Slowly learned but not forgotten: New learning in a case of childhood-acquired amnesia

Abstract

This case report presents new semantic learning and long-term retention data collected over a 5-year period from an amnesic adolescent boy, CJ. Compared to his younger sister, a novel abbreviation-learning task captured CJ's slower semantic acquisition across three weekly training sessions. By contrast, his rate of forgetting between sessions was comparable to that of the control's and was slower over long delays of up to 5 years but recalled information without any reliable report of the original learning context.