Crossley Matthew J, Ashby F Gregory
Department of Psychology, University of California, Berkeley.
Department of Psychological & Brain Sciences, University of California, Santa Barbara.
J Exp Psychol Learn Mem Cogn. 2015 Sep;41(5):1388-403. doi: 10.1037/a0038853. Epub 2015 Mar 9.
There is now abundant evidence that human learning and memory are governed by multiple systems. As a result, research is now turning to the next question of how these putative systems interact. For instance, how is overall control of behavior coordinated, and does learning occur independently within systems regardless of what system is in control? Behavioral, neuroimaging, and neuroscience data are somewhat mixed with respect to these questions. Human neuroimaging and animal lesion studies suggest independent learning and are mostly agnostic with respect to control. Human behavioral studies suggest active inhibition of behavioral output but have little to say regarding learning. The results of two perceptual category-learning experiments are described that strongly suggest that procedural learning does occur while the explicit system is in control of behavior and that this learning might be just as good as if the procedural system was controlling the response. These results are consistent with the idea that declarative memory systems inhibit the ability of the procedural system to access motor output systems but do not prevent procedural learning.
现在有大量证据表明，人类的学习和记忆受多种系统支配。因此，研究现在转向下一个问题，即这些假定的系统如何相互作用。例如，行为的整体控制是如何协调的，学习是否在系统内独立发生，而不管是哪个系统在控制？关于这些问题，行为学、神经影像学和神经科学的数据有些混杂。人类神经影像学和动物损伤研究表明存在独立学习，并且在控制方面大多不可知。人类行为学研究表明对行为输出有主动抑制，但对学习几乎没有涉及。本文描述了两个知觉类别学习实验的结果，这些结果强烈表明，在显性系统控制行为时确实会发生程序性学习，而且这种学习可能与程序性系统控制反应时一样好。这些结果与以下观点一致，即陈述性记忆系统会抑制程序性系统访问运动输出系统的能力，但不会阻止程序性学习。
