Lexical retrieval, verbal short-term memory and learning

我们将研究词加工、言语短时记忆(STM)和词的认知组织 学习。这三种能力是学习的基础，它们的完整性对 基于神经学的语言缺陷的康复。我们建议继续研究 失语症患者语言、短时记忆和学习能力的语义和语音障碍 并将这些分析扩展到语义性痴呆症患者。我们的重点将放在有害的 语义障碍对这些人群的学习和治疗反应的影响。语义学 功能障碍在语义性痴呆和失语症中都存在，但在两者中表现不同 人口。到目前为止，这些差异还没有完全理解，但被广泛地描述为语义 获取与语义知识障碍的对比。我们的目标是阐明行为和神经解剖学 语义通达和知识障碍的特点及其对词加工、短时记忆和词汇加工的影响 学习。我们将获得以下四组的行为和神经成像数据(结构核磁共振扫描) 他们的损害(失语症、语义性痴呆)的病因和在一个月内的干扰部位 文字处理的心理语言学模型。此外，我们将确定强调语义短小的因素- 术语工作记忆来检验这一假设，即这一因素是语义获取障碍的根源，并且 语义STM缺陷与执行功能受损有关。在第二个项目中，我们将 失语症患者的语义和语音障碍对学习识别和产生的影响 以确定这些损伤是如何影响这一过程的。此项目链接到第三个 正在进行的研究失语症单词提取障碍的启动治疗方法的项目。在这里我们的目标是 测试一种新版本的语境启动疗法的有效性，该疗法针对命名的输出路径 直接去吧。在这三个项目中收集的认知数据将被用于 开发了一个关于言语STM、文字处理和学习的计算模型。

We will investigate the cognitive organization of word processing, verbal short-term memory (STM) and word learning. These three capacities are fundamental to learning, and their integrity has implications for rehabilitation of neurologically-based language deficits. We propose to continue our studies of the effects of semantic and phonological impairment on language, STM and learning abilities of individuals with aphasia and will extend these analyses to individuals with semantic dementia. Our focus will be on the detrimental effects of semantic impairments on learning and response to treatment in these populations. Semantic impairments are present in both semantic dementia and aphasia but are manifested differently in the two populations. These differences are as yet not fully understood but are broadly characterized as semantic access vs. semantic knowledge impairments. Our goal is to elucidate the behavioral and neuroanatomical features of semantic access and knowledge disorders and the effects of each on word processing, STM and learning. We will obtain behavioral and neuroimaging data (structural MRI scans) on four groups defined by the etiology of their impairment (aphasia, semantic dementia) and locus of disruption within a psycholinguistic model of word processing. Additionally, we will identify factors that stress semantic short- term working memory to test the hypothesis that this factor is at the root of semantic access deficits and that semantic STM deficits are associated with impaired executive functions. In a second project, we will investigate effects of semantic and phonological impairment in aphasia on learning to recognize and produce new words in order to determine how these impairments affect this process. This project is linked to a third ongoing project that investigates priming treatments for word retrieval disorders in aphasia. Here we aim to test the efficacy of a new version of our contextual priming treatment that targets output pathways of naming directly. The cognitive data gathered in these three projects will be brought to bear on the ongioing development of a computational model of verbal STM, word processing and learning.