Kinder Annette, Shanks David R
Philipps-Universität Marburg, Department of Psychology, Marburg, Germany.
Psychol Rev. 2003 Oct;110(4):728-44. doi: 10.1037/0033-295X.110.4.728.
A key claim of current theoretical analyses of the memory impairments associated with amnesia is that certain distinct forms of learning and memory are spared. A compelling example is that amnesic patients and controls are indistinguishable in repetition priming but amnesic patients are impaired at recognizing the study items. The authors show that this pattern of results is predicted by a single-system connectionist model of learning in which amnesia is simulated by a reduced learning rate. They also demonstrate that the model can reproduce the converse pattern in which priming but not recognition is impaired if the input is assumed to be additionally degraded in a priming test. The authors conclude that dissociations between priming and recognition do not require functionally or neurally distinct memory systems.
当前对与失忆症相关的记忆障碍进行理论分析的一个关键主张是，某些不同形式的学习和记忆未受影响。一个有说服力的例子是，失忆症患者和对照组在重复启动效应方面没有区别，但失忆症患者在识别学习项目时存在障碍。作者表明，这种结果模式可以由一个单一系统的学习联结主义模型预测，在该模型中，失忆症是通过降低学习率来模拟的。他们还证明，如果假设在启动测试中输入进一步退化，该模型可以重现相反的模式，即启动效应受损但识别不受影响。作者得出结论，启动效应和识别之间的分离并不需要功能上或神经上不同的记忆系统。
