Masked Repetition Priming in Treatment of Anomia: A Phase 2 Study.
Masked Repetition Priming in Treatment of Anomia: A Phase 2 Study.
复制标题
掩蔽重复启动治疗失智症：二期研究。
DOI：
10.1044/2015_ajslp-14-0138
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发表时间：
2015
影响因子：
2.6
通讯作者：
Silkes,JoAnnP
中科院分区：
文献类型：
--
作者：
Silkes,JoAnnP
目的：已有研究表明，暴露于掩蔽启动可以提高命名障碍个体的命名准确性。本研究探讨了重复暴露的影响，以掩盖身份素数配对的图片在多个试验，会议，和天的能力与失名症的人命名这些pictures.MethodFour参与者与失名症完成了这个单一的主题，多基线设计研究。对2个语义类别中的每一个进行了12次治疗。命名探针上的性能进行了比较项目之间的引发，未引发，但看到相同的次数，和未引发，只看到在命名probes.ResultsAll参与者显示出一些收益命名训练项目，虽然在不同程度上，和训练（引发）项目一般表现出更大的改善比未经训练的项目看到相同的次数。一些参与者观察到跨类别泛化，但很少或没有发生类别内泛化。最小的变化发生在一般语言能力的措施。ConclusionsThese data提供了持续的证据表明，掩蔽重复启动命名的人与anomia可以有积极的影响。可能影响参与者的反应和其他问题，必须解决这条线的研究继续讨论的因素。
PurposePrevious research has demonstrated that exposure to masked primes may improve naming accuracy for individuals with anomia. This study investigates the effect of repeated exposures to masked identity primes paired with pictures over multiple trials, sessions, and days on the ability of people with anomia to name those pictures.MethodFour participants with anomia completed this single-subject, multiple-baseline design study. Twelve treatment sessions were conducted for each of 2 semantic categories. Comparisons of performance on naming probes were made between items that were primed, unprimed but seen the same number of times, and unprimed and seen only during naming probes.ResultsAll participants showed some gains in naming trained items although to varying degrees, and trained (primed) items generally showed greater improvement than untrained items seen the same number of times. Cross-category generalization was observed for some participants, but little to no within-category generalization occurred. Minimal changes occurred on measures of general language ability.ConclusionsThese data provide continued evidence that masked repetition priming can have a positive effect on naming for people with anomia. Factors that may influence participant response and additional questions that must be settled for this line of research to continue are discussed.