Deshpande S A, Millis S R, Reeder K P, Fuerst D, Ricker J H
Rehabilitation Institute of Michigan, Detroit 48201, USA.
J Clin Exp Neuropsychol. 1996 Dec;18(6):836-42. doi: 10.1080/01688639608408306.
Traumatic brain injury (TBI) has been associated with memory impairments, but the severity and qualitative aspects of such impairment do not appear homogeneous across patients. This study sought to replicate an earlier investigation that found distinct verbal learning subtypes in TBI using the California Verbal Learning Test (CVLT). CVLT data from 88 acute rehabilitation inpatients with mild, moderate, and severe traumatic brain injuries were analyzed with multiple cluster analytic techniques. Cluster analyses yielded five learning subtypes, three of which appeared similar to the subtypes previously identified as Active, Disorganized, and Passive subtypes, and two that appeared similar to the Deficient subgroup. Traumatic brain injury appears to be characterized by heterogeneous, but fairly reliable, verbal learning subtypes that can be detected early postinjury.
创伤性脑损伤（TBI）与记忆障碍有关，但这种障碍的严重程度和质性方面在患者中似乎并不一致。本研究试图重复一项早期调查，该调查使用加利福尼亚言语学习测试（CVLT）在创伤性脑损伤患者中发现了不同的言语学习亚型。对88名患有轻度、中度和重度创伤性脑损伤的急性康复住院患者的CVLT数据进行了多种聚类分析技术分析。聚类分析产生了五种学习亚型，其中三种似乎与先前确定的主动型、混乱型和被动型亚型相似，另外两种与缺陷亚组相似。创伤性脑损伤似乎具有异质性但相当可靠的言语学习亚型特征，这些亚型在受伤后早期即可检测到。
