uit: Trends Cogn Sci. 2010 Jan 13.'Dreaming and the brain: from phenomenology to neurophysiology', Nir and Tononi
...Dreams show that the human brain, disconnected from the environment, can generate an entire world of conscious experiences by itself. Content analysis and developmental studies have promoted understanding of dream phenomenology. In parallel, brain lesion studies, functional imaging and neurophysiology have advanced current knowledge of the neural basis of dreaming. It is now possible to start integrating these two strands of research to address fundamental questions that dreams pose for cognitive neuroscience: how conscious experiences in sleep relate to underlying brain activity; why the dreamer is largely disconnected from the environment; and whether dreaming is more closely related to mental imagery or to perception.
Om dan te komen tot het volgende: hoe dromen jonge kinderen en welke veranderingen zie je optreden in hun levensloop...
uit: 'The dream life of children, Mind Hacks
When do children start dreaming, and what kind of dreams do they have? Given that children often show signs of emotion in sleep, many assume that they dream a great deal. However, a series of studies by David Foulkes showed that children under the age of 7 reported dreaming only 20% of the time when awakened from REM sleep, compared with 80–90% in adults. Preschoolers' dreams are often static and plain, such as seeing an animal or thinking about eating. There are no characters that move, no social interactions, little feeling, and they do not include the dreamer as an active character. There are also no autobiographic, episodic memories, perhaps because children have trouble with conscious episodic recollection in general, as suggested by the phenomenon of infantile amnesia.
Preschoolers do not report fear in dreams, and there are few aggressions, misfortunes and negative emotions. Children who have night terrors, in which they awaken early during the night from SWS [slow-wave sleep] and display intense fear and agitation, are probably terrorized by disorientation owing to incomplete awakening rather than by a dream. Thus, although children of age 2–5 years can see and speak of everyday people, objects and events, they apparently cannot dream of them.
Between the ages of 5–7 years, dream reports become longer, although they are still infrequent. Dreams might contain sequences of events in which characters move about and interact, but narratives are not well developed. At around 7 years of age, dream reports become longer and more frequent, contain thoughts and feelings, the child's self becomes an actual participant in the dream, and dreams begin to acquire a narrative structure and to reflect autobiographic, episodic memories.
It could be argued that perhaps all children dream, but some do not yet realize that they are dreaming, do not remember their dreams, or cannot report them because of poor verbal skills. Contrary to these intuitive suggestions, dream recall was found to correlate best with abilities of mental imagery rather than with language proficiency... Put simply, it is children with the most developed mental imagery and visuo-spatial skills (rather than verbal or memory capabilities) that report the most dreams, suggesting a real difference in dream experience.
Er is vermoedelijk wel het één en ander op te merken over de studie, maar ze biedt mogelijks toch een interessante integratie van vele onderzoeksgegevens, denk ik...