Evaluating the impact of practice conditions (randomized vs. blocked) and schedule (distributed vs. massed) on script training in aphasia.
Evaluating the impact of practice conditions (randomized vs. blocked) and schedule (distributed vs. massed) on script training in aphasia.
复制标题
评估练习条件（随机与分组）和时间表（分布式与集中）对失语症脚本训练的影响。
DOI：
10.1080/02687038.2018.1487922
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发表时间：
2018
期刊：
影响因子：
2
通讯作者：
Kaye,Rosalind
中科院分区：
文献类型：
--
作者：
Cherney,LeoraR;vanVuuren,Sarel;Hitch,Rachel;Hurwitz,Rosalind;Kaye,Rosalind
Background: A growing body of evidence suggests that intensity of therapy is a critical factor influencing outcomes in aphasia treatment regardless of the treatment approach. However, little information is available regarding scheduling or practice conditions that optimize treatment outcomes. Much of the literature on practice and schedule conditions has come from well-established principles of motor learning. The extent to which these principles apply to aphasia, and to tasks that include not just motor skill learning but also complex language learning, requires investigation.Aims: The purpose of this study was to assess the impact of practice conditions (random vs. blocked) and schedule (distributed vs. massed) on script training in aphasia.Methods & Procedures: Thirty-six participants with aphasia (22 males; 14 females; 24 nonfluent; 12 fluent) were randomly assigned to one of four conditions that varied by practice (blocked vs. random) and schedule (massed vs. distributed). Overall, mean age was 58.57 (SD= 16.83) years; mean time post onset was 35.8 (SD= 35.9) months; mean education was 15.8 (SD= 2.6) years; and mean Western Aphasia Battery-Revised Aphasia Quotient was 62.96 (SD= 14.20).
