Sleep and Word Learning Over Time in Adults with Moderate-Severe Traumatic Brain Injury

中度至重度创伤性脑损伤成人的睡眠和单词学习随时间的变化

• 批准号: 10362555
• 负责人: Emily Morrow
• 金额: $ 1.25万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-01-01 至 2022-05-13
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10362555
• 关键词: Address; Adult; Affect; Attention; Attenuated; Behavioral; Binding; Brain Injuries; Chronic; Chronic Phase; Clinical; Clinical Management; Cognitive; Communication; Communication impairment; Complex; Exhibits; Future; Goals; Hour; Impairment; Individual; Injury; Intervention; Investigation; Knowledge; Lead; Learning; Link; Literature; Measures; Mediating; Mediation; Mediator of activation protein; Medical; Memory; Memory impairment; Monitor; Nature; Neurosciences; Outcome; Participant; Performance; Persons; Phase; Polysomnography; Population; Process; Protocols documentation; Psycholinguistics; Recommendation; Rehabilitation therapy; Reporting; Research; Retrieval; Role; Schedule; Severities; Sleep; Sleep disturbances; Symptoms; System; Testing; Therapeutic Intervention; Time; Training; Traumatic Brain Injury; Work; actigraphy; cognitive neuroscience; community reintegration; design; functional outcomes; improved; interest; mental representation; novel; patient registry; peer; sleep quantity; targeted treatment; theories; therapy outcome; time interval; training opportunity; word learning

PROJECT SUMMARY Word learning relies heavily on memory systems and processes that are routinely impaired in traumatic brain injury (TBI) (e.g., the declarative memory system). The ability to learn new words and concepts is critical to a person’s potential to benefit from therapy or engage in academic, vocational, and interpersonal spheres. However, the nature and severity of word learning deficits in TBI are unknown. Examining word learning over time following TBI is particularly critical given advances in the cognitive neuroscience literature linking sleep to memory and learning in healthy individuals. Although approximately half of individuals with TBI report sleep disturbance, the role of sleep in learning following TBI has not been tested. The proposed study will be the first investigation of word learning over time after TBI and will break new ground in examining how sleep affects learning after injury. Our approach is novel to the field and bridges theories of psycholinguistics, cognitive neuroscience of memory, and rehabilitation in TBI. We combine well-established word learning protocols with the novel use of actigraphy as an objective measure of sleep. Individuals in the chronic phase of moderate- severe TBI and demographically-matched non-injured healthy comparison (NC) peers will train on a group of novel words, then be assessed immediately on their encoding of those words. Next, they will participate in ongoing assessment of their consolidation of the novel words over regular time intervals that do or do not involve sleep. In Aim 1, we will test the hypothesis that word learning is impaired following TBI by contrasting group word learning performance at an immediate post-test. In Aim 2, we will determine if individuals with TBI get a similar sleep-learning benefit to NC peers by comparing performance at post-tests with and without an interim period of sleep. In exploratory Aim 3, we will examine the relationship between sleep, as measured over time via actigraphy, and word learning in the short (24 hour post-test) and long (1 week post-test) term. Exploring sleep’s role as a mediator of learning after TBI will improve basic knowledge of the causal relationships between TBI, sleep, and word learning. These findings will advance theoretical and clinical knowledge about sleep, memory, and learning in TBI and will directly contribute to our long-term goal of refining clinical management of learning deficits for improved functional outcomes after injury. Because memory and learning are critical to an individual’s ability to benefit from intervention, understanding sleep’s role in supporting learning could underlie future trials of both direct sleep interventions and targeted therapy schedules for improved learning across domains. This project represents a novel direction in TBI research, presents a unique training opportunity for the PI, and is the first step in a programmatic line of research focused on improving basic and clinical knowledge of memory and learning after TBI, with direct implications for improved therapy outcomes, community reintegration, and independence.

项目总结 单词学习在很大程度上依赖于记忆系统和记忆过程，而这些记忆系统和过程在创伤脑中经常受损 损伤(TBI)(例如，陈述性记忆系统)。学习新单词和概念的能力对一个 个人从治疗中受益或从事学术、职业和人际关系领域的潜力。 然而，脑外伤患者词汇学习缺陷的性质和严重程度尚不清楚。考查单词学习结束 鉴于认知神经科学文献中将睡眠与睡眠联系起来的进展，脑外伤后的时间尤为关键。 健康个体的记忆和学习。尽管大约一半的创伤性脑损伤患者报告睡眠 睡眠在脑损伤后的学习中的作用还没有得到测试。这项拟议的研究将是第一次 研究颅脑损伤后随时间变化的单词学习情况，并将在研究睡眠如何影响方面开辟新的道路 受伤后的学习。我们的方法对该领域是新颖的，并在心理语言学、认知理论和 记忆的神经科学，以及脑外伤的康复。我们将成熟的单词学习协议与 动作记录仪作为睡眠的一种客观测量的新用途。处于中度-慢性期的个体 严重颅脑损伤和人口统计匹配的非受伤健康对照(NC)同行将接受一组 新词，然后立即评估他们对这些词的编码。接下来，他们将参加 持续评估他们在有或没有的规则时间间隔内对新词的巩固 包括睡眠。在目标1中，我们将通过对比来检验词汇学习在脑外伤后受损的假设 小组词汇学习表现在即刻的后测。在目标2中，我们将确定是否有脑损伤患者 通过比较使用和不使用A的后测成绩，获得与NC同龄人类似的睡眠学习优势 间歇性睡眠。在探索性目标3中，我们将研究睡眠与测量的关系 随着时间的推移，通过动作描记和短时间(24小时后测试)和长时间(一周后测试)的单词学习。 探索睡眠在脑外伤后作为学习中介的作用将提高对原因的基本认识 脑损伤、睡眠和单词学习之间的关系。这些发现将推动理论和临床的发展。 在脑损伤中有关睡眠、记忆和学习的知识，将直接有助于我们的长期目标 改进学习障碍的临床管理，以改善损伤后的功能结果。因为 记忆和学习对于个人从干预中受益的能力至关重要，理解睡眠的作用 在支持学习方面可能成为未来直接睡眠干预和靶向治疗试验的基础 跨域改进学习的时间表。该项目代表了脑损伤研究的一个新方向， 为PI提供了一个独特的培训机会，是一系列方案研究的第一步 侧重于改善脑外伤后记忆和学习的基础和临床知识，具有直接意义 以改善治疗结果、重新融入社区和独立。