An Examination of Strategy Implementation During Abstract Nonlinguistic Category Learning in Aphasia Purpose Our purpose was to study strategy use during nonlinguistic category learning in aphasia. Method Twelve control participants without aphasia and 53 participants with aphasia (PWA) completed a computerized feedback-based category learning task consisting of training and testing phases. Accuracy rates of categorization in testing phases were calculated. ... Research Article
Research Article  |   August 01, 2015
An Examination of Strategy Implementation During Abstract Nonlinguistic Category Learning in Aphasia
 
Author Affiliations & Notes
  • Sofia Vallila-Rohter
    Aphasia Research Laboratory, Boston University, MA
  • Swathi Kiran
    Aphasia Research Laboratory, Boston University, MA
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Sofia Vallila-Rohter: sofiav@mit.edu
  • Editor: Rhea Paul
    Editor: Rhea Paul×
  • Associate Editor: Robert Marshall
    Associate Editor: Robert Marshall×
Article Information
Language Disorders / Aphasia / Attention, Memory & Executive Functions / Language / Research Articles
Research Article   |   August 01, 2015
An Examination of Strategy Implementation During Abstract Nonlinguistic Category Learning in Aphasia
Journal of Speech, Language, and Hearing Research, August 2015, Vol. 58, 1195-1209. doi:10.1044/2015_JSLHR-L-14-0257
History: Received September 11, 2014 , Revised December 22, 2014 , Accepted April 19, 2015
 
Journal of Speech, Language, and Hearing Research, August 2015, Vol. 58, 1195-1209. doi:10.1044/2015_JSLHR-L-14-0257
History: Received September 11, 2014; Revised December 22, 2014; Accepted April 19, 2015

Purpose Our purpose was to study strategy use during nonlinguistic category learning in aphasia.

Method Twelve control participants without aphasia and 53 participants with aphasia (PWA) completed a computerized feedback-based category learning task consisting of training and testing phases. Accuracy rates of categorization in testing phases were calculated. To evaluate strategy use, strategy analyses were conducted over training and testing phases. Participant data were compared with model data that simulated complex multi-cue, single feature, and random pattern strategies. Learning success and strategy use were evaluated within the context of standardized cognitive–linguistic assessments.

Results Categorization accuracy was higher among control participants than among PWA. The majority of control participants implemented suboptimal or optimal multi-cue and single-feature strategies by testing phases of the experiment. In contrast, a large subgroup of PWA implemented random patterns, or no strategy, during both training and testing phases of the experiment.

Conclusions Person-to-person variability arises not only in category learning ability but also in the strategies implemented to complete category learning tasks. PWA less frequently developed effective strategies during category learning tasks than control participants. Certain PWA may have impairments of strategy development or feedback processing not captured by language and currently probed cognitive abilities.

Acknowledgments
This research was made possible in part by National Institutes of Health Grants 1K18DC011517 (awarded to Swathi Kiran) and 1R21/R33DC010461 (awarded to Swathi Kiran and Sofia Vallila-Rohter). We thank all of our participants, caregivers, and relatives for contributing to this study. We also thank Elsa Ascenso, Christina Rozek, Chaleece Sandberg, and Sarah Villard for their assistance with data collection.
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