A cognitive neuropsychological model for memory rehabilitation of amnesic patients

摘要本研究旨在探讨错误与努力因素对失忆症患者记忆表现的影响。误差的定义是：在训练过程中，一个学习条件是防止（正确的）还是引起（错误的）错误反应；努力的定义是要求患者在没有完整呈现的情况下生成目标单词（费力），还是要求他们阅读完整呈现的目标单词（毫不费力）。研究人员给失忆症患者看了一张人脸照片，并要求他们在四种不同的研究条件下学习相应的姓氏。在首字母条件下，患者被告知目标姓氏的首字母，并被要求生成它。在消失线索条件下，目标姓氏的字母在训练试验中逐渐被撤回。在目标选择条件下，患者被要求从一组备选姓氏中选择正确的姓氏。在配对联想条件下，目标姓氏以完整的形式与相应的面孔一起呈现。结果表明，在四次训练中，记忆性能逐渐提高，并受到误差因素的影响。与目标选择法和首字母法相比，配对联想法和消失线索法具有更好的记忆效果，证明了无错误学习优于错误学习。相比之下，努力因素的影响很小。在另外的五次训练中进一步检验了消失线索方法的有效性。根据延迟测试的索引，逐渐获得的面孔-名字联系得到了证实，但一些患者在整个过程中始终没有正确的回忆。讨论了错误和努力在健忘症患者记忆康复中的作用。

The aim of this research was to delineate the contributions of error and effort factors to amnesic patients' memory performance. Error is defined as whether a study condition prevents from (errorless) or elicits (errorful) incorrect responses during training; effort is defined as whether patients are required to generate a target word in the absence of its intact presentation (efforfful) or they are required to read a target that is intactly presented (effortless). Amnesic patients were shown a face photograph and were asked to learn the corresponding surname under four different study conditions. In the initial letter condition, the patients were presented with the initial letter of a target surname and were required to generate it. In the vanishing cues condition, the letter of a target surname was gradually withdrawn across training trials. In the target selection condition, the patients were asked to select the correct surname from a set of alternatives. In the paired associate condition, a target surname was presented in its intact form together with the corresponding face. The results showed that recall performance gradually improved over four training sessions and was affected by the error factor. The paired associate and the vanishing cues methods led superior recall in comparison with the target selection and the initial letter methods, demonstrating an advantage of errorless over errorful learning. In contrast, the effort factor was found to have little effect. The effectiveness of the vanishing cues method was further examined over additional five training sessions. As indexed by a delayed test, the gradual acquisition of face-name associations was confirmed, but some patients consisitently made no correct recall throughout the sessions. The roles of error and effort in the memory rehabilitation of amnesic patients were discussed.