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Retention of verbal information by aphasic subjects by Leslie Janine Rothi

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Published .
Written in English


  • Verbal learning,
  • Aphasia,
  • Human information processing,
  • Memory disorders

Book details:

Edition Notes

Statementby Leslie J. Rothi
The Physical Object
Paginationxi, 144 leaves :
Number of Pages144
ID Numbers
Open LibraryOL25937347M

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  '?.RA'N AND LANGUAGE 3, () Verbal Retention Deficits in Aphasic and Amnesic Patients1 LAIRD S. CERMAK2 AND JUDITH MOREINES3 Psychology Service, Boston Veterans Administration Hospital, South Huntington Avenue, Boston, Massachusetts and Aphasia Research Unit, Neurology Department, Boston University School of Medicine Five different Cited by: 3) An inspection of correlation coefficients between the memory tasks revealed that the normal subjects tend to whereas the aphasic patients tend to retain them in terms of multiple codes, i.e., acoustic, visual and semantic codes. The underlying mechanisms of aphasics retention deficiency specific to the verbal materials were : Keiko Nojima, Ikuyo Fujita, Hiroko Hayata.   Amnesics forgot more than control subjects did on both continuous recognition tests, but their patterns of forgetting were equivalent to the patterns of control subjects. INTRODUCTION THE DEFICITS of amnesic subjects on tests of brief-interval retention of verbal and visual information form a pattern whose internal consistency is still by:   The consistency of normal subjects' verbal responses in these scenarios allows for the establishment of an objective scoring procedure and to make meaningful comparisons among aphasic and normal subjects' responses. In this study Broca's and Wernicke's aphasic subjects were found to be successful in verbally communicating necessary information.

  Short-term retention tests of verbal item information (short-term memory for items) and order information (memory for sequences) were administered to aphasic, nonaphasic brain-damaged, and normal subjects. Memory for both parameters was significantly impaired in aphasics only. It was based on the proposition that the acquisition and retention of knowl­ edge (particularly of verbal knowledge as, for example, in school, or subject-matter learning) is the product of an active, integrative, interactional process between instructional material (subject matter) and relevant ideas in the leamer's cognitive structure to. The performance of 20 aphasic patients on a verbal list-learning task was examined in relation to site of lesion, as documented by CT scan. Patients with lesions of the inferior frontal lobe and/or the basal ganglia were severely impaired in both acquisition and long-term retention of the list, while the performance of patients with posterior. Twenty subjects from the greater Portland metropolitan area were selected to. be. the verbal retention span, and confusion or letters as well as inability to use gestures, imitate • or books. When the aphasic patient first begins reading com­.

Aphasic subjects were found to be significantly impaired in their use of question-asking strategies. They needed significantly more questions to identify target items than the normal controls. Their question-asking strategies used significantly fewer and less efficient constraint­ seeking questions than normal subjects. Some aphasic. The different verbal fluency performance of the aphasic subjects was related to both the temporal occurrence of a word within a s response interval and to its representativeness level. Current evidence from functional imaging studies in healthy subjects indicates that distinct levels of auditory-verbal analysis involve specific : The aim of this study is (1) to. Specifically, this study examined sung verbal material as input and/or task to determine the effect of combined tonal and verbal information on the processing of verbal information. Two groups of.