PUBLICATION DATE

2013-01

TITLE

Non-linguistic learning and aphasia: evidence from a paired associate and feedback-based task.

ISSUE

1

VOLUME

51

ISSN (print)

N/A

ISSN (electronic)

N/A

ABSTRACT

Though aphasia is primarily characterized by impairments in the comprehension and/or expression of language, research has shown that patients with aphasia also show deficits in cognitive-linguistic domains such as attention, executive function, concept knowledge and memory. Research in aphasia suggests that cognitive impairments can impact the online construction of language, new verbal learning, and transactional success. In our research, we extend this hypothesis to suggest that general cognitive deficits influence progress with therapy. The aim of our study is to explore learning, a cognitive process that is integral to relearning language, yet underexplored in the field of aphasia rehabilitation. We examine non-linguistic category learning in patients with aphasia (n=19) and in healthy controls (n=12), comparing feedback and non-feedback based instruction. Participants complete two computer-based learning tasks that require them to categorize novel animals based on the percentage of features shared with one of two prototypes. As hypothesized, healthy controls showed successful category learning following both methods of instruction. In contrast, only 60% of our patient population demonstrated successful non-linguistic category learning. Patient performance was not predictable by standardized measures of cognitive ability. Results suggest that general learning is affected in aphasia and is a unique, important factor to consider in the field of aphasia rehabilitation.

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JOURNAL BRAND

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    14 TRIPLES      14 PREDICATES      15 URIs      10 LITERALS

    Subject Predicate Object
    1 articles:33163353f699875771ede0fd44d70e27 sg:abstract Though aphasia is primarily characterized by impairments in the comprehension and/or expression of language, research has shown that patients with aphasia also show deficits in cognitive-linguistic domains such as attention, executive function, concept knowledge and memory. Research in aphasia suggests that cognitive impairments can impact the online construction of language, new verbal learning, and transactional success. In our research, we extend this hypothesis to suggest that general cognitive deficits influence progress with therapy. The aim of our study is to explore learning, a cognitive process that is integral to relearning language, yet underexplored in the field of aphasia rehabilitation. We examine non-linguistic category learning in patients with aphasia (n=19) and in healthy controls (n=12), comparing feedback and non-feedback based instruction. Participants complete two computer-based learning tasks that require them to categorize novel animals based on the percentage of features shared with one of two prototypes. As hypothesized, healthy controls showed successful category learning following both methods of instruction. In contrast, only 60% of our patient population demonstrated successful non-linguistic category learning. Patient performance was not predictable by standardized measures of cognitive ability. Results suggest that general learning is affected in aphasia and is a unique, important factor to consider in the field of aphasia rehabilitation.
    2 sg:doi 10.1016/j.neuropsychologia.2012.10.024
    3 sg:doiLink http://dx.doi.org/10.1016/j.neuropsychologia.2012.10.024
    4 sg:isFundedPublicationOf grants:4baa63a8c8267bf317203e64e33d92bf
    5 sg:issue 1
    6 sg:language English
    7 sg:license http://scigraph.springernature.com/explorer/license/
    8 sg:publicationYear 2013
    9 sg:publicationYearMonth 2013-01
    10 sg:scigraphId 33163353f699875771ede0fd44d70e27
    11 sg:title Non-linguistic learning and aphasia: evidence from a paired associate and feedback-based task.
    12 sg:volume 51
    13 rdf:type sg:Article
    14 rdfs:label Article: Non-linguistic learning and aphasia: evidence from a paired associate and feedback-based task.
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