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Neophytou K, Williamson K, Herrmann O, Afthinos A, Gallegos J, Martin N, Tippett DC, Tsapkini K. Home-Based Transcranial Direct Current Stimulation in Primary Progressive Aphasia: A Pilot Study. Brain Sci 2024; 14:391. [PMID: 38672040 PMCID: PMC11048435 DOI: 10.3390/brainsci14040391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Revised: 04/12/2024] [Accepted: 04/13/2024] [Indexed: 04/28/2024] Open
Abstract
BACKGROUND This study aims to determine (a) if home-based anodal transcranial direct current stimulation (a-tDCS) delivered to the left supramarginal gyrus (SMG) coupled with verbal short-term memory/working memory (vSTM/WM) treatment ("RAM", short for "Repeat After Me") is more effective than sham-tDCS in improving vSTM/WM in patients with primary progressive aphasia (PPA), and (b) whether tDCS effects generalize to other language and cognitive abilities. METHODS Seven PPA participants received home-based a-tDCS and sham-tDCS coupled with RAM treatment in separate conditions in a double-blind design. The treatment task required participants to repeat word spans comprising semantically and phonologically unrelated words in the same and reverse order. The evaluation of treatment effects was carried out using the same tasks as in the treatment but with different items (near-transfer effects) and tasks that were not directly related to the treatment (far-transfer effects). RESULTS A-tDCS showed (a) a significant effect in improving vSTM abilities, measured by word span backward, and (b) a generalization of this effect to other language abilities, namely, spelling (both real words and pseudowords) and learning (retention and delayed recall). CONCLUSIONS These preliminary results indicate that vSTM/WM intervention can improve performance in trained vSTM/WM tasks in patients with PPA, especially when augmented with home-based tDCS over the left SMG.
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Affiliation(s)
- Kyriaki Neophytou
- Department of Neurology, Johns Hopkins University School of Medicine, 600 N. Wolfe Street, Phipps 488, Baltimore, MD 21287, USA; (K.N.); (K.W.); (O.H.); (A.A.); (J.G.); (D.C.T.)
| | - Kelly Williamson
- Department of Neurology, Johns Hopkins University School of Medicine, 600 N. Wolfe Street, Phipps 488, Baltimore, MD 21287, USA; (K.N.); (K.W.); (O.H.); (A.A.); (J.G.); (D.C.T.)
| | - Olivia Herrmann
- Department of Neurology, Johns Hopkins University School of Medicine, 600 N. Wolfe Street, Phipps 488, Baltimore, MD 21287, USA; (K.N.); (K.W.); (O.H.); (A.A.); (J.G.); (D.C.T.)
| | - Alexandros Afthinos
- Department of Neurology, Johns Hopkins University School of Medicine, 600 N. Wolfe Street, Phipps 488, Baltimore, MD 21287, USA; (K.N.); (K.W.); (O.H.); (A.A.); (J.G.); (D.C.T.)
- Cooper Medical School of Rowan University, Rowan University, 401 Broadway, Camden, NJ 08103, USA
| | - Jessica Gallegos
- Department of Neurology, Johns Hopkins University School of Medicine, 600 N. Wolfe Street, Phipps 488, Baltimore, MD 21287, USA; (K.N.); (K.W.); (O.H.); (A.A.); (J.G.); (D.C.T.)
| | - Nadine Martin
- Department of Communication Sciences and Disorders, Temple University, 1701 N. 13th Street, Philadelphia, PA 19122, USA;
| | - Donna C. Tippett
- Department of Neurology, Johns Hopkins University School of Medicine, 600 N. Wolfe Street, Phipps 488, Baltimore, MD 21287, USA; (K.N.); (K.W.); (O.H.); (A.A.); (J.G.); (D.C.T.)
- Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, 600 N. Wolfe Street, Phipps 174, Baltimore, MD 21287, USA
- Department of Otolaryngology-Head and Neck Surgery, Johns Hopkins University School of Medicine, 601 N. Caroline Street, Baltimore, MD 21287, USA
| | - Kyrana Tsapkini
- Department of Neurology, Johns Hopkins University School of Medicine, 600 N. Wolfe Street, Phipps 488, Baltimore, MD 21287, USA; (K.N.); (K.W.); (O.H.); (A.A.); (J.G.); (D.C.T.)
