Targeted Memory Reactivation (TMR) is a well-established mechanism that facilitates memory consolidation and reduces fear conditioning by reactivating memory content associated with a specific contextual stimulus during Slow-Wave Sleep (SWS). However, whether TMR can improve cognitive performance in a school-related context remains underexplored.
In this study, we applied TMR in a longitudinal experimental crossover design over one school semester with fourth-grade elementary school children at risk. A specific odor was presented during math classes and bedtime at the children's homes. Groups were matched based on their math performance in third grade. Daily math classes were conducted, and weekly math performance tests were administered. Additionally, we conducted four word-pair recall tests and two recognition tests. Baseline measurements, conducted in the first two weeks after summer vacation using content from third grade, confirmed comparable performance between the groups.
Preliminary results indicate that the treatment group achieved higher weekly math test performance compared to the control group, while geometry performance remained similar across both groups. Furthermore, the treatment group demonstrated superior memory recall performance in word-pair tests compared to the control group, although recognition performance did not differ significantly. We also explore whether math anxiety was reduced in the TMR group compared to the control group.
Our findings provide the first longitudinal evidence for the application of TMR in a school context, linking it to improved math performance and general memory abilities. We discuss the potential implications for extending this research and its relevance for educational strategies.