Kohnert Kathryn
Department of Speech-Language-Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Dr., S.E., University of Minnesota, Minneapolis, MN 55455, USA.
Brain Lang. 2004 Dec;91(3):294-302. doi: 10.1016/j.bandl.2004.04.001.
Two consecutive treatments were conducted to investigate skill learning and generalization within and across cognitive-linguistic domains in a 62-year-old Spanish-English bilingual man with severe non-fluent aphasia. Treatment 1 was a cognitive-based treatment that emphasized non-linguistic skills, such as visual scanning, categorization, and simple arithmetic. Treatment 2 was a lexically based treatment that trained cognates (cross-linguistic word pairs that are similar in meaning and form, such as rosa/rose) and non-cognates (cross-linguistic word pairs with shared meaning but different forms, such as mesa/table). Treatment 1 resulted in modest gains in both Spanish and English. Treatment 2 resulted in improved naming for non-cognates as well as cognates within each language. However, the generalization of gains from Spanish to English was apparent only for cognate stimuli.
对一名患有严重非流利性失语症的62岁西班牙语-英语双语男性进行了连续两次治疗，以研究认知-语言领域内和跨领域的技能学习与泛化。治疗1是一种基于认知的治疗方法，强调非语言技能，如视觉扫描、分类和简单算术。治疗2是一种基于词汇的治疗方法，训练同源词（在意义和形式上相似的跨语言单词对，如rosa/rose）和非同源词（具有相同意义但形式不同的跨语言单词对，如mesa/table）。治疗1在西班牙语和英语方面都取得了适度的进步。治疗2使每种语言中同源词和非同源词的命名都得到了改善。然而，仅同源刺激下，从西班牙语到英语的进步泛化才明显。
