Schuchard Julia, Thompson Cynthia K
Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, USA.
J Cogn Psychol (Hove). 2017;29(5):521-534. doi: 10.1080/20445911.2017.1293065. Epub 2017 Feb 17.
We examined sequential learning in individuals with agrammatic aphasia ( = 12) and healthy age-matched participants ( = 12) using an artificial grammar. Artificial grammar acquisition, 24-hour retention, and the potential benefits of additional training were examined by administering an artificial grammar judgment test (1) immediately following auditory exposure-based training, (2) one day after training, and (3) after a second training session on the second day. An untrained control group ( = 12 healthy age-matched participants) completed the tests on the same time schedule. The trained healthy and aphasic groups showed greater sensitivity to the detection of grammatical items than the control group. No significant correlations between sequential learning and language abilities were observed among the aphasic participants. The results suggest that individuals with agrammatic aphasia show sequential learning, but the underlying processes involved in this learning may be different than for healthy adults.
我们使用人工语法对12名语法缺失性失语症患者和12名年龄匹配的健康参与者进行了序列学习研究。通过在（1）基于听觉暴露的训练后立即、（2）训练一天后以及（3）第二天的第二次训练后进行人工语法判断测试，来检验人工语法习得、24小时记忆保持以及额外训练的潜在益处。一个未接受训练的对照组（12名年龄匹配的健康参与者）在相同的时间安排下完成测试。与对照组相比，接受训练的健康组和失语症组对语法项目的检测表现出更高的敏感性。在失语症参与者中，未观察到序列学习与语言能力之间存在显著相关性。结果表明，语法缺失性失语症患者表现出序列学习，但这种学习所涉及的潜在过程可能与健康成年人不同。
