Schefft Bruce K, Dulay Mario F, Fargo Jamison D, Szaflarski Jerzy P, Yeh Hwa-shain, Privitera Michael D
Department of Psychology, University of Cincinnati, Cincinnati, OH 45221-0376, USA.
Epilepsy Behav. 2008 Jul;13(1):162-8. doi: 10.1016/j.yebeh.2008.01.012. Epub 2008 Mar 14.
The efficacy of a self-generation encoding procedure in facilitating the encoding and retrieval of verbal memories was compared with the didactic presentation of information in individuals with seizure disorders. Through a within-subject design, 87 patients (25 left temporal seizure onset, 29 right temporal, 8 frontal, and 25 psychogenic nonepileptic seizures) received a self-generation learning condition and a didactic learning condition and were subsequently tested for verbal paired associate free recall, cued recall, and recognition memory. All patient groups benefited from the use of the self-generation condition relative to the didactic condition. Better performance occurred with the self-generation procedure for cued recall and recognition memory test performance, but not free recall. Individuals with a left temporal seizure onset (patients with the poorest memory performance on the didactic condition) benefited the most from the self-generation condition. A memory encoding strategy that actively involves patient participation enhances memory performance.
在患有癫痫症的个体中，将一种自我生成编码程序在促进言语记忆的编码和检索方面的功效与信息的讲授式呈现进行了比较。通过一项被试内设计，87名患者（25名左颞叶癫痫发作起始、29名右颞叶、8名额叶以及25名心因性非癫痫性发作患者）接受了自我生成学习条件和讲授式学习条件，随后进行了言语配对联想自由回忆、线索回忆和识别记忆测试。相对于讲授式条件，所有患者组都从自我生成条件的使用中获益。自我生成程序在线索回忆和识别记忆测试表现方面有更好的成绩，但在自由回忆方面则不然。左颞叶癫痫发作起始的个体（在讲授式条件下记忆表现最差的患者）从自我生成条件中获益最大。一种积极让患者参与的记忆编码策略可提高记忆表现。
