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Acquisition and transfer of declarative and procedural knowledge by memory-impaired patients: a computer data-entry
1Department of Psychology, University of Arizona, Tucson 85721.
Neuropsychologia
|October 1, 1992
Summary
Brain-damaged patients with memory impairments learned complex computer tasks. Declarative learning was slower, but procedural learning and knowledge transfer were intact, indicating preserved implicit memory functions.
Area of Science:
- Neuroscience
- Cognitive Psychology
- Neurology
Background:
- Previous studies showed amnesic patients can learn complex tasks.
- Memory disorders vary in severity and cause, often with other cognitive deficits.
Purpose of the Study:
- To investigate learning capabilities in a larger group of brain-damaged patients with memory disorders.
- To assess declarative and procedural learning rates and knowledge transfer in these patients.
Main Methods:
- A group of brain-damaged patients with memory impairments performed a computer data-entry task.
- Learning of procedures (procedural knowledge) and factual information (declarative knowledge) was assessed.
- Performance was compared to normal rates and transfer of learning was evaluated.
Main Results:
- All patients successfully learned both the task procedures and associated factual information.
- Declarative knowledge acquisition was significantly slower than in controls.
- Procedural learning occurred at a rate comparable to control subjects.
- Evidence of transferring declarative knowledge to the procedural task was observed.
- Patients demonstrated transfer of learned procedures across different materials.
Conclusions:
- Brain-damaged patients with memory disorders can acquire complex task knowledge and skills.
- Procedural learning remains largely intact despite memory impairments.
- Declarative learning is impaired, but some transfer of knowledge and skills is possible, suggesting preserved implicit learning mechanisms.