The Performance of Aphasics on Automated Visuo-Perceptual Discrimination, Training, and Transfer Tasks

The ability of 24 aphasics to make the perceptualdiscriminations, presumed to be basic to reading, was assessed and trained in automated fashion. Five training programs utilized forms abstracted as those necessary to compose the symbols of the English (Modern European) alphabet, and employed them in shape, up-down, and right-left discrimination tasks. A verbal transfer test was composed of sets of words, nonsense syllables, and individual letters. Data from the aphasic patients indicated that the training programs were effective in improving the latency of the discrimination response and that this improvement was manifested in general transfer to verbal test items. Training and transfer gains were maintained for at least a week after training. The results are interpreted as offering support for the view that form discrimination is a basic factor in at least the visual verbal aspect of language behavior. They also indicate that it is possible to design effective automated training procedures for use with patients who have frequently been considered untrainable.

TYPEWRITER CONTROL FOR AN APHASIC QUADRIPLEGIC PATIENT

New equipment was developed to enable an aphasic quadriplegic patient to communicate with other people. The patient was completely quadriplegic except for slight movement in the right hand and minimal movement of the left fingers. The equipment translated Morse code, which the patient had to learn, into either (1) a visual display to communicate with visitors, or (2) an electric typewriter input to permit correspondence. This case demonstrates how properly applied research can yield results of value in ameliorating the lot of patients with major physical afflictions or crippling illnesses.

Automated Training for a “Matching-To-Sample” Task in Aphasia

This study investigated the differential responses of more than 100 aphasics to a “primer” program of automatic training. The subjects were exposed to random shapes on a screen, and responded by pushing buttons to match stimuli. If the response was correct, colored lights were flashed or door chimes sounded. If the response was incorrect, darkness followed. If no errors were made on certain defined trials, the program advanced the subject to jump-ahead tests, or retreated to fall-back tests if errors occurred. Therefore, it seems possible to teach severe aphasics any program which can utilize visual discrimination.

The Effect of Meprobamate on Recovery from Aphasia

Language training was given to 29 aphasic patients under the influence of two psychotropic drugs. A double-blind procedure, using a placebo as a control, was employed. No significant differences were found.