Intelligence, learning and long-term memory
Intelligence, learning and long-term memory
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DOI：
10.1016/s0191-8869(97)00054-8
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发表时间：
1997-11-01
影响因子：
4.3
通讯作者：
Smales, S
中科院分区：
文献类型：
--
作者：
Alexander, JRM;Smales, S
在一篇有影响力的论文中，伍德罗(1946)得出结论，学习能力，他定义为从最初的表现中获得的实践的收获，与智力无关，并且没有单一的一般学习能力。Ackerman(1989a)的结论是，技能学习的初始阶段与智力有关，但后期取决于速度因素。以前的研究经常涉及到大量的程序性记忆成分。本研究旨在探讨长期情景记忆的习得及其与智力的关系。对45名年龄在17-25岁的受试者进行了一系列语言和视觉空间的学习、记忆和能力测量。在多次尝试学习任务中，实验1后呈现给学习的非回忆项目数由适应性学习程序控制。总的言语和非言语记忆成绩与总的言语和视觉空间能力显著相关(r=0.48)。言语记忆与言语能力的相关性显著高于与空间能力的相关性，表明情态可能是导致记忆个体差异的原因。对于多次尝试的记忆任务，成绩的提高也与认知能力显著相关(r=0.44)。如果学习被定义为新的语言和非语言信息对长期记忆的获得，那么本研究发现这与对记忆的初始习得有很强的相关性，两者都与智力有中等程度的相关。(C)1997年爱思唯尔科学有限公司。
In an influential paper Woodrow (1946) concluded that the ability to learn, which he defined as the gain over practice from initial performance, is not related to intelligence and that there is no unitary general learning ability. Ackerman (1989a) concluded that the initial stages of skill learning are related to intelligence, but later stages depend on speed factors. Previous studies often involved a substantial procedural memory component. This study is concerned with acquisition to long-term episodic memory and its relation to intelligence.A battery of verbal and visuospatial measures of learning, memory and abilities were administered to 45 subjects aged 17-25 yr. On multi-trial learning tasks the number of unrecalled items presented for learning after Trial 1 was controlled by an adaptive learning procedure.Total verbal and non-verbal memory performance was significantly correlated with total verbal and visuospatial ability (r=0.48). The correlation of verbal memory with verbal ability was significantly higher than with spatial ability, suggesting that modality may contribute to individual differences in memory.For memory tasks with multiple trials, the improvement in performance over trials, indicating the rate of learning or gain, is also significantly correlated with cognitive ability (r=0.44). Learning gain correlates 0.74 with first trial memory acquisition, which correlates 0.42 with ability.If learning is defined as the gain of new verbal and non-verbal information to long-term memory, then this study found that this is strongly related to initial acquisition to memory, and both are moderately related to intelligence. (C) 1997 Elsevier Science Ltd.