Verbal selective learning after traumatic brain injury in children
Verbal selective learning after traumatic brain injury in children
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DOI：
10.1002/ana.20298
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发表时间：
2004-12-01
影响因子：
11.2
通讯作者：
Levin, HS
中科院分区：
文献类型：
--
作者：
Hanten, G;Chapman, SB;Levin, HS
选择性学习（SL），即从其他项目中选择学习项目的能力，涉及认知控制，据称是由额叶皮质及其回路调节的。采用基于激励的听觉单词回忆和说明文任务，我们研究了6 - 16岁至少1年前遭受严重创伤性脑损伤（TBI）的儿童的语言记忆效率。我们假设严重的TBI会损害SL。结果表明，严重脑损伤儿童在单词和话语水平的语言效率测量上的表现明显低于年龄匹配的正常发育儿童，在从听觉单词列表或陈述性事实中回忆的项目数量上没有显著的组间差异。我们的结论是，严重的创伤性脑损伤破坏了基于激励的认知控制过程，可能是由于额叶神经网络的参与。
Selective learning (SL), the ability to select items to learn from among other items, engages cognitive control, which is purportedly mediated by the frontal cortex and its circuitry. Using incentive-based auditory word recall and expository discourse tasks, we studied the efficiency of SL in children ages, 6 to 16 years who had sustained severe traumatic brain injury (TBI) at least 1 year earlier. We hypothesized that SL would be compromised by severe TBI. Results indicated that children with severe TBI performed significantly worse than age-matched typically developing children on word- and discourse-level measures of SL efficiency with no significant group differences in number of items recalled from auditory word lists or declarative facts. We conclude that severe TBI disrupts incentive-based cognitive control processes, possibly due to involvement of frontal neural networks.