Reber P J, Squire L R
Department of Psychiatry, University of California School of Medicine, La Jolla 92093, USA.
Learn Mem. 1994 Nov-Dec;1(4):217-29.
A fundamental issue about memory and its different forms is whether learning can occur without the development of conscious knowledge of what is learned. Amnesic patients and control subjects performed a serial reaction time task, exhibiting equivalent learning of an imbedded repeating sequence as measured by gradually improving reaction times. In contrast, four tests of declarative (explicit) knowledge indicated that the amnesic patients were unaware of their knowledge. Moreover, after taking the tests of declarative memory, all subjects continued to demonstrate tacit knowledge of the repeating sequence. This dissociation between declarative and nondeclarative knowledge indicates that the parallel brain systems supporting learning and memory differ in their capacity for affording awareness of what is learned.
关于记忆及其不同形式的一个基本问题是，学习是否可以在没有对所学内容形成有意识认知的情况下发生。失忆症患者和对照组受试者进行了一项序列反应时任务，通过反应时间逐渐缩短来衡量，他们对嵌入的重复序列表现出同等程度的学习。相比之下，四项陈述性（显性）知识测试表明，失忆症患者并未意识到自己所掌握的知识。此外，在进行了陈述性记忆测试之后，所有受试者仍继续表现出对重复序列的隐性知识。陈述性知识和非陈述性知识之间的这种分离表明，支持学习和记忆的并行脑系统在提供对所学内容的意识的能力方面存在差异。
