An emergent effect of phonemic cueing following relearning in semantic dementia

نویسندگان

  • Emily J. Mayberry
  • Matthew A. Lambon Ralph
  • Karen Sage
  • Sheeba Ehsan
چکیده

This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Background: Semantic dementia (SD) is a disorder that leads to a gradual but profound breakdown of conceptual knowledge and, as a result, severe anomia that is not alleviated by phonemic cueing. Several studies have shown that practising to name a set of objects can help people with SD to relearn the names of those objects. However, it is not clear whether the factors that impact on spontaneous naming in SD would remain the same or whether they would change as a result of relearning. Aims: The current relearning study examined phonemic cueing before and after relearn-ing, to determine whether this factor's impact on naming changed during the course of the relearning. Methods & Procedures: Two people with SD participated in the study. A baseline naming test was performed prior to the start of the relearning. The relearning took place over 3 weeks (15 sessions), followed immediately by a retest the following day. Relearning and the influence of phonemic cueing were measured at baseline and retest. Outcomes & Results: The impact of phonemic cueing was greater at retest than at base-line. Conclusions: Although phonemic cueing did not impact on spontaneous naming in SD, it did have a facilitative effect after relearning. This change may signal a shift in the relative contributions of the underlying learning systems.

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تاریخ انتشار 2012