Department of Neurology, The University of Illinois College of Medicine, Chicago, IL 60612, USA.
J Int Neuropsychol Soc. 2011 Jul;17(4):709-19. doi: 10.1017/S1355617711000646.
That learning and memory deficits persist many years following mild traumatic brain injury (mTBI) is controversial due to inconsistent objective evidence supporting subjective complaints. Our prior work demonstrated significant reductions in performance on the initial trial of a verbal learning task and overall slower rate of learning in well-motivated mTBI participants relative to demographically matched controls. In our previous work, we speculated that differences in strategy use could explain the differences in rate of learning. The current study serves to test this hypothesis by examining strategy use on the California Verbal Learning Test-Second Edition. Our present findings support the primary hypothesis that mTBI participants under-utilize semantic clustering strategies during list-learning relative to control participants. Despite achieving comparable total learning scores, we posit that the persisting learning and memory difficulties reported by some mTBI patients may be related to reduced usage of efficient internally driven strategies that facilitate learning. Given that strategy training has demonstrated improvements in learning and memory in educational and occupational settings, we offer that these findings have translational value in offering an additional approach in remediation of learning and memory complaints reported by some following mTBI.
由于缺乏支持主观抱怨的一致客观证据，轻度创伤性脑损伤（mTBI）后多年持续存在学习和记忆缺陷存在争议。我们之前的工作表明，在言语学习任务的初始试验中，mTBI 参与者的表现明显下降，相对于人口统计学匹配的对照组，整体学习速度较慢。在我们之前的工作中，我们推测策略使用的差异可以解释学习速度的差异。目前的研究通过检查加利福尼亚言语学习测验第二版上的策略使用来检验这一假设。我们目前的研究结果支持主要假设，即与对照组相比，mTBI 参与者在列表学习期间过度使用语义聚类策略。尽管取得了可比的总学习分数，但我们假设一些 mTBI 患者报告的持续学习和记忆困难可能与减少使用促进学习的有效内部驱动策略有关。鉴于策略培训已在教育和职业环境中证明可改善学习和记忆，我们认为这些发现具有转化价值，为一些 mTBI 患者报告的学习和记忆抱怨提供了另一种补救方法。
