Lancioni Giulio, O'Reilly Mark, Singh Nirbhay, Buonocunto Francesca, Sacco Valentina, Colonna Fabio, Navarro Jorge, Lanzilotti Crocifissa, Belardinelli Marta Olivetti, Bosco Andrea, Megna Gianfranco, de Tommaso Marina
University of Bari, Italy.
Dev Neurorehabil. 2009;12(6):411-20. doi: 10.3109/17518420903200581.
To evaluate the viability of technology-assisted learning setups for undertaking assessment and providing intervention to persons in vegetative state.
Study I investigated whether three persons with a diagnosis of vegetative state could associate eye blinking or hand closure responses with contingent, positive stimulation, thus increasing their frequencies (showing signs of learning). Study II extended the learning process (introducing a new response and new stimuli) for one of the participants of Study I.
Two of the participants of Study I succeeded in increasing their responses, indicating signs of learning. Study II showed that the participant (one of the two succeeding in Study I) acquired a new response to access new stimuli and could alternate this response with the one acquired in Study I.
Learning might represent a basic level of knowledge and consciousness. Detecting signs of learning might help modify a previous diagnosis of vegetative state and support intervention/rehabilitation efforts.
评估技术辅助学习设置用于对植物人进行评估和干预的可行性。
研究I调查了三名被诊断为植物人的患者是否能将眨眼或手部闭合反应与偶然的积极刺激联系起来，从而增加这些反应的频率（显示出学习迹象）。研究II对研究I的一名参与者扩展了学习过程（引入新的反应和新的刺激）。
研究I的两名参与者成功增加了他们的反应，显示出学习迹象。研究II表明，该参与者（研究I中成功的两人之一）获得了一种新的反应以获取新的刺激，并且可以将这种反应与在研究I中获得的反应交替使用。
学习可能代表了知识和意识的一个基本层面。检测到学习迹象可能有助于改变先前的植物人诊断，并支持干预/康复工作。
