The present case study investigated modality-specific aspects of novel word acquisition in aphasia. It was prompted by recent aphasia case studies indicating great interindividual variability in the ability to learn and maintain novel words in aphasia. Moreover, two previous case studies revealed a striking effect of input modality by showing effective word learning and re-learning via visual input only (Kohen, Sola, Tuomiranta, Laine, & Martin, 2012; Tuomiranta et al., 2014). The present participant TS with chronic nonfluent aphasia and post-semantic anomia was administered novel word-referent learning tasks. In the first experiment, the learning phase included simultaneous phonological and orthographic input, while the follow-up was probed separately for spoken and written responses. In the second experiment, we studied the effect of four different input and output modality combinations on her ability to learn to name the novel items. In the first experiment, TS's spoken naming performance during the learning phase was just within the range of healthy controls. Maintenance declined and remained outside that range during the whole 6-month follow-up. However, TS maintained the learned words better in written than in spoken naming throughout the follow-up, and in written naming, her maintenance stayed within the control's range up to 8 weeks post-training. The second experiment indicated that the best learning outcome was achieved with orthographic input. Orthographic input combined with orthographic output resulted in fast and accurate learning of the novel words. Interestingly, TS's test profile was opposite to her learning profile, as she repeated better than she read aloud in the linguistic background assessment. The results from the present case highlight the importance of multiple learning channels for word acquisition in individuals with aphasia. Probing the functionality of different input and output channels for learning may also prove valuable in tailoring effective treatment for persons with aphasia.

中文翻译：

---

失语症中的词汇习得：模态很重要

本案例研究调查了失语症中新词习得的模态特定方面。最近的失语症案例研究表明，在失语症中学习和保持新词的能力存在很大的个体差异。此外，之前的两个案例研究通过仅通过视觉输入显示有效的单词学习和重新学习，揭示了输入模式的显着效果（Kohen、Sola、Tuomiranta、Laine 和 Martin，2012 年；Tuomiranta 等人，2014 年）。患有慢性非流利性失语症和语义后失语症的当前参与者 TS 接受了新的单词参考学习任务。在第一个实验中，学习阶段包括同时进行语音和拼写输入，而后续则分别针对口头和书面回答进行探讨。在第二个实验中，我们研究了四种不同的输入和输出模式组合对她学习命名新项目的能力的影响。在第一个实验中，TS在学习阶段的口语命名表现正好在健康对照组的范围内。在整个 6 个月的随访期间，维持率下降并保持在该范围之外。然而，在整个随访过程中，TS 在书面命名方面比口头命名更好地保持了学习的单词，并且在书面命名方面，她在训练后 8 周内保持在控制范围内。第二个实验表明最好的学习结果是通过拼写输入实现的。正字输入与正字输出相结合，可以快速准确地学习新词。有趣的是，TS的测试档案与她的学习档案相反，因为在语言背景评估中，她的复述比朗读要好。本案例的结果强调了多种学习渠道对失语症患者单词习得的重要性。探索用于学习的不同输入和输出渠道的功能对于为失语症患者量身定制有效治疗方法也可能是有价值的。