Research Service, VA San Diego Healthcare System, San Diego, California 92161, USA.
Psychol Sci. 2010 Mar;21(3):415-23. doi: 10.1177/0956797610362646. Epub 2010 Feb 16.
The present study examined the impact of engaging frontal-mediated working memory processes on implicit and explicit category learning. Two stimulus dimensions were relevant to categorization, but in some conditions, a third, irrelevant dimension was also presented. Results indicated that in both implicit and explicit conditions, the inclusion of the irrelevant dimension impaired performance by increasing the reliance on suboptimal unidimensional strategies. With three-dimensional stimuli, a striking dissociation was observed between implicit and explicit category learning when participants performed a sequential working memory task. With explicit category learning, performance was impaired further, and there was an increased use of suboptimal unidimensional strategies. However, with implicit category learning, the performance impairment decreased, and there was an increased use of optimal strategies. These findings demonstrate the paradoxical situation in which learning can be improved under sequential-task conditions and have important implications for training, decision making, and understanding interactive memory systems.
本研究考察了参与额叶介导的工作记忆过程对内隐和外显类别学习的影响。两个刺激维度与分类有关，但在某些条件下，也呈现了第三个不相关的维度。结果表明，在内隐和外显条件下，无关维度的加入通过增加对次优单维策略的依赖，从而损害了表现。对于三维刺激，当参与者执行顺序工作记忆任务时，在内隐和外显类别学习之间观察到惊人的分离。在外显类别学习中，表现进一步受损，并且更多地使用次优的单维策略。然而，在内隐类别学习中，表现受损减少，并且更多地使用了最优策略。这些发现证明了在顺序任务条件下学习可以得到改善的矛盾情况，这对培训、决策和理解交互式记忆系统具有重要意义。
