Yu H K, Johnson J H
J Clin Psychol. 1979 Apr;35(2):265-9. doi: 10.1002/1097-4679(197904)35:2<265::aid-jclp2270350209>3.0.co;2-p.
The present experiment is similar to Bower's (1970) study on imagery as a relational organizer in paired-associate (PA) learning with normals. Three groups of 20 schizophrenic patients learned three different lists of 30 word-word paired-associates, which used either interactive imagery, separation imagery, or rote repetition encoding. Ss were tested on stimulus recognition and paired-associate recall, given recognition. Differences in stimulus recognition and paired-associate recall were not significant across the three encoding methods. Results suggest that schizophrenics are unable to benefit from imaginal cues to facilitate learning in a manner similar to normals. These results are interpreted as providing additional support for the notion that the schizophrenics' cognitive deficit is associated with the relational organizing process of learning.
本实验类似于鲍尔（1970年）关于意象作为正常受试者在配对联想（PA）学习中的关系组织者的研究。三组共20名精神分裂症患者学习了三个不同的由30个单词-单词配对联想组成的列表，这些列表分别采用了交互式意象、分离意象或机械重复编码。对受试者进行刺激识别测试，并在给予识别的情况下进行配对联想回忆测试。在这三种编码方法中，刺激识别和配对联想回忆的差异并不显著。结果表明，精神分裂症患者无法像正常人那样从意象线索中受益来促进学习。这些结果被解释为为精神分裂症患者的认知缺陷与学习的关系组织过程相关这一观点提供了额外支持。
