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J Speech Lang Hear Res. 2013 Aug;56(4):1287-97. doi: 10.1044/1092-4388(2012/12-0220). Epub 2013 Jul 1.

Learning to fail in aphasia: an investigation of error learning in naming.

Author information

1
Moss Rehabilitation Research Institute, Elkins Park, PA, USA. middleer@einstein.edu

Abstract

PURPOSE:

To determine whether the naming impairment in aphasia is influenced by error learning and whether error learning is related to type of retrieval strategy.

METHOD:

Nine participants with aphasia and 10 neurologically intact controls named familiar proper noun concepts. When experiencing tip-of-the-tongue naming failure (TOT) in an initial TOT-elicitation phase, participants were instructed to adopt phonological or semantic self-cued retrieval strategies. In the error learning manipulation, items evoking TOT states during TOT elicitation were randomly assigned to a short or long time condition in which participants were encouraged to continue to try to retrieve the name for either 20 s (short interval) or 60 s (long). The incidence of TOT on the same items was measured on a post-test after 48 hr. Error learning was defined as a higher rate of recurrent TOTs (TOT at both TOT elicitation and post-test) for items assigned to the long (versus short) time condition.

RESULTS:

In the phonological condition, participants with aphasia showed error learning, whereas controls showed a pattern opposite to error learning. There was no evidence for error learning in the semantic condition for either group.

CONCLUSION:

Error learning is operative in aphasia but is dependent on the type of strategy used during naming failure.

KEYWORDS:

anomia; aphasia; cueing; error learning; errorless; naming; phonological; phonology; semantic; tip-of-the-tongue

PMID:
23816662
PMCID:
PMC3781174
DOI:
10.1044/1092-4388(2012/12-0220)
[Indexed for MEDLINE]
Free PMC Article
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