Cermak L S
Cortex. 1975 Jun;11(2):163-9. doi: 10.1016/s0010-9452(75)80040-2.
Six Korsakoff patients and six alcoholic controls learned a five item P-A task under each of the following three learning conditions; Rote, Imagery, and Cued learning. Under all conditions the Korsakoff patients took more trials to learn than did the control patients. However, both imagery learning and cued learning were easier than rote learning for the Korsakoff patients when recall was used as the learning index. When a recognition measure was used instead of the recall, imagery learning proved easiest with no difference existing between cued and rote learning. In a second experiment, the patients were given the cue (a mediating link) during presentation, but not during retrieval. Under this condition the Korsakoff patients learned no more rapidly than they did by rote regardless which response measure was required. It was concluded that imagery can aid both storage and retrieval of verbal information for Korsakoff patients, while cuing aids only the retrieval process.
六名柯萨科夫综合征患者和六名酒精性对照者在以下三种学习条件下分别学习一项五项的配对-联想任务：死记硬背、意象和线索学习。在所有条件下，柯萨科夫综合征患者比对照患者需要更多的试验次数来学习。然而，当将回忆用作学习指标时，对柯萨科夫综合征患者而言，意象学习和线索学习都比死记硬背更容易。当使用识别测量而非回忆时，意象学习被证明是最容易的，线索学习和死记硬背之间没有差异。在第二个实验中，在呈现过程中给患者提供线索（一个中介环节），但在检索过程中不提供。在这种条件下，无论需要哪种反应测量，柯萨科夫综合征患者的学习速度都不比死记硬背时更快。研究得出的结论是，意象可以帮助柯萨科夫综合征患者存储和检索言语信息，而线索仅有助于检索过程。
