Maes J H R, Vich J, Eling P A T M
NICI/Biological Psychology, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.
Brain Cogn. 2006 Oct;62(1):74-9. doi: 10.1016/j.bandc.2006.03.010. Epub 2006 May 8.
Thirty-six healthy participants received a discrimination learning task requiring the identification of a relevant stimulus dimension. After successful learning, the relevant dimension was shifted unannounced. All exemplars of the two dimensions presented after the shift were novel, implying a 'total change' design. In three experimental conditions, participants could either make only errors reflecting perseveration of responding to the former relevant dimension, continued ignoring of the former irrelevant dimension, or both. After the shift, the participants in the perseveration condition made fewer errors than did those in the other two conditions, which did not differ. These results imply a predominance of the learned irrelevance mechanism even when any direct transfer of learning about exemplars in the pre-shift phase is precluded.
三十六名健康参与者接受了一项辨别学习任务，该任务要求识别一个相关的刺激维度。在成功学习后，相关维度被突然改变。改变后呈现的两个维度的所有示例都是新的，这意味着是一种“完全改变”的设计。在三种实验条件下，参与者可能只会做出反映对先前相关维度持续反应的错误、继续忽略先前不相关的维度，或者两者皆有。改变后，持续反应条件下的参与者比其他两种条件下的参与者犯的错误更少，而后两种条件下的参与者犯错数量没有差异。这些结果表明，即使排除了在转变前阶段对示例学习的任何直接迁移，习得性无关机制仍占主导地位。