- Department of Cognitive Science, Johns Hopkins University, 3400 N. Charles Street, Baltimore, MD 21218, USA
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Nunn K, Arbel Y, Vallila-Rohter S. An electrophysiological and behavioral investigation of feedback-based learning in aphasia. APHASIOLOGY 2023; 38:1195-1221. [PMID: 39148558 PMCID: PMC11323110 DOI: 10.1080/02687038.2023.2267780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 10/02/2023] [Indexed: 08/17/2024]
Abstract
Introduction Feedback is a fundamental aspect of aphasia treatments. However, learning from feedback is a cognitively demanding process. At the most basic level, individuals must detect feedback and extract outcome-related information (i.e., feedback processing). Neuroanatomical and neuropsychological differences associated with post-stroke aphasia may influence feedback processing and potentially how people with aphasia (PWA) respond to feedback-based treatments. To better understand how post-stroke aphasia affects feedback-based learning, the current study leverages event-related potentials (ERPs) to (1) characterize the relationship between feedback processing and learning, (2) identify cognitive skills that are associated with feedback processing, and (3) identify behavioural correlates of feedback-based learning in PWA. Methods Seventeen PWA completed a feedback-based novel word learning task. Feedback processing was measured using the feedback-related negativity (FRN), an ERP hypothesized to reflect the detection and evaluation of outcomes communicated via feedback. Individuals also completed neuropsychological assessments of language (phonological processing, verbal short-term memory) and executive functioning. Results PWA elicited an FRN that was sensitive to feedback valence. The magnitude of the FRN was not associated with novel word learning but was strongly correlated with performance on another feedback-based task, the Berg Card Sort. Cognitive variables (information updating, selective attention) but not language variables were associated with novel word learning. Discussion & Conclusion For PWA, feedback processing may be associated with learning in some but not all feedback-based contexts. These findings may inform future research in determining which variables moderate the relationship between feedback processing and learning with the long-term goal of identifying how feedback can be modified to support successful learning during aphasia rehabilitation.
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Affiliation(s)
- Kristen Nunn
- Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
- Geriatric Research, Education, and Clinical Center (GRECC), VA Pittsburgh Health Care System, Pittsburgh, PA, USA
| | - Yael Arbel
- Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
| | - Sofia Vallila-Rohter
- Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
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Navarrete-Orejudo L, Cerda-Company X, Olivé G, Martin N, Laine M, Rodríguez-Fornells A, Peñaloza C. Expressive recall and recognition as complementary measures to assess novel word learning ability in aphasia. BRAIN AND LANGUAGE 2023; 243:105303. [PMID: 37453400 DOI: 10.1016/j.bandl.2023.105303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 06/24/2023] [Accepted: 07/08/2023] [Indexed: 07/18/2023]
Abstract
Novel word learning ability has been associated with language treatment outcomes in people with aphasia (PWA), and its assessment could inform prognosis and rehabilitation. We used a brief experimental task to examine novel word learning in PWA, determine the value of phonological cueing in assessing learning outcomes, and identify factors that modulate learning ability. Twelve PWA and nineteen healthy controls completed the task, and recall and recognition tests of learning ability. Most PWA showed comparable learning outcomes to those of the healthy controls. Learning assessed via expressive recall was more clearly evidenced with phonological cues. Better single word processing abilities and phonological short-term memory and higher integrity of the left inferior frontal gyrus were related to better learning performance. Brief learning tasks like this one are clinically feasible and hold promise as screening tools of verbal learning in PWA once validated and evaluated for their capacity to predict treatment outcomes.
