Gordon B
Johns Hopkins University, Baltimore, MD.
Brain Cogn. 1988 Jun;7(3):257-82. doi: 10.1016/0278-2626(88)90002-4.
Four of five patients with marked global amnesia, and others with new learning impairments, showed normal processing facilitation for novel stimuli (nonwords) and/or for familiar stimuli (words) on a word/nonword (lexical) decision task. The data are interpreted as a reflection of the learning capabilities of in-line neural processing stages with multiple, distinct, informational codes. These in-line learning processes are separate from the recognition/recall memory impaired by amygdalohippocampal/dosomedial thalamic damage, but probably supplement such memory in some tasks in normal individuals. Preserved learning of novel information seems incompatible with explanations of spared learning in amnesia that are based on the episodic/semantic or memory/habit distinctions, but is consistent with the procedural/declarative hypothesis.
五名患有显著全面性失忆症的患者中有四名，以及其他有新的学习障碍的患者，在一项单词/非单词（词汇）判断任务中，对新刺激（非单词）和/或熟悉刺激（单词）表现出正常的加工促进作用。这些数据被解释为具有多个不同信息编码的在线神经加工阶段学习能力的反映。这些在线学习过程与因杏仁核 - 海马体/丘脑背内侧损伤而受损的识别/回忆记忆是分开的，但在正常个体的某些任务中可能会补充这种记忆。对新信息的保留学习似乎与基于情景/语义或记忆/习惯区分的失忆症中 spared learning 的解释不相符，但与程序/陈述性假设一致。
