Vogel C C, Markowitsch H J, Hempel U, Hackenberg P
Int J Neurosci. 1987 Apr;33(3-4):237-56. doi: 10.3109/00207458708987408.
The performance of 36 patients, divided into six groups, and 13 control subjects was investigated in paired-associate learning. The patients had right or left prefrontal, right or left anterior lateral temporopolar or medial temporal lobe damage, or lesions restricted to diencephalic areas. As tasks, two lists of paired words had to be learned, with the first list presenting only the word pairs, and the second one embedding the word pairs in sentences of a highly imaginable content. Recall consisted of immediate or delayed (48 hrs) free recall of the first list (condition I), of immediate or delayed recall of the second list (with visual imagery as a learning aid; condition II), and of cued recall (in which the sentence form was presented with a blank space where the word to be recalled had been previously; condition III). Control subjects clearly performed best under all conditions, manifesting a ceiling effect for the second and third ones under immediate recall. Among the brain-damaged groups the diencephalic subjects were poorest and gained only little from the aids given for learning and recall. Of the four patients with medial temporal lobe damage, those two with bilateral lesions were nearly as bad as the diencephalic lesioned subjects. The other patients were markedly inferior to the control subjects, but gained considerably under conditions II and III. These statements hold for immediate and delayed recall, though for the delayed recall conditions all groups showed a reduction in performance which amounted to roughly half of the values they had had under immediate recall. It is concluded that increasing the possibilities for depth of information processing assists brain damaged (as well as normal) subjects in verbal learning, but that the advantage of aiding them at the moment of encoding and retrieval is highest for patients with restricted lesions and/or with lesions not invading the two regions most regularly implicated in long-term information processing (the diencephalon and the medial temporal lobe area).
对36名患者和13名对照受试者进行了配对联想学习研究。36名患者被分为六组,他们分别患有右侧或左侧前额叶、右侧或左侧前外侧颞极或内侧颞叶损伤,或仅限于间脑区域的病变。作为任务,必须学习两组配对词列表,第一组列表仅呈现词对,第二组列表将词对嵌入具有高度想象力内容的句子中。回忆包括对第一组列表(条件I)的即时或延迟(48小时)自由回忆、对第二组列表(以视觉意象作为学习辅助;条件II)的即时或延迟回忆,以及线索回忆(呈现句子形式,在之前要回忆的单词处留有空白;条件III)。对照受试者在所有条件下表现最佳,在即时回忆时,第二组和第三组出现了天花板效应。在脑损伤组中,间脑病变的受试者表现最差,从学习和回忆辅助中获益甚微。在四名内侧颞叶损伤的患者中,两名双侧病变的患者表现几乎与间脑病变的受试者一样差。其他患者明显不如对照受试者,但在条件II和III下有显著改善。这些结论适用于即时和延迟回忆,不过在延迟回忆条件下,所有组的表现都有所下降,下降幅度约为即时回忆时的一半。研究得出结论,增加信息处理深度的可能性有助于脑损伤(以及正常)受试者进行言语学习,但对于病变受限和/或病变未侵犯最常参与长期信息处理的两个区域(间脑和内侧颞叶区域)的患者,在编码和检索时给予帮助的优势最大。