| Abstract: | Reports an error in the original article by B. J. Knowlton and L. R. Squire (Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 221], 169–181). The Appendix on page 181 contains several errors. The corrected Appendix is provided. (The following abstract of this article originally appeared in record 1996-02680-010). The contributions of exemplar-specific and abstract knowledge to artificial grammar learning were examined in amnesic patients and controls. In Experiment 1, grammatical rule adherence and chunk strength exerted separate effects in grammaticality judgments. Amnesic patients exhibited intact classification performance, demonstrating the same pattern of results as controls. In Experiment 2, amnesic patients exhibited impaired declarative memory for chunks. In Experiment 3, both amnesic patients and controls exhibited transfer when tested with a letter set different than the one used for training, although performance was better when the same letter sets were used at the training and test. The results suggest that individuals learn both abstract information about training items and exemplar-specific information about chunk strength and that both types of learning occur independently of declarative memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
