Effects of distributed practice and criterion level on word retrieval in aphasia.
Effects of distributed practice and criterion level on word retrieval in aphasia.
复制标题
分布式练习和标准水平对失语症单词检索的影响。
DOI：
10.1016/j.cognition.2020.104216
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发表时间：
2020
期刊：
影响因子：
3.4
通讯作者：
Middleton,EricaL
中科院分区：
文献类型：
--
作者：
Schuchard,Julia;Rawson,KatherineA;Middleton,EricaL
本研究考察了失语症患者词汇检索的练习分布和练习量对词汇检索的影响，以及这些因素与学习效率的关系。核心假设是，增强新知识学习的因素也增强了对现有的、但不一致的、可用的单词表征的持久访问。该研究通过控制单词的检索时间和数量来评估学习原则对单词检索的影响。9名患有慢性失语症并有命名障碍的人完成了这项实验。训练材料中包含了分配给六个条件的专有名词实体，这些条件是由两个层次的间隔因素（即会话间隔（1天对7天））和三个层次的因素（即每个会话中每个项目的正确检索次数，即标准层次（标准1、标准2和标准4））交叉形成的。每个间歇条件包括三个训练阶段和一个月的记忆力测试。在短（1天，7天）和长（一个月）的记忆间隔后，提高标准水平可以提高命名性能，但这些优势是以许多额外的训练试验为代价的。在大多数情况下，当相同数量的项目的正确检索分布在多个会话中而不是在一个会话中管理时，以后的命名成功率更高。在额外的训练试验方面，以很少的成本获得了跨会议间隔的实质性优势。在1个月的保留期，7天的保留期与1天的保留期相比，命名准确率在数字上没有显著提高。讨论了失语症词汇获取和命名处理的理论意义。
This study examined how the distribution and amount of practice affect word retrieval in aphasia as well as how such factors relate to the efficiency of learning. The central hypothesis was that factors that enhance the learning of new knowledge also enhance persistent access to existing, but inconsistently available, word representations. The study evaluated the impact of learning principles on word retrieval by manipulating the timing and amount of retrievals for items presented for naming. Nine people with chronic aphasia with naming impairment completed the experiment. Training materials involved proper noun entities assigned to six conditions formed by crossing a 2-level factor of spacing of sessions, i.e.,intersession interval(1 day versus 7 days between sessions) with a 3-level factor of number of correct retrievals per item per session, i.e.,criterion level(Criterion-1, Criterion-2, and Criterion-4). Each intersession interval condition comprised three training sessions and a one-month retention test. Increasing the criterion level enhanced naming performance after short (1 day, 7 days) and long (one month) retention intervals, but these advantages came at the cost of many additional training trials. In most cases, later naming success was superior when the same number of correct retrievals of an item was distributed across multiple sessions rather than administered within one session. The substantial advantages for across-session spacing were gained at little cost in terms of additional training trials. At one-month retention, naming accuracy was numerically but not significantly higher in the 7-day versus 1-day intersession interval condition. Implications for theories of lexical access and naming treatment in aphasia are discussed.