Kern R S, Green M F, Wallace C J
Cogn Neuropsychiatry. 1997 Feb 1;2(1):39-50. doi: 10.1080/135468097396405.
A comparison of learning rates between schizophrenia patients and normals on measures tapping different memory systems may provide clues about relatively preserved areas of learning in schizophrenia. The present study assessed declarative (nonsense syllable list learning) and procedural (pursuit rotor tracking) learning in a group of chronic schizophrenia inpatients and a group of normal adults. Approximately equivalent baselines were obtained for the two groups on both measures. The results revealed a significant group trial interaction on the declarative memory measure, exemplified by a shallower learning slope for the patient group. For the procedural learning measure, there was no significant group block interaction; that is, both groups showed similar learning slopes. These findings suggest a relative preservation of selected procedural aspects of learning in schizophrenia.
比较精神分裂症患者与正常人在涉及不同记忆系统的测量指标上的学习速度，可能会为精神分裂症中相对保留的学习区域提供线索。本研究评估了一组慢性精神分裂症住院患者和一组正常成年人的陈述性（无意义音节列表学习）和程序性（追踪转子跟踪）学习。两组在这两项测量指标上均获得了大致相当的基线水平。结果显示，在陈述性记忆测量指标上存在显著的组间试验交互作用，表现为患者组的学习斜率较浅。对于程序性学习测量指标，不存在显著的组间组块交互作用；也就是说，两组的学习斜率相似。这些发现表明，精神分裂症患者在学习的特定程序性方面相对保留。
