Figure 1.

Experimental procedures. a, SRTT learning. Visual stimulus appeared contingent with a unique tone. Correct key response was followed by a 300 ms interval before the next stimulus. Interleaved blocks of sequence A containing low tones (4th octave: C/D/E/F) and sequence B containing high tones (5th octave: A/B/C#/D), and random blocks containing high and low tones were performed. b, One sequence was played to the experimental group during SWS, with 12 repetitions (CUE) followed by silence (NO-CUE). c, In the morning, participants were retested on the SRTT (R) before their explicit sequence knowledge was assessed (E), by marking sequence order on paper.