Schuchard Julia, Rawson Katherine A, Middleton Erica L
Moss Rehabilitation Research Institute, 50 Township Line Rd., Elkins Park, PA 19027, USA.
Department of Psychological Sciences, 332 Kent Hall, Kent State University, Kent, OH 44242, USA.
Cognition. 2020 May;198:104216. doi: 10.1016/j.cognition.2020.104216. Epub 2020 Feb 8.
This study examined how the distribution and amount of practice affect word retrieval in aphasia as well as how such factors relate to the efficiency of learning. The central hypothesis was that factors that enhance the learning of new knowledge also enhance persistent access to existing, but inconsistently available, word representations. The study evaluated the impact of learning principles on word retrieval by manipulating the timing and amount of retrievals for items presented for naming. Nine people with chronic aphasia with naming impairment completed the experiment. Training materials involved proper noun entities assigned to six conditions formed by crossing a 2-level factor of spacing of sessions, i.e., intersession interval (1 day versus 7 days between sessions) with a 3-level factor of number of correct retrievals per item per session, i.e., criterion level (Criterion-1, Criterion-2, and Criterion-4). Each intersession interval condition comprised three training sessions and a one-month retention test. Increasing the criterion level enhanced naming performance after short (1 day, 7 days) and long (one month) retention intervals, but these advantages came at the cost of many additional training trials. In most cases, later naming success was superior when the same number of correct retrievals of an item was distributed across multiple sessions rather than administered within one session. The substantial advantages for across-session spacing were gained at little cost in terms of additional training trials. At one-month retention, naming accuracy was numerically but not significantly higher in the 7-day versus 1-day intersession interval condition. Implications for theories of lexical access and naming treatment in aphasia are discussed.
本研究考察了练习的分布和量如何影响失语症患者的词汇提取，以及这些因素与学习效率之间的关系。核心假设是，增强新知识学习的因素也会增强对现有的、但获取不稳定的词汇表征的持续访问。该研究通过操纵命名项目的提取时间和量，评估了学习原则对词汇提取的影响。九名患有慢性失语症且有命名障碍的患者完成了该实验。训练材料涉及专有名词实体，这些实体被分配到六个条件中，这些条件由会话间隔的二级因素（即会话间间隔，会话之间为1天或7天）与每个项目每次会话正确提取次数的三级因素（即标准水平，标准-1、标准-2和标准-4）交叉形成。每个会话间间隔条件包括三个训练会话和一个为期一个月的保持测试。提高标准水平可在短（1天、7天）和长（一个月）保持间隔后提高命名表现，但这些优势是以许多额外的训练试验为代价的。在大多数情况下，当一个项目相同数量的正确提取分布在多个会话中而不是在一个会话中进行时，后期的命名成功率更高。跨会话间隔的显著优势在额外训练试验方面几乎没有成本。在为期一个月的保持测试中，7天会话间间隔条件下的命名准确性在数值上更高，但没有显著差异。本文讨论了对失语症词汇通达理论和命名治疗的启示。
