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Determining the implicit and rule-based learning ability of individuals with aphasia to better align learning ability and intervention

确定失语症患者的内隐学习能力和基于规则的学习能力，以更好地协调学习能力和干预

基本信息

批准号：
10532767
负责人：
Sofia Vallila Rohter
金额：
$ 16万
依托单位：
MGH INSTITUTE OF HEALTH PROFESSIONS
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-12-01 至 2024-11-30
项目状态：
已结题

项目摘要

Project Summary Aphasia is an impairment in the expression or comprehension of language that results from stroke, traumatic brain injury or progressive neurological disease. Approximately two million people in the United States suffer from aphasia, which has profound impacts on quality of life, the ability to return to work and participation in life activities. Research has shown that speech-language therapy, the treatment for aphasia, can significantly improve people’s ability to communicate. However, a major limitation in the field of aphasia rehabilitation is the lack of predictability in patients’ response to therapy and the inability to tailor treatment to individuals. Currently, aphasia treatments are selected largely based on patient’s language abilities and language deficits with little consideration of learning ability, which we call learning phenotype. Learning phenotype has been used to inform rehabilitation approaches in other domains but is not currently considered in aphasia. Our overarching hypothesis is that poor alignment of learning ability and language therapy limits progress for patients and presents a barrier to individualizing treatment. The objectives of the proposed study are to (1) determine the learning phenotype of individuals with aphasia, and (2) examine how lesion characteristics (size and location of damage to the brain), language ability and cognitive ability relate to learning ability. To accomplish our objectives, we will measure implicit (observational) and explicit (rule-based) learning ability in people with aphasia via computer-based tasks. Regression models will be used to examine brain and behavioral factors that relate to learning ability. An in-depth characterization of learning in aphasia is important, as research has suggested that multiple learning systems exist. Furthermore, manipulations to stimuli, task, and feedback can lead to differential recruitment of learning systems and unlock learning potential, particularly in clinical populations (Ashby et al., 1998; 2002; 2003; Ashby & O’Brien, 2005; Davis, Love, & Maddox, 2009; Knowlton et al., 1992; Koenig et al., 2007; Shohamy et al., 2004; Squire & Knowlton, 1995). Our prior work in aphasia supports the hypothesis that individuals with aphasia suffer from impaired learning mechanisms and are sensitive to task manipulations(Vallila-Rohter & Kiran, 2013). These findings demonstrate that that PWA are successful learning in some conditions and not others and provides the rationale for the proposed series of studies focused on characterizing learning abilities in individuals with aphasia. The long-term goal of our research is to maximize rehabilitation outcomes for individuals with aphasia by aligning learning ability with intervention approach.

项目摘要失语症是由中风、创伤引起的语言表达或理解障碍脑损伤或进行性神经系统疾病。美国约有 200 万人遭受苦难失语症对生活质量、重返工作和参与生活的能力产生深远影响活动。研究表明，言语语言疗法（失语症的治疗方法）可以显着提高人们的沟通能力。然而，失语症康复领域的一个主要限制是患者对治疗的反应缺乏可预测性，并且无法根据个人情况制定治疗方案。现在，失语症治疗方法的选择很大程度上取决于患者的语言能力和语言缺陷，几乎没有考虑学习能力，我们称之为学习表型。学习表型已被用来告知康复方法也在其他领域，但目前尚未考虑用于失语症。我们的首要任务假设是学习能力和语言治疗的不一致限制了患者的进步，并且给个体化治疗带来了障碍。拟议研究的目标是（1）确定失语症个体的学习表型， (2) 检查病变特征（大脑损伤的大小和位置）、语言能力和认知能力与学习能力有关。为了实现我们的目标，我们将测量隐性的（观察性的）以及通过基于计算机的任务提高失语症患者的外显（基于规则）学习能力。回归模型将用于检查与学习能力相关的大脑和行为因素。失语症学习的深入表征很重要，因为研究表明，多种学习系统是存在的。此外，对刺激、任务和反馈的操纵可能会导致差异招募学习系统并释放学习潜力，特别是在临床人群中（Ashby 等人， 1998； 2002年； 2003年；阿什比和奥布莱恩，2005；戴维斯、洛夫和马多克斯，2009 年；诺尔顿等人，1992；科尼格等人， 2007年；肖哈米等人，2004 年；斯奎尔和诺尔顿，1995）。我们之前在失语症方面的工作支持这样的假设：失语症患者的学习机制受损并且对任务敏感操纵（Vallila-Rohter 和 Kiran，2013）。这些发现表明 PWA 是成功的学习在某些情况下，而不是在其他情况下，并提供了拟议的一系列研究的基本原理，重点是表征失语症患者的学习能力。我们研究的长期目标是通过以下方式最大限度地提高失语症患者的康复效果：将学习能力与干预方法结合起来。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Incorporating Metacognitive Strategy Training Into Semantic Treatment Promotes Restitutive and Substitutive Gains in Naming: A Single-Subject Investigation.

将元认知策略训练纳入语义处理可促进命名中的恢复性和替代性收益：单受试者调查。

DOI：
10.1044/2023_ajslp-22-00230
发表时间：
2023
期刊：
American journal of speech-language pathology
影响因子：
2.6
作者：
Tilton-Bolowsky,VictoriaE;Brock,Lauren;Nunn,Kristen;Evans,WilliamS;Vallila-Rohter,Sofia
通讯作者：
Vallila-Rohter,Sofia

Strategy Development and Feedback Processing During Complex Category Learning.