Department of Psychiatry, Harbor-UCLA Medical Center, Torrance, CA 90502, USA.
J Clin Exp Neuropsychol. 2010 Aug;32(7):728-36. doi: 10.1080/13803390903512652. Epub 2010 Feb 19.
We applied the item-specific deficit approach (ISDA) to California Verbal Learning Test data obtained from 56 severe, acceleration-deceleration closed head injury (CHI) participants and 62 controls. The CHI group demonstrated deficits on all ISDA indices in comparison to controls. Regression analyses indicated that encoding deficits, followed by consolidation deficits, accounted for most of the variance in delayed recall. Additionally, level of acquisition played a partial role in CHI-associated consolidation difficulties. Finally, CHI encoding deficits were largely driven by low semantic clustering during list learning. These results suggest that encoding (primary) and consolidation (secondary) deficits account for CHI-associated verbal memory impairment.
我们将特定项目缺陷方法（ISDA）应用于从 56 名严重的加速减速性闭合性颅脑损伤（CHI）参与者和 62 名对照者获得的加利福尼亚词语学习测试数据。与对照组相比，CHI 组在所有 ISDA 指标上均表现出缺陷。回归分析表明，编码缺陷，其次是巩固缺陷，解释了延迟回忆中大部分的差异。此外，获得水平在 CHI 相关的巩固困难中起部分作用。最后，CHI 的编码缺陷主要是由于在列表学习过程中语义聚类低。这些结果表明，编码（主要）和巩固（次要）缺陷解释了 CHI 相关的言语记忆损伤。
