McClelland J L
Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213, USA.
Ann N Y Acad Sci. 1998 May 15;843:153-69. doi: 10.1111/j.1749-6632.1998.tb08212.x.
Freud's ideas about the role of non-conscious processes relates to contemporary thinking about explicit and implicit memory, and his early efforts to understand cognition and behavior in terms of neural mechanisms share several themes in common with contemporary connectionist models. The present paper presents a connectionist perspective of the neural basis of learning and memory and their organization in the brain. The central claim of the article is that the neocortex and many other forebrain learning systems learn slowly so as to become sensitive to the overall structure of experience. Slow learning is crucial for sensitivity to this structure and for organizing specific information with other information in a structured way. The hippocampus and related areas in the medial temporal lobes complement these slow learning systems by providing a mechanism that allows the rapid learning of arbitrary conjunctions of elements that go together to make up an episodic memory.
弗洛伊德关于无意识过程作用的观点与当代对显性和隐性记忆的思考相关，并且他早期从神经机制角度理解认知和行为的努力与当代联结主义模型有几个共同主题。本文提出了一种关于学习和记忆的神经基础及其在大脑中组织方式的联结主义观点。文章的核心观点是，新皮层和许多其他前脑学习系统学习缓慢，从而对经验的整体结构变得敏感。缓慢学习对于对这种结构的敏感性以及以结构化方式将特定信息与其他信息组织起来至关重要。海马体和内侧颞叶的相关区域通过提供一种机制来补充这些缓慢学习系统，该机制允许快速学习构成情景记忆的元素的任意组合。
