Learning to Fail in Aphasia: An Investigation of Error Learning in Naming.
Purpose: To determine whether the naming impairment in aphasia is influenced by error learning and whether error learning is related to type of retrieval strategy. Method: Nine participants with aphasia and 10 neurologically intact controls named familiar proper noun concepts. When experiencing tip-...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 56; no. 4; pp. 1287 - 1298 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Aug2013
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=89649320&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 89649320 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Aug2013 vid: 56 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 89649320 10.1044/1092-4388(2012/12-0220) ppf: 1287 ppct: 11 formats: fmt: @attributes: type: P size: 279KB tig: atl: Learning to Fail in Aphasia: An Investigation of Error Learning in Naming. aug: au: Middleton, Erica L. Schwartz, Myrna F. Oetting, Janna affil: Moss Rehabilitation Research Institute, Elkins Park, PA su: Analysis of variance Learning Phonetics Semantics Aphasia Neuropsychological tests Research funding Pre-tests & post-tests Medical coding Descriptive statistics sug: subj: Analysis of variance Learning Phonetics Semantics Aphasia Neuropsychological tests Research funding Pre-tests & post-tests Medical coding Descriptive statistics keyword: anomia aphasia cueing error error learning errorless learning naming phonological phonology semantic tip-of-the-tongue anomia aphasia cueing error error learning errorless learning naming phonological phonology semantic tip-of-the-tongue ab: Purpose: To determine whether the naming impairment in aphasia is influenced by error learning and whether error learning is related to type of retrieval strategy. Method: Nine participants with aphasia and 10 neurologically intact controls named familiar proper noun concepts. When experiencing tip-of-the-tongue naming failure (TOT) in an initial TOT-elicitation phase, participants were instructed to adopt phonological or semantic self-cued retrieval strategies. In the error learning manipulation, items evoking TOT states during TOT elicitation were randomly assigned to a short or long time condition in which participants were encouraged to continue to try to retrieve the name for either 20 s (short interval) or 60 s (long). The incidence of TOT on the same items was measured on a post-test after 48 hr. Error learning was defined as a higher rate of recurrent TOTs (TOT at both TOT elicitation and post-test) for items assigned to the long (versus short) time condition. Results: In the phonological condition, participants with aphasia showed error learning, whereas controls showed a pattern opposite to error learning. There was no evidence for error learning in the semantic condition for either group. Conclusion: Error learning is operative in aphasia but is dependent on the type of strategy used during naming failure. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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