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  • 期刊

Towards Understanding Learning in People With Aphasia: Recognition, Language, and Memory

從再認、語言及短期記憶間相關性探討失語症個案學習表現

摘要


Learning is a process that associates closely with language function and memory, and it plays an important role in rehabilitation for aphasia. With reduced learning reported in people with aphasia, it has yet to be clarified if the deficit can be attributed to language and/or potential memory impairments or whether it is a general learning deficit. Recognition memory is a mechanism which supports learning through developing familiarity with new information. This study sets out to investigate recognition memory and its relationship with language production and short-term memory. This study hypothesised that recognition memory could be independent from language ability, when a task involved developing familiarity, rather than making explicit association, and the material involved contained minimal linguistic load. A familiarity-based recognition task with pictorial stimuli was used to assess recognition memory in people with aphasia and young and age-matched older controls. Verbal and non-verbal short-term memory assessments were conducted with people with aphasia to measure short-term memory capacity. At group level, people with aphasia showed intact visual recognition memory. The finding suggested that the underlying deficit of reduced learning is in the retrieval process of recall. The process may be linked with language production and verbal short-term memory rather a general learning deficit. This study also provides an effective, familiarity-based, approach to enhance recognition memory. There is the potential to exploit these findings in future research focused on learning and interventions in aphasia.

並列摘要


臨床所應用的失語症介入方法多以配對學習為基礎。關於失語症個案的學習能力是否下降目前仍有許多爭議。原因在於配對學習屬外顯學習能力;此能力和語言及記憶功能息息相關。因此,配對學習表現下降可能反應語言或/及記憶功能中任一或多個面向損傷。有鑑於多數研究以回憶正確率根據做為學習表現的指標,本研究希望藉由探討再認能力進一步釐清學習、語言及記憶功能間的相關性。根據短期記憶模型,建立配對連結需再認記憶支持,且相較於回憶,再認記憶與語言功能關連性較低,有助排除語言損傷對學習可能造成的負向影響。本研究以圖片再認任務評估失語症個案的再認記憶,並以標準化量表評估其語言及記憶廣度。研究結果顯示,失語症個案的圖片再認表現與非失語症受試者並無差異。再認表現與語言功能及語言記憶皆缺乏相關性,進一步證明語言損傷不影響建立新訊息熟悉度的能力。此外,語言及語言記憶功能呈高度相關,但與非語言記憶不相關。由此結果可推論先前研究所報告的學習能力下降可能發生於仰賴語言功能進行訊息提取的回憶階層,而非全面性的損傷。

參考文獻


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