Research Department.
Department of Psychology.
Neuropsychology. 2022 Nov;36(8):730-752. doi: 10.1037/neu0000848. Epub 2022 Sep 1.
Little research has addressed the treatment of lexical-semantic comprehension deficits (i.e., difficulty retrieving the meanings of words) in people with aphasia (PWA). Research suggests that practice retrieving names for depicted objects from long-term memory (production-based retrieval practice) more strongly benefits word retrieval for production in PWA compared to errorless learning (i.e., word repetition), which eschews retrieval practice. This study assessed whether production-based and comprehension-based retrieval practice enhance performance on errorful word-comprehension items in PWA measured relative to nonretrieval forms of training and untrained control items.
In a within-participant group study of PWA, errorful comprehension items were assigned to (a) a production-based training module (retrieval practice vs. errorless learning); (b) a comprehension-based training module (a receptive form of retrieval practice vs. restudy). Each module comprised one training session and a 1-day and 1-week comprehension posttest on the module's trained items and an untrained item set.
The comprehension module conditions produced similar and superior posttest performance relative to untrained items. Both production module conditions improved posttest performance relative to untrained items, with retrieval practice conferring more durable learning and generalization indicative of refinement of semantic representations compared to errorless learning.
Results suggest comprehension- and production-based forms of training are both beneficial for improving lexical-semantic deficits in aphasia, with production-based retrieval practice conferring additional benefits to the targeted deficit compared to errorless learning. Future studies should examine these learning factors in schedules of training more commensurate with clinical practice and in other neurological populations (e.g., semantic dementia). (PsycInfo Database Record (c) 2022 APA, all rights reserved).
针对失语症患者（PWA）的词汇语义理解缺陷（即难以检索单词的含义），相关研究较少。研究表明，与避免检索的无错误学习（即单词重复）相比，从长期记忆中检索描绘对象的名称（基于产生的检索实践）更有利于 PWA 的产生性单词检索。本研究评估了基于产生和基于理解的检索实践是否会增强 PWA 在错误性单词理解项目上的表现，相对于非检索形式的训练和未训练的对照组项目。
在一项针对 PWA 的参与者组内研究中，将错误性理解项目分配到（a）基于产生的训练模块（检索实践与无错误学习）；（b）基于理解的训练模块（一种接受性的检索实践形式与重新学习）。每个模块包括一次训练课程以及模块训练项目和未训练项目集的 1 天和 1 周的理解后测。
理解模块条件产生的后测表现与未训练项目相似且更优。两个产生模块条件都提高了后测表现，相对于未训练项目，检索实践表现出更持久的学习和更广泛的泛化，表明语义表示的细化优于无错误学习。
结果表明，基于理解和基于产生的训练形式都有益于改善失语症的词汇语义缺陷，与无错误学习相比，基于产生的检索实践为目标缺陷提供了额外的益处。未来的研究应该在更符合临床实践的训练计划中以及在其他神经人群（例如语义痴呆症）中检查这些学习因素。
