Rice University, Houston, USA.
Cogn Neuropsychol. 2001 May 1;18(3):193-226. doi: 10.1080/02643290126002.
Short-term memory (STM) includes dissociable phonological and semantic components (R.C. Martin, 1993). Previous findings indicate that phonological STM capacity supports learning of novel phonological forms, such as new vocabulary (e.g., Baddeley, Gathercole, & Papagno, 1998). It was hypothesised that semantic STM capacity would support the learning of novel semantic information. Five aphasic patients were tested who demonstrated deficits in the short-term retention of either phonological or semantic information. Four of the five patients demonstrated learning deficits in a paired associate paradigm that corresponded to their STM deficits. One patient with a severe deficit in phonological STM but a better-preserved ability to retain semantic information showed better learning of new semantic information than new phonological information. Three patients with a greater deficit in semantic than phonological STM showed the reverse. A fifth patient with a severe semantic STM deficit failed to show learning for either type of material. Results suggest that the semantic and phonological components of STM are essential for the long-term learning of corresponding representations in long-term memory.
短期记忆（STM）包括可分离的语音和语义成分（R.C. 马丁，1993）。先前的研究结果表明，语音 STM 能力支持学习新的语音形式，如新词汇（例如，Baddeley、Gathercole 和 Papagno，1998）。有人假设语义 STM 能力将支持新语义信息的学习。测试了五名失语症患者，他们在语音或语义信息的短期保留方面存在缺陷。这五名患者中的四名在配对联想范式中表现出与他们的 STM 缺陷相对应的学习缺陷。一名患者的语音 STM 严重缺陷，但保留语义信息的能力较好，表现出对新语义信息的学习优于新语音信息。三名患者的语义 STM 缺陷大于语音 STM 缺陷，表现出相反的情况。第五名患者的语义 STM 严重缺陷，两种类型的材料都没有学习。结果表明，STM 的语义和语音成分对于长期记忆中相应表示的长期学习是必不可少的。
