Richardson J T
Department of Human Sciences, Brunel University, Uxbridge, Middlesex, UK.
Neurology. 1992 Feb;42(2):283-6. doi: 10.1212/wnl.42.2.283.
This paper evaluates the claim that imagery mnemonic techniques are useful in remediation of memory disorders in brain-damaged patients. Clinical research has confirmed that such techniques can lead to improved performance on formal testing in a number of neurologic disease populations and following lesions of either the left or right hemisphere. However, those patients with more severe forms of amnesia and those with medial or bilateral damage do not improve unless the learning task is highly structured. Even among patients who show improvement on formal testing, there is little evidence that they maintain the use of these techniques in similar learning tasks or generalize the use to new learning situations. Imagery mnemonics also appear to be of little practical value in the daily activities that are of most concern to brain-damaged patients themselves. The effectiveness of imagery mnemonics appears to depend upon the patients' motivation and insight rather than upon their intelligence or educational level. Instead of training patients in specific mnemonic techniques, clinicians should promote the development of "meta-cognitive" skills and the acquisition of knowledge about domains of practical significance.
本文评估了表象记忆术有助于改善脑损伤患者记忆障碍这一说法。临床研究证实，在一些神经疾病群体以及左、右半球受损后，此类技术可使患者在正式测试中的表现得到改善。然而，那些患有更严重失忆症的患者以及脑内侧或双侧受损的患者，除非学习任务结构高度严谨，否则不会有改善。即使在正式测试中表现有所改善的患者中，也几乎没有证据表明他们会在类似的学习任务中持续使用这些技术，或将其应用推广到新的学习情境中。表象记忆术在脑损伤患者自身最为关注的日常活动中似乎也没什么实际价值。表象记忆术的有效性似乎取决于患者的动机和洞察力，而非其智力或教育水平。临床医生不应训练患者掌握特定的记忆术，而应促进“元认知”技能的发展以及获取具有实际意义领域的知识。
