Middleton Erica L, Schwartz Myrna F, Rawson Katherine A, Garvey Kelly
Research Department.
Psychology Department, Kent State University.
J Exp Psychol Learn Mem Cogn. 2015 Jul;41(4):1253-61. doi: 10.1037/xlm0000091. Epub 2014 Dec 22.
Because individuals with acquired language disorders are frequently unable to reliably access the names of common everyday objects (i.e., naming impairment), rehabilitation efforts often focus on improving naming. The present study compared 2 rehabilitation strategies for naming impairment, reflecting contradictory prescriptions derived from different theoretical principles. The prescription derived from psychological research on test-enhanced learning advocates providing patients opportunities to retrieve target names from long-term memory (i.e., retrieval practice) in the course of treatment. In contrast, the errorless learning approach derived from cognitive rehabilitation research eschews retrieval practice in favor of methods that minimize naming errors, and thus the potential for error learning, in the course of treatment. The present study directly compared these approaches and showed that, despite superior (and errorless) performance during errorless treatment, treatment that prioritized retrieval practice produced greater retention 1-day and 1-week following treatment. These findings have implications for clinical practice, as well as theoretical accounts of lexical access and test-enhanced learning.
由于获得性语言障碍患者常常无法可靠地说出常见日常物品的名称（即命名障碍），康复努力通常集中在改善命名能力上。本研究比较了针对命名障碍的两种康复策略，这两种策略反映了源自不同理论原则的相互矛盾的处方。源自对测试强化学习的心理学研究的处方主张在治疗过程中为患者提供从长期记忆中检索目标名称的机会（即检索练习）。相比之下，源自认知康复研究的无错误学习方法在治疗过程中避开检索练习，而倾向于采用将命名错误最小化的方法，从而减少错误学习的可能性。本研究直接比较了这些方法，结果表明，尽管在无错误治疗期间表现出色（且无错误），但优先进行检索练习的治疗在治疗后1天和1周时产生了更好的记忆保持效果。这些发现对临床实践以及词汇通达和测试强化学习的理论解释都具有启示意义。
