Sequential learning in individuals with agrammatic aphasia: evidence from artificial grammar learning

Julia Schuchard*, Cynthia K. Thompson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

We examined sequential learning in individuals with agrammatic aphasia (n = 12) and healthy age-matched participants (n = 12) using an artificial grammar. Artificial grammar acquisition, 24-hour retention, and the potential benefits of additional training were examined by administering an artificial grammar judgment test (1) immediately following auditory exposure-based training, (2) one day after training, and (3) after a second training session on the second day. An untrained control group (n = 12 healthy age-matched participants) completed the tests on the same time schedule. The trained healthy and aphasic groups showed greater sensitivity to the detection of grammatical items than the control group. No significant correlations between sequential learning and language abilities were observed among the aphasic participants. The results suggest that individuals with agrammatic aphasia show sequential learning, but the underlying processes involved in this learning may be different than for healthy adults.

Original languageEnglish (US)
Pages (from-to)521-534
Number of pages14
JournalJournal of Cognitive Psychology
Volume29
Issue number5
DOIs
StatePublished - Jul 4 2017

Keywords

  • Agrammatic aphasia
  • artificial grammar
  • retention
  • sequential learning

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology

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