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Affiliation(s)
- Lara Navarrete-Orejudo
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain
| | - Xim Cerda-Company
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), Feixa Llarga, s/n, 08097 L'Hospitalet de Llobregat, Spain; Universitat Autonoma de Barcelona, 08193 Cerdanyola del Vallès, Spain
| | - Guillem Olivé
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), Feixa Llarga, s/n, 08097 L'Hospitalet de Llobregat, Spain
| | - Nadine Martin
- Department of Communication Sciences and Disorders, Eleanor M. Saffran Center for Cognitive Neuroscience, Temple University, 1701 N. 13th Street, Philadephia, PA 19122, USA
| | - Matti Laine
- Department of Psychology, Abo Akademi University, Tehtaankatu 2, 20500 Turku, Finland
| | - Antoni Rodríguez-Fornells
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), Feixa Llarga, s/n, 08097 L'Hospitalet de Llobregat, Spain; Institute of Neurosciences, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain; Catalan Institution for Research and Advanced Studies (ICREA), Passeig Lluís Companys 23, 08010 Barcelona, Spain
| | - Claudia Peñaloza
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), Feixa Llarga, s/n, 08097 L'Hospitalet de Llobregat, Spain; Institute of Neurosciences, University of Barcelona, Passeig de la Vall d'Hebron, 171, 08035 Barcelona, Spain.
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Olivé G, Peñaloza C, Vaquero L, Laine M, Martin N, Rodriguez-Fornells A. The right uncinate fasciculus supports verbal short-term memory in aphasia. Brain Struct Funct 2023; 228:875-893. [PMID: 37005932 PMCID: PMC10147778 DOI: 10.1007/s00429-023-02628-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 03/05/2023] [Indexed: 04/04/2023]
Abstract
Verbal short-term memory (STM) deficits are associated with language processing impairments in people with aphasia. Importantly, the integrity of STM can predict word learning ability and anomia therapy gains in aphasia. While the recruitment of perilesional and contralesional homologous brain regions has been proposed as a possible mechanism for aphasia recovery, little is known about the white-matter pathways that support verbal STM in post-stroke aphasia. Here, we investigated the relationships between the language-related white matter tracts and verbal STM ability in aphasia. Nineteen participants with post-stroke chronic aphasia completed a subset of verbal STM subtests of the TALSA battery including nonword repetition (phonological STM), pointing span (lexical-semantic STM without language output) and repetition span tasks (lexical-semantic STM with language output). Using a manual deterministic tractography approach, we investigated the micro- and macrostructural properties of the structural language network. Next, we assessed the relationships between individually extracted tract values and verbal STM scores. We found significant correlations between volume measures of the right Uncinate Fasciculus and all three verbal STM scores, with the association between the right UF volume and nonword repetition being the strongest one. These findings suggest that the integrity of the right UF is associated with phonological and lexical-semantic verbal STM ability in aphasia and highlight the potential compensatory role of right-sided ventral white matter language tracts in supporting verbal STM after aphasia-inducing left hemisphere insult.
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Affiliation(s)
- Guillem Olivé
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain.
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Claudia Peñaloza
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, Spain
- Institute of Neurosciences, University of Barcelona, Barcelona, Spain
| | - Lucía Vaquero
- Legal Medicine, Psychiatry and Pathology Department, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
- Center for Cognitive and Computational Neuroscience, Complutense University of Madrid, Madrid, Spain
| | - Matti Laine
- Department of Psychology, Åbo Akademi University, Turku, Finland
| | - Nadine Martin
- Department of Communication Sciences and Disorders, Eleanor M. Saffran Center for Cognitive Neuroscience, Temple University, Philadelphia, PA, USA
| | - Antoni Rodriguez-Fornells
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain.
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, Spain.
- Institute of Neurosciences, University of Barcelona, Barcelona, Spain.
- Institució Catalana de Recerca i Estudis Avançats, ICREA, 08010, Barcelona, Spain.
