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

目标：难以找到合适的词语来传达信息是最常见的抱怨 健康的老年人和有中风引起的语言障碍(即失语症)的个人。新词 学习范式已被用来研究各种行为和神经调节方法 改善单词检索缺陷。此前的新奇词汇学习研究表明，体育锻炼可以 改善健康年轻人长期记忆力，多巴胺水平增加可能是 然而，还没有研究调查锻炼对老年人新词学习的影响 以及患有失语症的人，对支持运动增强的机制知之甚少 在这些人群中学习单词。这个尖顶的目的是：1)识别新词学习 促进即时和长期单词回忆的范例；2a)调查急性、中等强度 运动改变血清脑源性神经营养因子和血浆多巴胺水平；和2b)描述 并量化新单词学习与任何观察到的血清BDNF和血浆变化之间的联系 多巴胺。本研究将为进一步研究运动对词汇的即刻效应提供平台 学习，对于实现我们发展基于练习的单词检索的长期目标是必不可少的 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：A内交叉 设计将用于解决目标1、2a和2b。受试者将完成有氧运动或伸展运动 (培训)在从事纯学习或检索实践(学习)之前。受试者将被平衡 无论是在条件之内还是条件之间。12名健康的老年退伍军人和12名患有失语症的退伍军人，年龄在65-89岁之间，将 被招募。这项研究将在12周内包括18个疗程。在第一周，受试者将接受基线测试 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，受试者将完成四个条件。每种情况将持续两周，其中一周 在两个条件之间中断。在每种情况下，训练和学习将在周一进行， 星期三和星期五。训练：受试者将进行30分钟的中等强度自行车或轻柔骑行 在进行新的单词学习任务之前，先伸展上肢和下肢(对照)。学习：熟悉 宾语(例如，杯子)将与非单词(例如，flark)配对。在仅研究范式中，宾语/非词对 将在三天内(星期一、星期三、星期五)展示三次。在检索实践中 范型、宾语/非词语配对将在第一次会议(星期一)期间介绍。在随后的会议中 (星期三，星期五)，受试者将被要求回忆所呈现物体的非单词名称。更正 每一次试验都会提供反馈。测试：没有纠正性反馈的识别和回忆测试将 在学习后立即给予(短期记忆)，在第二次和第三次训练之前 学习课时(整夜巩固)和学习后一周(长期记忆)。抽血： 在基线时采集三个血样(休息、30分钟、60分钟)。在四种情况中的每一种情况下， 将在第一次和第三次学习期间(休息时、训练后和结束后)采集血样 学习)。全血将收集在普通试管和抗凝剂处理的试管中，以供随后的血清使用。 脑源性神经营养因子和血浆多巴胺的检测采用ELISA法。样品将进行一式三份的分析，以增加可靠性。至 解决目标1，我们将使用混合效应模型方法来将重复测量ANOVA与单词回忆分数相匹配 学习后(即刻回忆)和一周后(长期回忆)。为了解决目标2a，我们将使用混合效果 重复测量方差分析与静息状态下血清脑源性神经营养因子和血浆多巴胺水平拟合的模型方法 在基线和周一和周五的训练期间分别为30分钟和60分钟。为了解决Aim2b问题，我们将 使用混合效应模型方法来拟合ANCOVA中介分析，以调查 神经生理学变化(脑源性神经营养因子、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).