Long-term retention of skilled visual search following severe traumatic brain injury.
Long-term retention of skilled visual search following severe traumatic brain injury.
复制标题
严重创伤性脑损伤后长期保留熟练的视觉搜索能力。
DOI：
10.1017/s135561770606098x
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Schmitter-Edgecombe,Maureen
中科院分区：
文献类型：
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作者：
Pavawalla,ShitalP;Schmitter-Edgecombe,Maureen
我们检查了 17 名严重 TBI 参与者和 10 名对照者习得的自动认知过程的长期保留情况。参与者最初在语义类别视觉搜索任务中接受了广泛的一致性映射 (CM) 训练（即 3600 次试验）（Schmitter-Edgecombe & Beglinger，2001）。 CM 训练后，TBI 组和对照组表现出显着的性能改善和自动注意力反应 (AAR) 的发展，表明特定任务和特定刺激的技能学习。经过 5 个月或 10 个月的保留间隔后，本研究的参与者执行了新的 CM 任务和最初训练的 CM 任务，以分别评估特定任务和特定刺激视觉搜索技能的保留情况。两种技能类型的保留水平均未发现显着的组间差异，这表明患有严重 TBI 的个体能够在长期保留间隔内以与对照组相当的水平保留所学技能。探索性分析显示，以 5 个月间隔返回的 TBI 参与者表现出几乎完全的技能保留，并且比以 10 个月间隔返回的 TBI 参与者更高的技能保留，这表明当某项技能不连续使用时，可能需要“加强”或再培训课程。 (JINS, 2006, 12, 802–811.)
We examined the long-term retention of a learned automatic cognitive process in 17 severe TBI participants and 10 controls. Participants had initially received extensive consistent-mapping (CM) training (i.e., 3600 trials) in a semantic category visual search task (Schmitter-Edgecombe & Beglinger, 2001). Following CM training, TBI and control groups demonstrated dramatic performance improvements and the development of an automatic attention response (AAR), indicating task-specific and stimulus-specific skill learning. After a 5- or 10-month retention interval, participants in this study performed a New CM task and the originally trained CM task to assess for retention of task-specific and stimulus-specific visual search skills, respectively. No significant group differences were found in the level of retention for either skill type, indicating that individuals with severe TBI were able to retain the learned skills over a long-term retention interval at a level comparable to controls. Exploratory analyses revealed that TBI participants who returned at the 5-month retention interval showed nearly complete skill retention, and greater skill retention than TBI participants who returned at the 10-month interval, suggesting that “booster” or retraining sessions may be needed when a skill is not continuously in use. (JINS, 2006, 12, 802–811.)