Non-linguistic learning and aphasia: Evidence from a paired associate and feedback-based task

Abstract

Though aphasia is primarily characterized by impairments in the comprehension and/or expression of language, research has shown that patients with aphasia also show deficits in cognitive-linguistic domains such as attention, executive function, concept knowledge and memory (Helm-Estabrooks, 2002 for review). Research in aphasia suggests that cognitive impairments can impact the online construction of language, new verbal learning, and transactional success (Freedman & Martin, 2001; Hula & McNeil, 2008; Ramsberger, 2005). In our research, we extend this hypothesis to suggest that general cognitive deficits influence progress with therapy. The aim of our study is to explore learning, a cognitive process that is integral to relearning language, yet underexplored in the field of aphasia rehabilitation. We examine non-linguistic category learning in patients with aphasia (n=19) and in healthy controls (n=12), comparing feedback and non-feedback based instruction. Participants complete two computer-based learning tasks that require them to categorize novel animals based on the percentage of features shared with one of two prototypes. As hypothesized, healthy controls showed successful category learning following both methods of instruction. In contrast, only 60% of our patient population demonstrated successful non-linguistic category learning. Patient performance was not predictable by standardized measures of cognitive ability. Results suggest that general learning is affected in aphasia and is a unique, important factor to consider in the field of aphasia rehabilitation.

Between-session and within-session intra-individual variability in attention in aphasia

“…However, persons with aphasia (PWA) have consistently been found to exhibit impaired performance not only on language measures, but also on measures assessing a variety of cognitive skills, including attention (Robin & Rizzo, 1989;Tseng, McNeil, & Milenkovic, 1993;Murray, Holland, & Beeson, 1998;Murray, 2000;Hunting-Pompon, Kendall, & Moore, 2011;Murray, 2012), memory (De Renzi & Nichelli, 1975;Albert, 1976;Gainotti, Silveri, Villa, & Caltagirone, 1983;Rönnberg, Larsson, Fogelsjöö, Nilsson, Lindberg, & Ängquist, 1996;Yasuda, Nakamura, & Beckman, 2000), executive function (Glosser & Goodglass, 1990;Beeson, Bayles, Rubens, & Kaszniak, 1993;Purdy, 2002), and learning (Vallila-Rohter & Kiran, 2013). Such findings suggest that the traditional characterization of aphasia as an impairment in language processing may be incomplete.…”

Effects of regiolects on the perception of developmental foreign accent syndrome

“…However, only a small number of studies have explored learning in aphasia. These studies show that (a) learning ability is highly variable-but not universally impaired and (b) spared learning ability is associated with success in therapy Gupta et al, 2006;Vallila-Rohter & Kiran, 2013). The cognitive-linguistic factors that support successful learning ability and recovery in aphasia remain undetermined.…”

Factors influencing treatment-induced language recovery in chronic, post-stroke aphasia

“…A number of studies have explicitly evaluated verbal and non-verbal learning ability in adults with chronic aphasia (Gupta, Martin, Abbs, Schwart, & Lipinski, 2006;Kelly & Armstrong, 2009;Tuomiranta et al, 2011;Tuomiranta, Rautakoski, Rinne, Martin, & Laine, 2012;Vallila-Rohter & Kiran, 2013a, 2013b) and a detailed review of this research is provided in Chapter Five. This research has demonstrated that whilst individuals with aphasia are able to learn new information, both verbal and non-verbal learning mechanisms are impaired in adults with aphasia (Gupta et al, 2006;Kelly & Armstrong, 2009;Vallila-Rohter & Kiran, 2013a). Furthermore, consistent with language function, learning ability is heterogeneous in the aphasia population (Kelly & Armstrong, 2009).…”

“…Research conducted in healthy adults has demonstrated successful learning for verbal information, irrespective of the presence or absence of feedback (Breitenstein et al, 2004;Vallila-Rohter & Kiran, 2013a). However, additional studies suggest that both the nature and the timing of feedback may be integral (Pashler, Cepeda, Wixted, & Rohrer, 2005;Pashler, Rohrer, Cepeda, & Carpenter, 2007).…”

“…Preliminary research indicates that the learning trajectory in individuals with aphasia is different to healthy adults (Vallila-Rohter & Kiran, 2013a). Whilst there is evidence that individuals with aphasia are able to acquire new information, it is suggested that both verbal and non-verbal learning processes may be impaired in individuals with aphasia (Tuomiranta et al, 2012;Vallila-Rohter & Kiran, 2013a, 2013b.…”