Acute Exercise Effects on Word Learning in Aging and Stroke-induced Aphasia

目标：在沟通中，难以找到正确的单词是最常见的抱怨， 健康的老年人和患有中风引起的语言障碍的个体（即，失语症）。小说词 学习范式已被用于研究各种行为和神经调节方法， 改善单词检索缺陷。以前的新单词学习研究表明，体育锻炼可以 健康年轻人长期记忆力的提高和多巴胺水平的增加可能是 然而，没有研究调查过运动对老年人新单词学习的影响。 和失语症患者，并且对支持运动增强的机制知之甚少。 这些人群的词汇学习。本SPiRE的目的是：1）识别新的单词学习 范式，促进即时和长期的单词回忆; 2a）调查如何急性，中等强度 运动改变血清脑源性神经营养因子（BDNF）和血浆多巴胺的水平;和2b）描述 并量化新单词学习与血清BDNF和血浆中任何观察到的变化之间的关联。 多巴胺本研究将为今后研究运动对word的即时效应提供一个平台 学习，这是必不可少的，以实现我们的长期目标，发展基于练习的单词检索 对健康的老年退伍军人和患有失语症的退伍军人进行干预。方法：受试者内交叉 设计将用于实现目标1、2a和2b。受试者将完成有氧运动或拉伸 （培训）在从事学习或检索实践（学习）之前。受试者将被平衡 在不同的条件下。12名健康的老年退伍军人和12名患有失语症的退伍军人，年龄65-89岁，将 被招募。这项研究将包括12周内的18次会议。在第1周，受试者将接受基线 抽血，身体评估，认知和语言评估，以及练习单词学习任务。 在第2-12周，受试者将完成四项条件。每个条件将持续两周，一周 打破条件。在每种情况下，训练和学习课程将在星期一举行， 周三和周五训练：受试者将进行30分钟的中等强度自行车运动或温和的 在进行新单词学习任务之前，上肢和下肢伸展（控制）。学习：熟悉 对象（例如，杯子）将与非词（例如，flark）。在只研究范式中，宾语/非词对 将在三天内（星期一，星期三，星期五）举行三次会议。在检索实践中 范例，对象/非词对将在第一次会议（星期一）。在以后的届会上 （星期三，星期五），受试者将被要求回忆所呈现的物体的非单词名称。纠正 将对每项试验提供反馈。测试：没有纠正反馈的识别和召回测试将 在学习后立即给予（短期记忆），在第二次和第三次训练前 学习阶段（过夜巩固）和学习后一周（长期记忆）。抽血： 将在基线（休息、30分钟、60分钟）时采集3份血样。在这四种情况下， 在第一次和第三次学习期间（休息时、训练后和 学习）。将采集全血至普通试管和经抗凝剂处理的试管中，用于后续血清分析。 通过ELISA分析BDNF和血浆多巴胺。将一式三份分析样本，以增加可靠性。到 解决目标1，我们将使用混合效应模型方法来拟合重复测量方差分析，以单词回忆分数， 学习后（即时回忆）和一周后（长期回忆）。为了实现目标2a，我们将使用混合效果 模型方法，以拟合重复测量方差分析，以获得在休息时， 基线时以及周一和周五的训练期间为30分钟和60分钟。为了解决目标2b，我们将 使用混合效应模型方法拟合ANCOVA中介分析，以研究 神经生理学变化（BDNF，多巴胺）对单词回忆的影响（即时，长期）。

Objectives: Difficulty retrieving the right word to communicate a message is the most common complaint in healthy older adults and individuals with stroke-induced language impairment (i.e., aphasia). Novel word learning paradigms have been used to investigate a variety of behavioral and neuromodulatory approaches to improve word retrieval deficits. Previous novel word learning studies have shown that physical exercise can improve long term recall in healthy young adults and that increased levels of dopamine may be responsible for this effect; however, no studies have investigated the effects of exercise on novel word learning in older adults and individuals with aphasia, and very little is known about the mechanisms that support exercise-enhanced word learning in these populations. The aims of this SPiRE are to: 1) to identify the novel word learning paradigm that facilitates immediate and long-term word recall; 2a) to investigate how acute, moderate-intensity exercise alters levels of serum brain-derived neurotrophic factor (BDNF) and plasma dopamine; and 2b) to describe and quantify the association between novel word learning and any observed changes in serum BDNF and plasma dopamine. This research will provide a platform for future investigations of immediate exercise effects on word learning, which are essential for achieving our long-term goal of developing exercise-based word retrieval interventions for healthy older veterans and veterans with aphasia. Methods: A within subjects crossover design will be used to address Aims 1, 2a and 2b. Subjects will complete aerobic exercise or stretching (training) before engaging in Study Only or Retrieval Practice (learning). Subjects will be counterbalanced within and across conditions. Twelve healthy older veterans and 12 veterans with aphasia, age 65-89 years, will be recruited. The study will comprise 18 sessions over 12 weeks. In Week 1, subjects will undergo baseline blood draws, a physical assessment, cognitive and language assessments, and a practice word learning task. In Weeks 2-12, subjects will complete the four conditions. Each condition will last two weeks, with a one-week break between conditions. In each condition, training and learning sessions will take place on Monday, Wednesday and Friday. Training: Subjects will engage in 30 minutes of moderate-intensity cycling or gentle upper and lower limb stretching (control) prior to engaging in a novel word learning task. Learning: Familiar objects (e.g., cup) will be paired with nonwords (e.g., flark). In the Study Only paradigm, object/nonword pairs will be presented three times across three days (Monday, Wednesday, Friday). In the Retrieval Practice paradigm, object/nonword pairs will be presented during the first session (Monday). In subsequent sessions (Wednesday, Friday), subjects will be asked to recall the nonword name of presented objects. Corrective feedback will be provided on each trial. Testing: Recognition and recall testing without corrective feedback will be administered immediately after learning (short-term memory), before training in the second and third learning session (overnight consolidation) and one week after learning (long-term memory). Blood Draws: Three blood samples will be taken at baseline (rest, 30 minutes, 60 minutes). In each of the four conditions, blood samples will be taking during the first and third learning session (at rest, after training, and after learning). Whole blood will be collected in plain tubes and in anticoagulant-treated tubes for subsequent serum BDNF and plasma dopamine analysis by ELISA. Samples will be analyzed in triplicate to increase reliability. To address Aim 1, we will use a mixed effects model approach to fit repeated measures ANOVAs to word recall scores at after learning (immediate recall) and one week later (long-term recall). To address Aim 2a, we will use a mixed effects model approach to fit repeated measures ANOVA to serum BDNF and plasma dopamine levels obtained at rest, after 30 minutes and 60 minutes at baseline and during training sessions on Monday and Friday. To address Aim2b, we will use a mixed effects model approach to fit ANCOVA mediator analyses to investigate the association between neurophysiological changes (BDNF, dopamine) on word recall (immediate, long-term).