Silkes JoAnn P, Baker Carolyn, Love Tracy
San Diego State University.
San Diego State University, University of California San Diego.
Top Lang Disord. 2020 Jan-Mar;40(1):54-80. doi: 10.1097/TLD.0000000000000205.
This study investigates learning in aphasia as manifested through automatic priming effects. There is growing evidence that people with aphasia have impairments beyond language processing that could affect their response to treatment. Therefore, better understanding these mechanisms would be beneficial for improving methods of rehabilitation. This study assesses semantic and repetition priming effects at varied interstimulus intervals, using stimuli that are both non-linguistic and linguistic in tasks that range from requiring nearly no linguistic processing to requiring both lexical and semantic processing. Results indicate that people with aphasia maintain typical patterns of learning across both linguistic and non-linguistic tasks as long as the implicit prime-target relationship does not depend on deep levels of linguistic processing. As linguistic processing demands increase, those with agrammatic aphasia may require more time to take advantage of learning through implicit prime-target relationships, and people with both agrammatic and non-agrammatic aphasia are more susceptible to breakdown of the semantic networks as processing demands on that system increase.
本研究通过自动启动效应来探究失语症中的学习情况。越来越多的证据表明，失语症患者存在超出语言处理范畴的损伤，这些损伤可能会影响他们对治疗的反应。因此，更好地理解这些机制将有助于改进康复方法。本研究在不同的刺激间隔下评估语义和重复启动效应，使用的刺激既有非语言的，也有语言的，任务范围从几乎不需要语言处理到需要词汇和语义处理。结果表明，只要内隐启动-目标关系不依赖于深层次的语言处理，失语症患者在语言和非语言任务中都能保持典型的学习模式。随着语言处理需求的增加，语法性失语症患者可能需要更多时间来通过内隐启动-目标关系利用学习，并且语法性和非语法性失语症患者都更容易因该系统处理需求的增加而出现语义网络的崩溃。