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Vavra P, Sokolovič L, Porcu E, Ripollés P, Rodriguez-Fornells A, Noesselt T. Entering into a self-regulated learning mode prevents detrimental effects of feedback removal on memory. NPJ SCIENCE OF LEARNING 2023; 8:2. [PMID: 36609382 PMCID: PMC9823107 DOI: 10.1038/s41539-022-00150-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Accepted: 12/01/2022] [Indexed: 06/17/2023]
Abstract
Incentives can decrease performance by undermining intrinsic motivation. How such an interplay of external reinforcers and internal self-regulation influences memory processes, however, is less known. Here, we investigated their interaction on memory performance while learning the meaning of new-words from their context. Specifically, participants inferred congruent meanings of new-words from semantic context (congruent trials) or lack of congruence (incongruent trials), while receiving external feedback in the first or second half of trials only. Removing feedback during learning of congruent word meanings lowered subsequent recognition rates a day later, whereas recognition remained high in the group, which received feedback only in the second half. In contrast, feedback did not substantially alter recognition rates for learning that new-words had no congruent meanings. Our findings suggest that external reinforcers can selectively impair memories if internal self-regulated processes are not already established, but whether they do so depends on what is being learned (specific word-meanings vs. unspecific incongruence). This highlights the relevance of self-regulated learning in education to support stable memory formation.
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Affiliation(s)
- Peter Vavra
- Department of Biological Psychology, Otto-von-Guericke-University Magdeburg, Magdeburg, Germany
| | - Leo Sokolovič
- Department of Biological Psychology, Otto-von-Guericke-University Magdeburg, Magdeburg, Germany
| | - Emanuele Porcu
- Department of Biological Psychology, Otto-von-Guericke-University Magdeburg, Magdeburg, Germany
- Center of Behavioral Brain Sciences, Magdeburg, Germany
| | - Pablo Ripollés
- Department of Psychology, New York University, New York, NY, USA
- Music and Audio Research Lab (MARL), New York University, New York, NY, USA
- Center for Language, Music, and Emotion (CLaME), New York University, Max-Planck Institute, New York, NY, USA
| | - Antoni Rodriguez-Fornells
- Department of Cognition, Development, and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, 08097, Barcelona, Spain
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, 08097, Barcelona, Spain
- Catalan Institution for Research and Advanced Studies, ICREA, Barcelona, Spain
| | - Toemme Noesselt
- Department of Biological Psychology, Otto-von-Guericke-University Magdeburg, Magdeburg, Germany.
- Center of Behavioral Brain Sciences, Magdeburg, Germany.
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Huang Y, Deng Y, Jiang X, Chen Y, Mao T, Xu Y, Jiang C, Rao H. Resting-state occipito-frontal alpha connectome is linked to differential word learning ability in adult learners. Front Neurosci 2022; 16:953315. [PMID: 36188469 PMCID: PMC9521374 DOI: 10.3389/fnins.2022.953315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Accepted: 08/18/2022] [Indexed: 11/19/2022] Open
Abstract
Adult language learners show distinct abilities in acquiring a new language, yet the underlying neural mechanisms remain elusive. Previous studies suggested that resting-state brain connectome may contribute to individual differences in learning ability. Here, we recorded electroencephalography (EEG) in a large cohort of 106 healthy young adults (50 males) and examined the associations between resting-state alpha band (8–12 Hz) connectome and individual learning ability during novel word learning, a key component of new language acquisition. Behavioral data revealed robust individual differences in the performance of the novel word learning task, which correlated with their performance in the language aptitude test. EEG data showed that individual resting-state alpha band coherence between occipital and frontal regions positively correlated with differential word learning performance (p = 0.001). The significant positive correlations between resting-state occipito-frontal alpha connectome and differential world learning ability were replicated in an independent cohort of 35 healthy adults. These findings support the key role of occipito-frontal network in novel word learning and suggest that resting-state EEG connectome may be a reliable marker for individual ability during new language learning.
