" Voprosy Psikholo~ii, {2), 1964, 87-97· 12~ L1n~l2y, Ogden R. "OVerant .B.::havioi' During Sleep: A H;;asure of D<:pth of Sleep," ~ence, Vol. 126 (3286), 1957, 1 rr90-1291. 13. Pollack, Cecelia. · "Sleep-~arning as an A:.d ill TU!ching Reading to a Brain-Injured Boy," J. tllent. Defie.·Res., Vol. 6, {2), 1962, 101-107. 14. Bazran, G.H.S. "Tbe Observable Unconscious and the Inf2rabl.e Conscious in Curre·at Soviet Psychophysiology: Interocep·C;ive Condit1on1ng, Semantic Conditioning, and the Orienting Reflex, 11 Pszcbologic9.l Revie,_,; VoL 68, { 2), 1961, 81-14-7. 15. Fazrc.n, G.B.S. "Russian Physiologists' Psychology and Americall Expe~euta1 Psycho1ogy: An Bistcrical aod a Systematic Collation and a Look into tbe Future," Ps:rchological En.lletin, Vol. 63, (1}, 4-2-64, 1965. 16. Simon, c.w. & ~ns, W.H. Consid~rations f~r Res~erch in a Slee2 Learning Program Santa Jl.onica, RAND Corp., 1954. 1 lT. Silnon, C.W. & Jmmons, H.R. "L2arni.ng During Sleep?" fsycbological Bulletin, Vol. 52, 1955, 328-342. 18. Sil:lon, C.U. & EllliiiOns, ti.H. "Responses to Mat2rial. Presented. During Various Levels of Sleep, 11 Journal of Exneriro~ntal Psychology, Vol. 51 (2) 1956, 39-97· 1 1 e 13 c.w. 19. SimOn, & Emmons, 'd.R. "::;EG, Consciousness and Slee,P," l2~, Novemb~r 19~, Science, Vol. {3231), 30 lo66-lc69· 20. Sim00 c.Y. "Some Irm:D,!diate Effects of Drowsiness and Sleep 1 on Normal RU!IlAn Perfor!llSJlC~," Hwnan Fa\;t.ors, Vol. 3, {l ), 1961, 1-lT. S~dosch, ~!atural. 21. A.M.· 1'Perception e.nd Mem01"1 of Spegcb During 65-80. Sleep," VoprosY Psikhologii, {1), 1962, 22. Za.valova, N.D., .Zukhar', V.P. &. Petrov, Iu.A. "On the Problem ot Learning During Sleep, 11 VoprosY Psikholo!d11 (2) 1 196~, 98-102. • In addition to the selected r:aferences lis ted above 1 various otbar materi!.l.S perta;toing to sleep learning ware assessed and correspondence go~ernment with and business bureaus, as well as vith individ.ual. 3ast~~ researchers in both tbe United States and Zurope vas initiated to 1.nsure comprehensive and up to date coverage or t.he sleep learning problem. The page contains a line graph with an accompanying table and descriptive text. The graph plots "Percent recognized" against "Sleep levelt" (ranging from wide awake to very deep sleep), showing two lines: "Observed" and "Expected." The table below the graph lists "No. of subjects" and "No. of items" for various sleep levels. A footnote explains that items were presented at varying sleep levels and refers to a citation. The text below the graph cites Berelson, B. and Steiner, G.A. and provides publication details. The image is a black and white scan of a typewritten document, likely from a book or report. The text is printed in a standard font, and the page is numbered "8" at the top center. There are no photographs, handwritten annotations, signatures, stamps, forms, diagrams, schematics, organizational charts, tables, or structured data visible. There are no visible redactions or obscured content. The document appears to be solely text-based. various otbar materi!.l.S perta;toing to sleep learning ware assessed and correspondence go~ernment with and business bureaus, as well as vith individ.ual. 3ast~~ researchers in both tbe United States and Zurope vas initiated to 1.nsure comprehensive and up to date coverage or t.he sleep learning problem. The document is a single page of typed text, numbered "9" at the top center. The text discusses conditions for learning foreign languages, including the effect of work hours, sleep, and listening to recordings. There are no photographs, handwritten annotations, stamps, forms, diagrams, tables, or redactions visible on this page. The presentation is purely textual, with no visual elements beyond the typed characters and the page number. This document page is composed of scanned text from a printed newspaper article. The article title, "Russ Pick Up English Lying Down---Asleep," is prominently displayed in large font. The main body of text is in columns, with a large black vertical bar on the left edge, suggesting it's a clipping from a larger publication. There are no photographs, handwritten annotations, official stamps, forms, diagrams, tables, or redactions visible on this section of the page. The content focuses on the purported ability to learn foreign languages during sleep. This page appears to be a section of a reference list from a declassified document, indicated by the "CLASSIFIED" stamp in the upper left corner. The text is organized into a numbered list of references, with titles, authors, and publication details. There are no photographs, handwritten annotations, signatures, forms, diagrams, or tables visible on the page. There are no redations or obscured content. From a visual standpoint, it is a standard printed text document with minimal graphic content, focusing on bibliographic information. The image displays a scanned page from a document, primarily containing typed text in a list format. There are no photographs, handwritten annotations, signatures, official stamps, forms with filled-in fields, diagrams, schematics, organizational charts, tables, or structured data. Visually, the page is a clean scan of a bibliography or reference list, with numbered entries detailing academic publications. There are no apparent redactions or obscured content, and no visual evidence related to experimental procedures, equipment, or facilities is present. The page is numbered "12" at the top, suggesting it is part of a larger document. The document displays a numbered list of research references, all related to sleep and consciousness. There are no visual elements such as photographs, diagrams, or handwritten annotations. The page appears to be a typed excerpt from a longer document, with a page number "13" at the top. A bulleted note below the references indicates that additional materials were assessed and correspondence was initiated with various entities regarding sleep learning research. There are also some faint, scattered dots and smudges, but no significant redactions or obscured content are visible.