Laboratory evidence of a positive effect of sleep on declarative memory consolidation suggests that naps can be used to boost school learning in a scalable, low-cost manner. The few direct investigations of this hypothesis have so far upheld it, but departed from the naturalistic setting by testing non-curricular contents presented by experimenters instead of teachers. Furthermore, nap and non-nap groups were composed of different children. Here we assessed the effect of post-class naps on the retention of Science and History curricular contents presented by the regular class teacher to 24 students from 5th grade. Retention was repeatedly measured 3–4 days after content learning, with weekly group randomization over 6 consecutive weeks. Contents followed by long naps (>30 min), but not short naps (<30 min), were significantly more retained than contents followed by waking (Cohen’s d = 0.7962). The results support the use of post-class morning naps to enhance formal education.

睡眠对声明性记忆巩固有积极作用的实验室证据表明，小睡可以以可扩展的低成本方式用于促进学校学习。迄今为止，很少有人对此假设进行直接研究，但通过测试实验者而非教师提出的非课程内容，偏离了自然主义的环境。此外，小睡和非小睡的小组是由不同的孩子组成的。在这里，我们评估了课后小憩对普通班级老师向5年级的24名学生呈现的科学和历史课程内容的保留效果。内容学习后3-4天重复测量保留率，并在连续6周内每周进行分组。内容后，长打na（> 30分钟），但不打个na（<30分钟），d  ＝ 0.7962）。结果支持使用课后小睡来加强正规教育。