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Affiliation(s)
- Yan Huang
- Center for Magnetic Resonance Imaging Research, Key Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China
- School of Foreign Languages, East China University of Science and Technology, Shanghai, China
- Institute of Linguistics, Shanghai International Studies University, Shanghai, China
| | - Yao Deng
- Center for Magnetic Resonance Imaging Research, Key Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China
| | - Xiaoming Jiang
- Institute of Linguistics, Shanghai International Studies University, Shanghai, China
| | - Yiyuan Chen
- Center for Magnetic Resonance Imaging Research, Key Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China
- Institute of Linguistics, Shanghai International Studies University, Shanghai, China
| | - Tianxin Mao
- Center for Magnetic Resonance Imaging Research, Key Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China
| | - Yong Xu
- Center for Magnetic Resonance Imaging Research, Key Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China
| | - Caihong Jiang
- Center for Magnetic Resonance Imaging Research, Key Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China
| | - Hengyi Rao
- Center for Magnetic Resonance Imaging Research, Key Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China
- Institute of Linguistics, Shanghai International Studies University, Shanghai, China
- Center for Functional Neuroimaging, Department of Neurology, University of Pennsylvania, Philadelphia, PA, United States
- *Correspondence: Hengyi Rao,
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Language learning in aphasia: A narrative review and critical analysis of the literature with implications for language therapy. Neurosci Biobehav Rev 2022; 141:104825. [PMID: 35963544 DOI: 10.1016/j.neubiorev.2022.104825] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 08/07/2022] [Accepted: 08/09/2022] [Indexed: 11/24/2022]
Abstract
People with aphasia (PWA) present with language deficits including word retrieval difficulties after brain damage. Language learning is an essential life-long human capacity that may support treatment-induced language recovery after brain insult. This prospect has motivated a growing interest in the study of language learning in PWA during the last few decades. Here, we critically review the current literature on language learning ability in aphasia. The existing studies in this area indicate that (i) language learning can remain functional in some PWA, (ii) inter-individual variability in learning performance is large in PWA, (iii) language processing, short-term memory and lesion site are associated with learning ability, (iv) preliminary evidence suggests a relationship between learning ability and treatment outcomes in this population. Based on the reviewed evidence, we propose a potential account for the interplay between language and memory/learning systems to explain spared/impaired language learning and its relationship to language therapy in PWA. Finally, we indicate potential avenues for future research that may promote more cross-talk between cognitive neuroscience and aphasia rehabilitation.
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Coran M, Rodriguez-Fornells A, Ramos-Escobar N, Laine M, Martin N. WORD LEARNING IN APHASIA: TREATMENT IMPLICATIONS AND STRUCTURAL CONNECTIVITY ANALYSES. TOPICS IN LANGUAGE DISORDERS 2020; 40:81-109. [PMID: 33442075 PMCID: PMC7802821 DOI: 10.1097/tld.0000000000000204] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
OBJECTIVE Of current interest in aphasia research is the relevance of what we can learn from studying word learning ability in aphasia. In a preliminary study, we addressed two issues related to the novel word learning ability of individuals with aphasia. First, as word learning engages large-scale cognitive-linguistic systems (language skills, verbal short-term memory (STM), other memory and executive functions), we probed whether novel word learning practice in three people with aphasia could stimulate these language-related systems. Second, as lesion correlates affecting word learning in aphasia remain unclear, we examined whether the structural integrity of the left arcuate fasciculus (AF) in the same three individuals is related to outcomes of novel word learning practice. METHOD To stimulate word learning systems, our three participants practiced for 4 weeks with an explicit novel word - novel referent word learning task, adopted from the Ancient Farming Equipment learning paradigm (Laine & Salmelin, 2010). The participants' progress on receptive and expressive novel word learning was followed up, and their language and verbal STM abilities as well as single-session novel word learning (Learning to Name Aliens by Gupta, Martin, Abbs, Schwartz & Lipinski, 2006) were tested before and after the practice period. To address the second question, we analyzed the participants' structural MRI scans with respect to the integrity of the left AF and its overlap with the lesion areas. RESULTS All participants showed some receptive word learning in the trained task, as well as improvements in verbal STM span at posttest. Two of the three participants also showed improved performance on some of the language outcome measures. One participant with partially spared left AF, especially temporo-parietal connections, exhibited better word learning performance than the other two who had larger damage and disconnection of the AF. CONCLUSIONS While the present results are preliminary, they open the possibility that novel word learning practice in aphasia may stimulate remaining word learning mechanisms in aphasia, and thereby influence language and verbal STM abilities. These results also suggest that preservation of novel word learning ability in aphasia in part depends on the integrity of the left arcuate track.
