Profiling text comprehension impairments in aphasia
Profiling text comprehension impairments in aphasia
复制标题
分析失语症的文本理解障碍
DOI：
10.1080/02687038.2014.955388
复制
发表时间：
2015
期刊：
影响因子：
2
通讯作者：
J. Oakhill
中科院分区：
文献类型：
--
作者：
L. Meteyard;C. Bruce;A. Edmundson;J. Oakhill
背景资料：失语症的研究主要集中在单个单词水平上的习得性阅读障碍，缺乏针对文本水平上有困难的个体的评估技术和康复方法。从儿科人群和健康的非脑损伤，熟练的成人读者的研究中获得的丰富文献允许定义文本阅读的重要组成过程，并设计更合适的评估。目的：评估一小组失语症患者在文本水平上阅读有困难的文本阅读的组成过程。对阅读理解过程的评估是否揭示了文本理解的不同特征？语篇理解困难在多大程度上是由潜在的语言和/或认知缺陷引起的？方法和程序：四名患有轻度失语症并报告在文本层面阅读有困难的人参加了一项案例系列研究。已发表的评估被用来确认文本理解障碍的存在。参与者完成了一系列评估，以提供他们的语言和认知技能的概况，重点是已知的过程是重要的文本理解。我们确定了以下评估领域：阅读速度，语言技能（单个单词和句子），推理，工作记忆和元认知技能（监测和策略使用）。结果与结果：将性能与年龄匹配的成人对照数据进行比较。一名参与者表现出推理能力受损的趋势，所有其他评估技能均在正常范围内。另外三个人发现了语言和工作记忆方面的困难。一个呈现出在访问影响文本理解的单个单词的含义的残余赤字。另外两个研究表明，句子处理困难和文本理解障碍之间没有明显的联系。在这三个方面，数据表明言语工作记忆（VWM）能力和特定推理技能之间存在联系。结论：成功的文本阅读依赖于一些组件的过程。在本文中，我们开始定义这些组成流程并设计适合评估它们的任务。从我们的研究结果，VWM和推理的评估似乎是理解失语症的文本理解障碍的关键。这是可能的，康复输入可以利用关键的元认知技能（监测，策略使用），以支持功能性阅读在面对现有的语言，文本理解和记忆障碍。
Background: Research in aphasia has focused on acquired dyslexias at the single word level, with a paucity of assessment techniques and rehabilitation approaches for individuals with difficulty at the text level. A rich literature from research with paediatric populations and healthy non-brain damaged, skilled adult readers allows the component processes that are important for text reading to be defined and more appropriate assessments to be devised. Aims: To assess the component processes of text reading in a small group of individuals with aphasia who report difficulties in reading at the text level. Do assessments of component processes in reading comprehension reveal distinct profiles of text comprehension? To what extent are text comprehension difficulties caused by underlying linguistic and/or cognitive deficits? Methods & Procedures: Four individuals with mild aphasia who reported difficulties in reading at the text level took part in a case-series study. Published assessments were used to confirm the presence of text comprehension impairment. Participants completed a range of assessments to provide a profile of their linguistic and cognitive skills, focusing on processes known to be important for text comprehension. We identified the following areas for assessment: reading speed, language skills (single word and sentence), inferencing, working memory and metacognitive skills (monitoring and strategy use). Outcomes & Results: Performance was compared against age-matched adult control data. One participant presented with a trend for impaired abilities in inferencing, with all other assessed skills being within normal limits. The other three had identified linguistic and working memory difficulties. One presented with a residual deficit in accessing single word meaning that affected text comprehension. The other two showed no clear link between sentence processing difficulties and text comprehension impairments. Across these three, data suggested a link between verbal working memory (VWM) capacity and specific inferencing skills. Conclusions: Successful text reading relies on a number of component processes. In this paper we have made a start in defining those component processes and devising tasks suitable to assess them. From our results, assessment of VWM and inferencing appears to be critical for understanding text comprehension impairments in aphasia. It is possible that rehabilitation input can capitalise on key meta-cognitive skills (monitoring, strategy use) to support functional reading in the face of existing linguistic, text comprehension and memory impairments.
空间情境模型的度量。
DOI：
10.1037//0278-7393.23.3.622
发表时间：
1997
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Rinck,M;Hähnel,A;Bower,GH;Glowalla,U
通讯作者：
Glowalla,U
DOI：
10.1037/a0025250
发表时间：
2012-05
期刊：
Journal of experimental psychology. General
影响因子：
--
作者：
McVay JC;Kane MJ
通讯作者：
Kane MJ