Crawford S M, Dickson A L, Baños J H
University of Southern Mississippi, USA.
Percept Mot Skills. 2000 Oct;91(2):669-74. doi: 10.2466/pms.2000.91.2.669.
The purpose of this study was to use Corsi's Block Tapping Test as a spatial analog of Benton's Serial Digit Learning Test, using the cognitive neuroscience approach utilized in the California Verbal Learning Test. 60 normal participants, ages 19-52 years, were included and administered an 8-block sequence for 9 trials or until they recalled the entire sequence for 3 consecutive errorless trials. The score was the number of blocks tapped in the correct serial order. An interference trial was administered. Following a 10-min. delay, free recall of the original sequence, cued recall, and recognition measures were obtained. Retroactive interference was significant, but no proactive interference emerged. Scores showed a strong primacy effect. Most participants who learned the sequence to the criterion of three successive errorless trials recalled the sequence after the 10-min. delay. Scores on the cued recall and recognition trials tended to support their validity as less demanding retrieval tasks. The use of this spatial learning and memory procedure allows finer discriminations among nonverbal memory deficits and may facilitate direct comparisons with scores on verbal memory tasks such as Serial Digit Learning and the California Verbal Learning Test.
本研究的目的是使用科尔西方块敲击测试作为本顿连续数字学习测试的空间模拟，采用加利福尼亚言语学习测试中使用的认知神经科学方法。纳入了60名年龄在19至52岁之间的正常参与者，让他们对一个8方块序列进行9次试验，或者直到他们连续3次无误地回忆起整个序列。分数是按正确顺序敲击的方块数量。进行了一次干扰试验。在10分钟的延迟后，进行了对原始序列的自由回忆、线索回忆和识别测量。倒摄干扰显著，但未出现前摄干扰。分数显示出强烈的首因效应。大多数达到连续3次无误试验标准的参与者在10分钟延迟后回忆起了序列。线索回忆和识别试验的分数倾向于支持它们作为要求较低的检索任务的有效性。这种空间学习和记忆程序的使用允许对非言语记忆缺陷进行更精细的区分，并可能有助于与言语记忆任务（如连续数字学习和加利福尼亚言语学习测试）的分数进行直接比较。
