This study examined how the distribution and amount of practice affect word retrieval in aphasia as well as how such factors relate to the efficiency of learning. The central hypothesis was that factors that enhance the learning of new knowledge also enhance persistent access to existing, but inconsistently available, word representations. The study evaluated the impact of learning principles on word retrieval by manipulating the timing and amount of retrievals for items presented for naming. Nine people with chronic aphasia with naming impairment completed the experiment. Training materials involved proper noun entities assigned to six conditions formed by crossing a 2-level factor of spacing of sessions, i.e., intersession interval (1 day versus 7 days between sessions) with a 3-level factor of number of correct retrievals per item per session, i.e., criterion level (Criterion-1, Criterion-2, and Criterion-4). Each intersession interval condition comprised three training sessions and a one-month retention test. Increasing the criterion level enhanced naming performance after short (1 day, 7 days) and long (one month) retention intervals, but these advantages came at the cost of many additional training trials. In most cases, later naming success was superior when the same number of correct retrievals of an item was distributed across multiple sessions rather than administered within one session. The substantial advantages for across-session spacing were gained at little cost in terms of additional training trials. At one-month retention, naming accuracy was numerically but not significantly higher in the 7-day versus 1-day intersession interval condition. Implications for theories of lexical access and naming treatment in aphasia are discussed.

中文翻译：

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分布式练习和标准水平对失语症单词检索的影响。


这项研究探讨了练习的分布和数量如何影响失语症患者的单词检索，以及这些因素与学习效率的关系。中心假设是，增强新知识学习的因素也会增强对现有但不一致的可用单词表示的持久访问。该研究通过操纵命名项目的检索时间和数量来评估学习原则对单词检索的影响。九名患有命名障碍的慢性失语症患者完成了实验。培训材料涉及分配给六个条件的专有名词实体，这些条件是通过将会话间隔的 2 级因子（即会话间隔（会话间隔 1 天与 7 天））与每个项目的正确检索次数的 3 级因子相交叉而形成的。会话，即标准级别（Criterion-1、Criterion-2 和 Criterion-4）。每个间歇期条件包括三个训练课程和一个月的保留测试。提高标准级别可以增强短（1 天、7 天）和长（1 个月）保留间隔后的命名性能，但这些优势是以许多额外的训练试验为代价的。在大多数情况下，当相同数量的项目正确检索分布在多个会话中而不是在一个会话中管理时，后来命名的成功率更高。就额外的训练试验而言，跨会话间隔的显着优势是以很少的成本获得的。在保留 1 个月的情况下，7 天的命名准确率与 1 天的会话间隔条件相比，在数值上有所提高，但并没有显着提高。讨论了失语症的词汇获取和命名治疗理论的意义。