Wilson B A, Baddeley A D, Cockburn J M
University Rehabilitation Unit, Southampton General Hospital, U.K.
Cortex. 1989 Mar;25(1):115-9. doi: 10.1016/s0010-9452(89)80011-5.
Little is known about the way people learn technological skills. This investigation was carried out to see how 100 brain injured, 50 controls and two amnesic patients performed on a task requiring them to learn a six-step programme for an electronic memory aid. Performance was correlated with other measures of memory to determine whether the technological skill was similar to a procedural learning task, a spatial memory task, a visual task, a verbal task or an amalgam of these. All controls but only 59 percent of the patients learned the task within three trials. The two amnesic patients also failed to learn the new skill. There was a high correlation between overall performance on a standardized test of everyday memory (the Rivermead Behavioural Memory Test) but little evidence that the technological skill was similar to a procedural learning task; nor was it specifically related to visual, verbal or spatial memory. It is concluded that a combination of skills is required to learn the technological task. Implications for the concept of procedural learning are discussed.
人们学习技术技能的方式鲜为人知。开展这项调查是为了观察100名脑损伤患者、50名对照者以及两名失忆患者在一项任务中的表现，该任务要求他们学习电子记忆辅助工具的六步程序。将表现与其他记忆指标相关联，以确定技术技能是否类似于程序性学习任务、空间记忆任务、视觉任务、语言任务或这些任务的混合。所有对照者都在三次试验内学会了任务，但只有59%的患者做到了。两名失忆患者也未能学会这项新技能。在日常记忆标准化测试（里弗米德行为记忆测试）中的总体表现之间存在高度相关性，但几乎没有证据表明技术技能类似于程序性学习任务；它也与视觉、语言或空间记忆没有特定关联。得出的结论是，学习这项技术任务需要多种技能的组合。文中讨论了对程序性学习概念的影响。
