School of Psychology, University of New South Wales, Sydney NSW 2052, Australia.
Biol Psychol. 2011 Jul;87(3):393-400. doi: 10.1016/j.biopsycho.2011.05.002. Epub 2011 May 14.
Squire et al. have proposed that trace and delay eyeblink conditioning procedures engage separate learning systems: a declarative hippocampal/cortical system associated with conscious contingency awareness, and a reflexive sub-cortical system independent of awareness, respectively (Clark and Squire, 1998; Smith et al., 2005). The only difference between these two procedures is that the conditioned stimulus (CS) and the unconditioned stimulus (US) overlap in delay conditioning, whereas there is a brief interval (e.g., 1s) between them in trace conditioning. In two experiments using the same procedure as Clark and Squire's group, we observed differential conditioning only in participants who showed contingency awareness in a post-experimental questionnaire, with both trace and delay procedures. We interpret these results to suggest that, although there may be multiple brain regions involved in learning, these regions are organized as a coordinated system rather than as separate, independent systems.
Squire 等人提出，痕迹和延迟眨眼条件反射程序分别涉及到独立的学习系统：一个与有意识的关联意识相关的陈述性海马/皮质系统，以及一个独立于意识的反射性皮质下系统（Clark 和 Squire，1998；Smith 等人，2005）。这两种程序的唯一区别在于，在延迟条件反射中，条件刺激（CS）和非条件刺激（US）重叠，而在痕迹条件反射中，它们之间有一个短暂的间隔（例如，1 秒）。在两项使用与 Clark 和 Squire 小组相同程序的实验中，我们仅在那些在实验后问卷调查中表现出关联意识的参与者中观察到差异条件反射，无论是痕迹还是延迟程序。我们解释这些结果表明，尽管学习可能涉及多个大脑区域，但这些区域是作为一个协调的系统组织的，而不是作为独立的、独立的系统。
