Affiliation:
1. Department of Psychiatry and Psychotherapy Bethel, Ev. Hospital Bielefeld, Germany
Abstract
Abstract. Whereas learning in every day life requires the inhibition of irrelevant information, standardized memory tests usually do not contain interfering stimuli. The present study aims at an initial evaluation of a new verbal learning paradigm that considers learning with emotionally neutral or negative interference, and learning without interference. In three learning trials, 82 healthy subjects learned three 15-item word lists derived from the Auditory Verbal Learning Test. Word recall in both conditions with interference was decreased, especially in the first learning trial and regardless of emotional valence. Working memory, therefore, might be more affected by interference than learning. These first promising results indicate the usability of the new verbal paradigm for clinical purposes.
Subject
Psychiatry and Mental health,Cognitive Neuroscience,Neuropsychology and Physiological Psychology
Cited by
2 articles.
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