Hamann S B, Squire L R
Department of Psychiatry, University of California, San Diego, USA.
Behav Neurosci. 1995 Dec;109(6):1027-44. doi: 10.1037//0735-7044.109.6.1027.
In 2 experiments, the acquisition of new declarative knowledge was examined in amnesic patients and in 7 groups of controls, with a study-only procedure that delayed testing until the conclusion of training. The study-only procedure was compared with a standard procedure in which study and test trials alternated (study-test). The amnesic patients acquired new factual (declarative) knowledge at an abnormally slow rate, learning more with the study-only procedure than with the study-test procedure. Controls exhibited the opposite pattern. The advantage of the study-only procedure for amnesic patients was related to the presence of frontal lobe dysfunction. The 2 groups exhibited a similar ability to use their knowledge flexibly, suggesting that the information acquired by amnesic patients was based on their residual capacity for declarative memory. In addition, the capacity for factual learning in amnesia was proportional to the capacity to recollect specific events in the learning session.
在两项实验中，通过仅学习程序对失忆症患者和7组对照组获取新陈述性知识的情况进行了研究，该程序将测试推迟到训练结束时进行。将仅学习程序与学习和测试试验交替进行的标准程序（学习 - 测试）进行了比较。失忆症患者获取新事实性（陈述性）知识的速度异常缓慢，与学习 - 测试程序相比，他们通过仅学习程序学到的更多。对照组表现出相反的模式。仅学习程序对失忆症患者的优势与额叶功能障碍的存在有关。两组在灵活运用知识方面表现出相似的能力，这表明失忆症患者获取的信息基于他们陈述性记忆的残余能力。此外，失忆症中事实性学习的能力与在学习过程中回忆特定事件的能力成正比。
