Department of Cognition, Development and Educational Psychology, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain; Institute of Neurosciences, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona 08097, Spain.
Department of Communication Sciences and Disorders, Eleanor M. Saffran Center for Cognitive Neuroscience, Temple University, Philadephia, PA 19122, USA.
Neurosci Biobehav Rev. 2022 Oct;141:104825. doi: 10.1016/j.neubiorev.2022.104825. Epub 2022 Aug 11.
People with aphasia (PWA) present with language deficits including word retrieval difficulties after brain damage. Language learning is an essential life-long human capacity that may support treatment-induced language recovery after brain insult. This prospect has motivated a growing interest in the study of language learning in PWA during the last few decades. Here, we critically review the current literature on language learning ability in aphasia. The existing studies in this area indicate that (i) language learning can remain functional in some PWA, (ii) inter-individual variability in learning performance is large in PWA, (iii) language processing, short-term memory and lesion site are associated with learning ability, (iv) preliminary evidence suggests a relationship between learning ability and treatment outcomes in this population. Based on the reviewed evidence, we propose a potential account for the interplay between language and memory/learning systems to explain spared/impaired language learning and its relationship to language therapy in PWA. Finally, we indicate potential avenues for future research that may promote more cross-talk between cognitive neuroscience and aphasia rehabilitation.
失语症患者（PWA）在脑损伤后会出现语言缺陷，包括单词检索困难。语言学习是人类终身具有的重要能力，可能支持脑损伤后的治疗诱导的语言恢复。这一前景激发了过去几十年中人们对 PWA 语言学习能力的研究兴趣。在这里，我们批判性地回顾了失语症语言学习能力的现有文献。该领域的现有研究表明：（i）语言学习在某些 PWA 中仍然具有功能性，（ii）PWA 中学习表现的个体间变异性很大，（iii）语言处理、短期记忆和损伤部位与学习能力相关，（iv）初步证据表明学习能力与该人群的治疗结果之间存在关系。基于综述的证据，我们提出了语言和记忆/学习系统之间相互作用的潜在解释，以解释失语症患者保留/受损的语言学习及其与语言治疗的关系。最后，我们指出了未来研究的潜在途径，这可能促进认知神经科学和失语症康复之间的更多交流。
