The Roles of Retrieval Practice Versus Errorless Learning in Strengthening Lexical Access in Aphasia.
The Roles of Retrieval Practice Versus Errorless Learning in Strengthening Lexical Access in Aphasia.
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检索练习与无错学习在加强失语症词汇获取方面的作用。
DOI：
10.1044/2018_jslhr-l-17-0352
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Middleton,EricaL
中科院分区：
文献类型：
--
作者：
Schuchard,Julia;Middleton,EricaL
目的本研究的目的是确定两种已知的改善失语症命名障碍的方法（即检索练习和无错误学习）如何影响词汇获取。我们假设，在词汇获取的两个阶段：第一阶段，意义到单词的连接，第二阶段，单词到语音的连接，在检索过程中，命名的实例使用并加强了特定项目的连接。相反，无错误学习优先考虑重复单词的机会，我们期望在第二阶段主要加强特定项目的联系，因为重复绕过了语义驱动的单词检索的需要。方法对10名慢性失语症患者进行检索训练和无错误学习训练的结果进行比较，这些项目被选择是因为它们引起的命名错误表明在词汇获取的第一阶段或第二阶段的连接减弱。每个参与者的第一阶段项目和第二阶段项目在两种训练条件下平均分配。训练后1天和1周分别进行命名测试，以评估训练成果的保留情况。我们还研究了参与者的预训练命名错误概况是否与检索练习和无错误学习的相对效果有关。结果在训练后命名测试中，第一阶段项目的检索练习优于无错误学习，第二阶段项目的无错误学习优于检索练习。此外，在无差错学习条件下，相对于检索练习条件下，训练前更高的语音错误命名反应百分比与训练后更高的准确性相关。结论检索练习对失语症命名障碍患者的优势主要来自于语义-词汇连接的强化，而无错学习优先于重复，因此主要是强化词汇-语音连接。了解特定的训练条件是如何提高命名的，可以帮助预测每种方法对失语症患者的相对疗效。
PurposeThe purpose of this study was to determine how 2 methods known to improve naming impairment in aphasia (i.e., retrieval practice and errorless learning) affect lexical access. We hypothesized that instances of naming during retrieval practice use and strengthen item-specific connections in each of 2 stages of lexical access: Stage 1, meaning-to-word connections, and Stage 2, word-to-phonology connections. In contrast, errorless learning prioritizes opportunities for repeating words, which we expect to primarily strengthen item-specific connections in Stage 2 because repetition circumvents the need for semantically driven word retrieval.MethodWe tested the outcomes of retrieval practice versus errorless learning training for items that were selected because the naming errors they elicited suggested weakened connections at Stage 1 or at Stage 2 of lexical access for each of 10 individuals with chronic aphasia. Each participant's Stage 1 items and Stage 2 items were divided evenly between the 2 training conditions. Naming tests were administered 1 day and 1 week after training to assess retention of training gains. We also examined whether the participants' pretraining naming error profiles were associated with the relative efficacy of retrieval practice versus errorless learning.ResultsThe posttraining naming tests showed an advantage of retrieval practice over errorless learning for Stage 1 items and an advantage of errorless learning over retrieval practice for Stage 2 items. In addition, greater percentages of phonological error naming responses prior to training were associated with greater posttraining accuracy in the errorless learning condition relative to the retrieval practice condition.ConclusionsThe findings suggest that the advantage of retrieval practice for naming impairment in aphasia largely results from greater strengthening of practiced semantic–lexical connections compared with errorless learning, which prioritizes repetition and, therefore, mainly confers strengthening of practiced lexical–phonological connections. Understanding how specific training conditions improve naming can help predict the relative efficacy of each method for individuals with aphasia.
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DOI：
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发表时间：
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影响因子：
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