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首页> 外文期刊>Journal of the International Neuropsychological Society: JINS >Verbal Learning Strategy Following Mild Traumatic Brain Injury
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Verbal Learning Strategy Following Mild Traumatic Brain Injury

机译：轻度颅脑损伤后的言语学习策略

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摘要

That learning and memory deficits persist many years following mild traumatic brain injury (mTBI) is controversial due to inconsistent objective evidence supporting subjective complaints. Our prior work demonstrated significant reductions in performance on the initial trial of a verbal learning task and overall slower rate of learning in well-motivated mTBI participants relative to demographically matched controls. In our previous work, we speculated that differences in strategy use could explain the differences in rate of learning. The current study serves to test this hypothesis by examining strategy use on the California Verbal Learning Test-Second Edition. Our present findings support the primary hypothesis that mTBI participants under-utilize semantic clustering strategies during list-learning relative to control participants. Despite achieving comparable total learning scores, we posit that the persisting learning and memory difficulties reported by some mTBI patients may be related to reduced usage of efficient internally driven strategies that facilitate learning. Given that strategy training has demonstrated improvements in learning and memory in educational and occupational settings, we offer that these findings have translational value in offering an additional approach in remediation of learning and memory complaints reported by some following mTBI.
机译：由于不一致的客观证据支持主观抱怨，因此在轻度颅脑损伤（mTBI）后学习和记忆缺陷仍持续多年是有争议的。我们先前的工作表明，口头学习任务的初次试用时性能显着降低，并且积极进取的mTBI参与者相对于人口统计学匹配的对照，总体学习速度较慢。在我们以前的工作中，我们推测策略使用的差异可以解释学习率的差异。本研究通过检验“加州语言学习测验第二版”的策略使用来检验这一假设。我们目前的发现支持主要假设，即相对于对照参与者，mTBI参与者在列表学习期间未充分利用语义聚类策略。尽管获得了可比的总学习成绩，但我们认为某些mTBI患者报告的持续学习和记忆困难可能与减少使用促进学习的有效内部驱动策略有关。鉴于策略培训已证明在教育和职业环境中的学习和记忆能力得到了改善，我们认为这些发现具有翻译价值，可为以下mTBI所报告的其他学习和记忆抱怨的补救方法提供额外的解决方法。

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