HYPNOPEDIA (SLEEP LEARNING) 4
Theassertion that people learn while at sleep is a wild notion and inreality it is not applicable. While it is true that individuals areable to see things, talk or walk in their sleep, one thing thatremains a fact is that, these individuals have little or no sense oflogic in what they do (Simon& Emmons, 1955). Although, the human mind remains ‘awake’ during the entireperiod an individual is asleep, in reality the mind does not have asense of logic in what it perceives or imagines. Various researcheshave been carried out in this field to prove that, people are able tolearn while at sleep (Simon& Emmons, 1955).However, a closer assessment of these studies reveals that, theparticipants brains were not monitored to ascertain clearly that theywere in deep sleep or not. If indeed the findings of these studieswere right, one could, therefore, surmise that the participants werenot asleep and could hear the recording information of the readingmaterial. Another area of concern is that, the amount of leantmaterial by the sleeping individuals cannot be ascertained (Aarons,1976).
Inmost scenarios, if an individual was listening to a Radio or CD,reading a book and then dozed off, very few individuals wouldremember what they read or heard in the previous minutes before theydozed. Based on this argument, one wonders how it is possible forindividuals to learn actively while in deep sleep (Simon& Emmons, 1955).Ideally, learning requires attentiveness and focus, learning aspectsthat are absent while at sleep. Therefore, the notion of sleeplearning is a farfetched mythology and a fallacy which lacks concreteempirical and justifiable basis(Simon & Emmons, 1955).It is true that in sleep the human mind in its unconscious state isreceptive. However, it is impossible and impractical for the mind toactively learn anything unless under a waking state. Unlike thehypnopaedia claim, it is possible for individuals to strengthenmemories of previously acquired knowledge than learning new thingswhile at sleep (Aarons,1976).
Learningtake place when individuals are awake, a bit drowsy or in a lightsleep and the material used for reading be presented at whennecessary. In such a case, if the individuals are not fast asleep,the learning material would wake them up or ‘register’ in theirbrains however, if a person is in deep sleep, such learning materialwould not make sense at all in their brain. Learning and especially,learning that involves complex issues that require reasoning belearned or understood in a drowsy state (Simon& Emmons, 1955).Reliable studies conducted to test this theory have repeatedlyindicated the impossibility of individuals learning while at sleep(Aarons,1976).
Inthe 20thcentury, much positive researches were undertaken to understand sleeplearning. While these studies found some positive aspect of learningwhile asleep, they do not prove the viability of such techniques inlearning more substantive and subtle learning (Simon& Emmons, 1955).Sleep has been found to promote effective problem solving aftersleeping individuals are able to give better solutions to problemsafter sleeping over.
Inaddition, while proponents of hypnopaedia stick to the effectivenessof this theory in promoting education, there exist little scientific,empirical and practical studies to support their claims(Aarons, 1976).In fact, hypnopaedia could have received positive justification frombusinessmen selling records designed for individuals at sleep. Inreality, assessing that nature of mind at sleep and the aspects of‘real learning,’ the notion of hyponopedia is a myth, sciencefiction and an impossible thing (Simon& Emmons, 1955).
Aarons,L. (1976). Sleep-assisted instruction. Psychological Bulletin, 83,1-40.
Simon,C. W., & Emmons, W. H. (1955). Learning during sleep?Psychological Bulletin, 52, 328-342.