Research ExplorerPublicationsWord learning can be achieved without feedback

Word learning can be achieved without feedback

Standard

Word learning can be achieved without feedback : implications for aphasia therapy. / Breitenstein, Caterina; Kamping, Sandra; Jansen, Andreas; Schomacher, Marion; Knecht, Stefan.

In: RESTOR NEUROL NEUROS, Vol. 22, No. 6, 2004, p. 445-58.

Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review

Harvard

Breitenstein, C, Kamping, S, Jansen, A, Schomacher, M & Knecht, S 2004, 'Word learning can be achieved without feedback: implications for aphasia therapy', RESTOR NEUROL NEUROS, vol. 22, no. 6, pp. 445-58.

APA

Breitenstein, C., Kamping, S., Jansen, A., Schomacher, M., & Knecht, S. (2004). Word learning can be achieved without feedback: implications for aphasia therapy. RESTOR NEUROL NEUROS, 22(6), 445-58.

Vancouver

Breitenstein C, Kamping S, Jansen A, Schomacher M, Knecht S. Word learning can be achieved without feedback: implications for aphasia therapy. RESTOR NEUROL NEUROS. 2004;22(6):445-58.

Bibtex

@article{ae3e6bfa1c8c4b2990b9d1091693f085,
title = "Word learning can be achieved without feedback: implications for aphasia therapy",
abstract = "PURPOSE: Children acquire new words through exposure, without the necessity for explicit feedback by caregivers. In aphasia therapy, feedback to the patient is considered an important asset even though the empirical base demonstrating superior learning with online feedback is lacking. The present study examined if healthy adults and patients with chronic aphasia can acquire a new lexicon by intense frequency of exposure alone.METHODS: We compared learning rates with {"}frequency of exposure alone{"} (no-feedback condition: n=19 healthy adults; two patients with chronic Broca's and Wernicke's aphasia, respectively) with a condition where subjects additionally received online feedback (feedback condition; n=19). The learning principle was higher statistical co-occurrences of {"}correct{"} picture-pseudoword pairings as compared to {"}incorrect{"} pairings. In the feedback condition, immediate online feedback on the correctness of respective choices was additionally provided.RESULTS: Both healthy groups successfully acquired the vocabulary. Feedback led to a slight initial acceleration of learning but did not improve latency to peak performance or long-term retention of lexical knowledge. These findings show that high frequency interactive exposure is a potent word learning mechanism in adults and that feedback is not crucial. This is further corroborated by our successful training of two patients with chronic aphasia without online feedback.CONCLUSIONS: Our findings demonstrate that word re-learning in aphasia could benefit from maximizing on the frequency of exposure and exploiting the therapeutic principle of {"}massed practice{"}, which has been successful in physical rehabilitation after stroke. Additionally, economizing on feedback may prevent patients becoming discouraged by continuous confrontation with their deficits.",
keywords = "Adult, Aphasia, Chi-Square Distribution, Feedback, Female, Humans, Magnetic Resonance Imaging, Male, Neuropsychological Tests, Reaction Time, Retention (Psychology), Time Factors, Treatment Outcome, Verbal Learning",
author = "Caterina Breitenstein and Sandra Kamping and Andreas Jansen and Marion Schomacher and Stefan Knecht",
year = "2004",
language = "English",
volume = "22",
pages = "445--58",
journal = "RESTOR NEUROL NEUROS",
issn = "0922-6028",
publisher = "IOS Press",
number = "6",

}

RIS

TY - JOUR

T1 - Word learning can be achieved without feedback

T2 - implications for aphasia therapy

AU - Breitenstein, Caterina

AU - Kamping, Sandra

AU - Jansen, Andreas

AU - Schomacher, Marion

AU - Knecht, Stefan

PY - 2004

Y1 - 2004

N2 - PURPOSE: Children acquire new words through exposure, without the necessity for explicit feedback by caregivers. In aphasia therapy, feedback to the patient is considered an important asset even though the empirical base demonstrating superior learning with online feedback is lacking. The present study examined if healthy adults and patients with chronic aphasia can acquire a new lexicon by intense frequency of exposure alone.METHODS: We compared learning rates with "frequency of exposure alone" (no-feedback condition: n=19 healthy adults; two patients with chronic Broca's and Wernicke's aphasia, respectively) with a condition where subjects additionally received online feedback (feedback condition; n=19). The learning principle was higher statistical co-occurrences of "correct" picture-pseudoword pairings as compared to "incorrect" pairings. In the feedback condition, immediate online feedback on the correctness of respective choices was additionally provided.RESULTS: Both healthy groups successfully acquired the vocabulary. Feedback led to a slight initial acceleration of learning but did not improve latency to peak performance or long-term retention of lexical knowledge. These findings show that high frequency interactive exposure is a potent word learning mechanism in adults and that feedback is not crucial. This is further corroborated by our successful training of two patients with chronic aphasia without online feedback.CONCLUSIONS: Our findings demonstrate that word re-learning in aphasia could benefit from maximizing on the frequency of exposure and exploiting the therapeutic principle of "massed practice", which has been successful in physical rehabilitation after stroke. Additionally, economizing on feedback may prevent patients becoming discouraged by continuous confrontation with their deficits.

AB - PURPOSE: Children acquire new words through exposure, without the necessity for explicit feedback by caregivers. In aphasia therapy, feedback to the patient is considered an important asset even though the empirical base demonstrating superior learning with online feedback is lacking. The present study examined if healthy adults and patients with chronic aphasia can acquire a new lexicon by intense frequency of exposure alone.METHODS: We compared learning rates with "frequency of exposure alone" (no-feedback condition: n=19 healthy adults; two patients with chronic Broca's and Wernicke's aphasia, respectively) with a condition where subjects additionally received online feedback (feedback condition; n=19). The learning principle was higher statistical co-occurrences of "correct" picture-pseudoword pairings as compared to "incorrect" pairings. In the feedback condition, immediate online feedback on the correctness of respective choices was additionally provided.RESULTS: Both healthy groups successfully acquired the vocabulary. Feedback led to a slight initial acceleration of learning but did not improve latency to peak performance or long-term retention of lexical knowledge. These findings show that high frequency interactive exposure is a potent word learning mechanism in adults and that feedback is not crucial. This is further corroborated by our successful training of two patients with chronic aphasia without online feedback.CONCLUSIONS: Our findings demonstrate that word re-learning in aphasia could benefit from maximizing on the frequency of exposure and exploiting the therapeutic principle of "massed practice", which has been successful in physical rehabilitation after stroke. Additionally, economizing on feedback may prevent patients becoming discouraged by continuous confrontation with their deficits.

KW - Adult

KW - Aphasia

KW - Chi-Square Distribution

KW - Feedback

KW - Female

KW - Humans

KW - Magnetic Resonance Imaging

KW - Male

KW - Neuropsychological Tests

KW - Reaction Time

KW - Retention (Psychology)

KW - Time Factors

KW - Treatment Outcome

KW - Verbal Learning

M3 - SCORING: Journal article

C2 - 15798363

VL - 22

SP - 445

EP - 458

JO - RESTOR NEUROL NEUROS

JF - RESTOR NEUROL NEUROS

SN - 0922-6028

IS - 6

ER -