Milders M, Deelman B, Berg I
Department of Neuropsychology, University of Groningen, The Netherlands.
Memory. 1998 Jan;6(1):21-36. doi: 10.1080/741941597.
In a training study, memory-impaired patients were taught strategies to improve the learning of new names and the retrieval of familiar people's names. To improve new name learning, the patients were encouraged to give more meaning to a person's name, without requiring an explicit association between the face and the name. Strategies to improve retrieval of familiar names mainly concerned ways to resolve tip-of-the-tongue states. Learning names to faces improved following training on one of the two target tests and this improvement was maintained six months following training. Retrieval of familiar people's names also improved immediately following the training, although the improvement disappeared at the six-month follow-up. Two control memory tests and a group of normal subjects, who received no training, were used to discriminate an effect of training from the effects of repeated testing and the extensive attention received by the trained group.
在一项训练研究中，针对记忆受损患者教授了一些策略，以提高新名字学习能力以及熟悉人名的回忆能力。为提高新名字学习能力，鼓励患者赋予人名更多含义，而无需在面孔与名字之间建立明确关联。提高熟悉人名回忆能力的策略主要涉及解决舌尖现象的方法。在两项目标测试中的一项上接受训练后，名字与面孔匹配的学习能力有所提高，且这种提高在训练后六个月仍得以保持。训练后，熟悉人名的回忆能力也立即得到改善，尽管在六个月的随访中这种改善消失了。使用两项对照记忆测试以及一组未接受训练的正常受试者，以区分训练效果与重复测试及训练组所受到的广泛关注的影响。
