Dissociable components of short-term memory and their relation to long-term learning
Dissociable components of short-term memory and their relation to long-term learning
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DOI：
10.1080/02643290126002
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发表时间：
2001-05-01
影响因子：
3.4
通讯作者：
Martin, RC
中科院分区：
文献类型：
--
作者：
Freedman, ML;Martin, RC
短时记忆包括语音和语义成分。Martin，1993）。先前的研究表明，语音短时记忆能力支持新语音形式的学习，如新词汇（例如，Baddeley，Gathercole，& Papagno，1998）.假设语义STM能力将支持新语义信息的学习。五名失语症患者进行了测试，他们表现出语音或语义信息的短期保留缺陷。五名患者中有四名表现出学习缺陷，在一个配对的联想范式，对应于他们的STM赤字。一名患者的语音短时记忆有严重缺陷，但保留语义信息的能力较好，表现出更好的学习新的语义信息比新的语音信息。三名患者的语义比语音STM更大的赤字显示相反。第五例严重的语义STM赤字未能显示学习的任何类型的材料。研究结果表明，短时记忆的语义和语音成分对于长时记忆中相应表征的长时学习是必不可少的。
Short-term memory (STM) includes dissociable phonological and semantic components (R.C. Martin, 1993). Previous findings indicate that phonological STM capacity supports learning of novel phonological forms, such as new vocabulary (e.g., Baddeley, Gathercole, & Papagno, 1998). It was hypothesised that semantic STM capacity would support the learning of novel semantic information. Five aphasic patients were tested who demonstrated deficits in the short-term retention of either phonological or semantic information. Four of the five patients demonstrated learning deficits in a paired associate paradigm that corresponded to their STM deficits. One patient with a severe deficit in phonological STM but a better-preserved ability to retain semantic information showed better learning of new semantic information than new phonological information. Three patients with a greater deficit in semantic than phonological STM showed the reverse. A fifth patient with a severe semantic STM deficit failed to show learning for either type of material. Results suggest that the semantic and phonological components of STM are essential for the long-term learning of corresponding representations in longterm memory.