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Using error type on confrontation naming as an indicator of improved linguistic processing following phonomotor treatment
No full textThis paper presents initial data on the influence of phonomotor treatment on word retrieval accuracy and error type from pre- and post-treatment confrontation naming probe responses produced by 10 individuals with aphasia. This study is part of a Phase II clinical rehabilitation research program which trains real- and non-words, comprised of low phonotactic probability and high neighborhood density phoneme sequences, to improve word retrieval in 30 subjects with left hemisphere lesion and aphasia. The treatment program is a logical advance on existing Phase I and Phase II clinical rehabilitation research (Kendall et al 2003, Kendall et al 2006a, Kendall et al 2006b, Kendall et al 2006c, Kendall et al 2008) and is motivated by a parallel distributed processing model of phonology (Nadeau, 2001)
Apraxia of Speech: Perceptual Analysis of Mono-, Bi-, and Trisyllabic Words Across Repeated Sampling Occasions
No full textThe primary characteristics considered to define acquired apraxia of speech (AOS) have continued to evolve, but a few characteristics remain controversial among researchers and clinicians (McNeil, Robin, & Schmidt, 2009). Particularly, the consistency or variability of speech sound errors in AOS (Croot, 2002). For years, variability of speech sound errors has been considered a primary characteristic of AOS (Deal & Darley, 1972; Johns & Darley, 1970; Wertz, LaPointe, & Rosenbek, 1984). Apraxic errors were considered to be variable with regard to the location of the error within a word (Johns & Darley; LaPointe & Johns, 1975) and the nature of the error (Johns & Darley; LaPointe & Horner, 1976) across repeated productions of the same stimuli.
Conversely, more recent research with “pure” apraxic speakers and speakers with AOS and accompanying aphasia has suggested that speech sound errors may not be variable (Mauszycki, Dromey, & Wambaugh, 2007; Mauszycki, Wambaugh, & Cameron, 2010a, 2010b; Mlcoch, Darley, & Noll, 1982; McNeil, Odell, Miller, & Hunter, 1995; Shuster & Wambaugh, 2003; Wambaugh, Nessler, Bennett & Mauszycki, 2004). However, there are limited data examining sound errors over time (i.e., beyond a single session). Furthermore, the influence of conditions of stimuli presentation on sound errors remains uncertain.
The purpose of this investigation was to further examine variability of speech production in individuals with AOS and aphasia. Of specific interest were the effects of repeated sampling and conditions of stimulus presentation (i.e., random and blocked by sound) on the variability of error types identified using narrow phonetic transcription
Distinctive versus Common Feature Knowledge across Three Levels of Importance: Relationship with Word Retrieval Performance in People with Aphasia
No full textSemantic Feature Analysis (SFA) is a well established intervention technique for improving word retrieval in people with aphasia. This technique uses features of target words to activate semantic networks and thereby improve word retrieval as supported by the spreading activation theory of semantic processing (Collins & Loftus, 1975). Variations of this intervention technique have been successful at improving word retrieval of some people with aphasia (e.g., Boyle, 2004; Coelho, McHugh, & Boyle, 2000; Peach & Reuter, 2010; Wambaugh & Ferguson, 2007). As part of an effort to increase the effectiveness of semantic treatments such as SFA, semantic feature knowledge of people with aphasia has been examined in depth (Cox, 2009; Germani & Pierce 1995; Mason-Baughman, 2009; Mason-Baughman, 2010; Vecchi, 1994). For purposes of this research, feature knowledge refers to the ability to identify that a feature belongs to a particular target word during a sorting task as described below. To develop understanding of the semantic knowledge of people with aphasia, researchers have primarily examined two aspects of features: importance and distinctiveness
Categorization in Context for Older & Young Adults
Get PDFThis investigation explored effects of linguistic context on category structure in young and typical older adults. In a timed computer-based contextual categorization task, participants were provided with 150 stimulus sentences containing a superordinate category label. Participants were required to make a semantic decision relative to determining if a specific exemplar was the best example of the target category concept in the sentence using context. Response accuracy and reaction time results revealed that use of linguistic context for categorization was vulnerable to the aging process, as older adults were slower and less accurate for all response types except out-of-set examplars
A Preliminary Report of Crosslinguistic Evidence on Efficacy of Semantic-Complexity Based Naming Treatment in Korean Aphasics
