Application of Learning Theory to Aphasia Intervention

Abstract

Event Abstract Back to Event Application of Learning Theory to Aphasia Intervention Erica L. Middleton1* 1 Moss Rehabilitation Research Institute, United States Whereas a vast literature indicates interventions for aphasia can bring about positive clinical outcomes, research is limited on how to prioritize, schedule, and combine different kinds of treatment experiences for maximal benefit. By elaborating fundamental principles that govern change in the intact and damaged language system, learning theory can play a research-directing role towards explication of how and why language interventions work, how to alter the interventions to increase their efficiency and potency, and to provide prescriptions for use with specific populations. The symposium includes five speakers whose work collectively spans the translational pipeline, from recent developments in the science of learning and language use, to the application of learning theory in different domains of aphasia treatment. 1. Implicit learning as a mechanism of change in language production Gary S. Dell, Nathaniel D. Anderson, & Amanda C. Kelley—University of Illinois, Urbana-Champaign The presentation explores whether learning in various domains of language production is inherently associative or cognitive, the former characterized by automatic, gradual change with experience, the latter by fast change, suggestive of rule-governed behavior. The implications for the treatment of aphasia are discussed. 2. Principles of motor learning in treatment for apraxia of speech Edwin Maas--Temple University A large literature has explored the differential potency of certain practice conditions (e.g., random versus blocked practice) to inform general principles of motor learning. However, such studies have almost exclusively focused on nonspeech tasks. This presentation discusses recent evidence regarding the applicability of principles of motor learning to treatment for apraxia of speech. 3. Retrieval practice principles: A theory of learning for naming rehabilitation Erica L. Middleton—Moss Rehabilitation Research Institute The presentation reviews progress towards a theory of learning for oral naming rehabilitation in aphasia based on the principles that (1) practice retrieving names for pictures from long-term memory (i.e., retrieval practice) benefits future naming, particularly when effortful; (2) spacing repeated training trials for to-be-treated vocabulary over time confers superior learning compared to massing trials close in time. Individual differences in response to these principles is discussed. 4. Examining the relationship between language and learning: Insights from the serial reaction time task Sofia Vallila Rohter—MGH Institute of Health Professions Limitations in our understanding of how learning is affected in aphasia is a barrier to developing efficacious patient-centered treatments. This research examines learning ability in aphasia within frameworks of implicit and explicit learning to provide a foundation for understanding how to conform treatment in light of possible learning deficits. 5. Spacing and timing: Maximizing learning and retention in aphasia treatment Brenda Rapp & Robert Wiley—Johns Hopkins University While research has shown that the spacing and timing of training trials have important consequences for learning and retention, their role in aphasia treatment has received scant attention. This work examines the spacing and timing of training trials in individuals who underwent dysgraphia treatment, finding greater accuracy for distributed compared to clustered trial spacing, and that longer retention intervals require longer intervals between training trials. Future research directions will be discussed. Keywords: Language production, apraxia of speech, retrieval practice, implicit learning, Lexical impairment Conference: Academy of Aphasia 55th Annual Meeting , Baltimore, United States, 5 Nov - 7 Nov, 2017. Presentation Type: symposium Topic: Aphasia Citation: Middleton EL (2019). Application of Learning Theory to Aphasia Intervention. Conference Abstract: Academy of Aphasia 55th Annual Meeting . doi: 10.3389/conf.fnhum.2017.223.00079 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 18 Apr 2017; Published Online: 25 Jan 2019. * Correspondence: PhD. Erica L Middleton, Moss Rehabilitation Research Institute, Elkins Park, United States, middleer@gmail.com Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Erica L Middleton Google Erica L Middleton Google Scholar Erica L Middleton PubMed Erica L Middleton Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. 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