WHEN IMPLICIT LEARNING FAILS - AMNESIA AND THE PROBLEM OF ERROR ELIMINATION
WHEN IMPLICIT LEARNING FAILS - AMNESIA AND THE PROBLEM OF ERROR ELIMINATION
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DOI：
10.1016/0028-3932(94)90068-x
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发表时间：
1994-01-01
期刊：
影响因子：
2.6
通讯作者：
WILSON, BA
中科院分区：
文献类型：
--
作者：
BADDELEY, A;WILSON, BA
我们认为，外显记忆的主要功能之一是消除学习错误。这一假设是通过词干完成任务来探索的，在该任务中，向受试者呈现具有许多潜在完成的词干，并且在初始阶段，要么被鼓励猜出有错误的过程，要么被提供正确的完成，即没有错误的条件。然后，通过九次试验来测试学习效果。将被认为内隐学习能力较好但外显学习能力较差的健忘症受试者与被认为具有中等外显学习技能水平的正常老年受试者和被认为内隐和外显学习能力都很高的年轻对照组的成绩进行了比较。正如预测的那样，无错误的学习是有益的，这种效果对健忘症患者尤其明显。对入侵错误的详细分析支持根据对三组内隐学习的相对贡献来解释结果，这三组内隐学习被认为特别容易受到干扰。对正常学习的分析和脑损伤患者的康复也进行了讨论。
We propose that one of the major functions of explicit memory is the elimination of learning errors. The hypothesis is explored by means of a stem completion task in which subjects are presented with stems having many potential completions, and in the initial phase are either encouraged to guess, the ''errorful'' procedure, or are provided with the correct completion, the ''errorless'' condition. Learning is then tested over a sequence of nine trials. The performance of amnesic subjects who are assumed to have good implicit but bad explicit learning is compared with that of normal elderly subjects, who are assumed to have an intermediate level of explicit learning skill, and young controls who are expected to be high in both implicit and explicit learning capacity. As predicted, errorless learning is beneficial, with the effect being particularly marked for the amnesic group. A-detailed analysis of the intrusion errors supports an interpretation of the results in terms of the relative contribution to the three groups of implicit learning, which is assumed to be particularly vulnerable to interference. Implications for the analysis of normal learning, and for the rehabilitation of brain damaged patients are discussed.