No full textThe current study investigated the efficacy of semantic-complexity based naming treatment in Korean participants with aphasia. Results suggested that both participants showed small to medium effect sizes in the trained items. However, generalization effects were greater in the participant who received treatment on the atypical items first, than the participant who was initiated on the typical items. These results are consistent with the previous findings in English-speaking aphasic participants (Kiran & Thompson, 2003; Kiran, 2008). Preliminary findings of two Korean participants with aphasia added crosslinguistic evidence on efficacy of the semantic complexity based naming treatment
A new approach for quantifying the effects of response elaboration training
No full textResponse Elaboration Training (RET; Kearns, 1985, 1986) is a content-driven treatment for individuals with aphasia. Several studies by Kearns and colleagues indicate RET’s unique “loose training” paradigm increases the amount of verbal information produced by individuals with non-fluent Broca’s aphasia in response to picture stimuli (Gaddie, Kearns, & Yedor, 1991; Kearns, 1985, 1986; Kearns & Scher, 1989; Kearns & Yedor, 1991; Nessler, 2009), and that in some cases, RET effects generalize to other speaking partners, stimuli, and settings (Bennett, Wambaugh, & Nesslar, 2005; Gaddie et al., 1991; Kearns & Yedor, 1991). In most RET research, training effects are quantified by having the participant describe the same pictures used in RET. This provision of pictorial support limits conclusions that can be drawn about the effectiveness of RET and its generalizability. The present study examined the effectiveness and generalizability of RET on speaking performance of individuals with non-fluent Broca’s aphasia with a sentence production task (SPT) that did not provide picture support
The Cognitive Basis for Sentence Planning Deficits in Discourse Following Traumatic Brain Injury
No full textRecent analyses of the language produced by individuals with traumatic brain injury place increasing emphasis on within-sentence patterns as well as those between sentences. Discussions of production deficits within sentences following TBI have questioned whether these problems involve the implementation of well-formed sentence frames or whether they represent a more fundamental linguistic disturbance in computing sentence structure. This study used online methods to investigate whether problems with sentence planning for discourse after TBI are associated with impaired language functioning or other cognitive processes. The results demonstrated that sentence planning deficits were associated with short-term memory span and attentional processing
Implicit and Explicit Learning in Aphasia
No full textImplicit learning is an incidental, inductive learning process that occurs without the use of explicit strategies. To date, few studies have investigated implicit learning subsequent to stroke, and almost all have used visuomotor tasks (e.g., Boyd & Winstein, 2004; 2006; Exner, Weniger, & Irle, 2001; Gomez-Beldarrain, Garcia-Monco, Rubio, & Pascual-Leone, 1998; Orrell, Eves, Masters, & MacMahon, 2007). The present study used a Serial Search Task developed by Goschke and colleagues (2001) to examine implicit and explicit learning of an auditory word sequence in individuals with stroke-induced agrammatic aphasia and healthy age-matched adults.
The present study also included a listening sentence span task to evaluate working memory. Research indicates that many aphasic individuals have working memory impairments, which are highly interrelated with language comprehension and overall aphasia severity (Caspari, Parkinson, LaPointe, & Katz, 1998; Friedmann & Gvion, 2003; Sung et al., 2009; Wright & Shisler, 2005). However, little is known about how working memory deficits relate to learning in aphasia
The Concept of Flow and Engagement in Aphasia
Get PDFFlow represents a concept to denote absorbing experiences, when one is totally involved in the task at hand, and when the task challenges the user but does not overwhelm (Jackson, et al. 2010). The concepts of Flow are influenced by the fundamentals of positive psychology (Csikszentmihalyi, 2008). The influence of positive psychology is noted increasingly in the disability and rehabilitation literature (Dunn & Brody 2008; Holland, 2007). The concept of Flow has been applied to a wide range of settings, including work/employment (Bauman & Scheffer, 2010; Csikszentmihalyi & Csikszentmihalyi 1988), website building and online experience (Sicilia & Ruiz, 2007), and elite athletic training (Jackson, et al., 2010)
Exploring online eye movement indices of attention allocation in aphasia
No full textAt 4000 ms post stimulus onset, effect sizes for main effects were largest, indicating greatest discrepancies in processing between groups, and greatest sensitivity to stimulus complexity differences. The results are important because they contribute to the development of more stringent eye-tracking protocols and improved validity of eye-tracking indices. They also enhance our understanding of the time course of attention allocation in the context studied and provide guidance for future studies