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Affiliation(s)
| | - Antoni Rodriguez-Fornells
- Department of Cognition, Development and Educational Psychology, University of Barcelona, 08035 Barcelona, Spain
- Cognition and Brain Plasticity Unit, Bellvitge Biomedical Research Institute, L’Hospitalet de Llobregat, 08907 Barcelona, Spain
- Institució catalana de Recerca i Estudis Avançats, 08010 Barcelona, Spain
| | - Neus Ramos-Escobar
- Department of Cognition, Development and Educational Psychology, University of Barcelona, 08035 Barcelona, Spain
- Cognition and Brain Plasticity Unit, Bellvitge Biomedical Research Institute, L’Hospitalet de Llobregat, 08907 Barcelona, Spain
| | - Matti Laine
- Institució catalana de Recerca i Estudis Avançats, 08010 Barcelona, Spain
- Åbo Akademi University, Turku, Finland
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Peñaloza C, Mirman D, Cardona P, Juncadella M, Martin N, Laine M, Rodríguez-Fornells A. Cross-situational word learning in aphasia. Cortex 2017; 93:12-27. [PMID: 28570928 DOI: 10.1016/j.cortex.2017.04.020] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2016] [Revised: 12/08/2016] [Accepted: 04/21/2017] [Indexed: 10/19/2022]
Abstract
Human learners can resolve referential ambiguity and discover the relationships between words and meanings through a cross-situational learning (CSL) strategy. Some people with aphasia (PWA) can learn word-referent pairings under referential uncertainty supported by online feedback. However, it remains unknown whether PWA can learn new words cross-situationally and if such learning ability is supported by statistical learning (SL) mechanisms. The present study examined whether PWA can learn novel word-referent mappings in a CSL task without feedback. We also studied whether CSL is related to SL in PWA and neurologically healthy individuals. We further examined whether aphasia severity, phonological processing and verbal short-term memory (STM) predict CSL in aphasia, and also whether individual differences in verbal STM modulate CSL in healthy older adults. Sixteen people with chronic aphasia underwent a CSL task that involved exposure to a series of individually ambiguous learning trials and a SL task that taps speech segmentation. Their learning ability was compared to 18 older controls and 39 young adults recruited for task validation. CSL in the aphasia group was below the older controls and young adults and took place at a slower rate. Importantly, we found a strong association between SL and CSL performance in all three groups. CSL was modulated by aphasia severity in the aphasia group, and by verbal STM capacity in the older controls. Our findings indicate that some PWA can preserve the ability to learn new word-referent associations cross-situationally. We suggest that both PWA and neurologically intact individuals may rely on SL mechanisms to achieve CSL and that verbal STM also influences CSL. These findings contribute to the ongoing debate on the cognitive mechanisms underlying this learning ability.
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Affiliation(s)
- Claudia Peñaloza
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute - IDIBELL, L'Hospitalet de Llobregat, Barcelona, Spain
| | - Daniel Mirman
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA; Moss Rehabilitation Research Institute, Elkins Park, PA, USA
| | - Pedro Cardona
- Hospital Universitari de Bellvitge (HUB), Neurology Section, Campus Bellvitge, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, Spain
| | - Montserrat Juncadella
- Hospital Universitari de Bellvitge (HUB), Neurology Section, Campus Bellvitge, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, Spain
| | - Nadine Martin
- Department of Communication Sciences and Disorders, Eleanor M. Saffran Center for Cognitive Neuroscience, Temple University, Philadelphia, USA
| | - Matti Laine
- Department of Psychology, Abo Akademi University, Turku, Finland
| | - Antoni Rodríguez-Fornells
- Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute - IDIBELL, L'Hospitalet de Llobregat, Barcelona, Spain; Department of Cognition, Development and Educational Psychology, Campus Bellvitge, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, Spain; Catalan Institution for Research and Advanced Studies, ICREA, Barcelona, Spain.
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