Browsing by Subject "oppimiskyky"
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(2020)Background. Aphasia is a linguistic disorder that occurs after language acquisition and is most commonly caused by stroke. Research on novel word acquisition can contribute to the development of aphasia rehabilitation because it helps understand the relearning of words lost due to aphasia. Novel word acquisition has been researched mainly in chronic aphasia, in which learning is possible but shows large individual variation. There is initial evidence that novel word learning is also possible in non-chronic aphasia. Aims. The objective of this thesis is to study recovery and novel word learning in the subacute and chronic stages of aphasia. The thesis will also look into possible connections between learning in subacute aphasia and learning in chronic aphasia. These connections have not been previously explored. Methods. The multiple case study included four aphasic participants who were examined 0–3 months after stroke and again 12 months after stroke. The examination consisted of cognitive-linguistic background tests, questionnaires and a computer-based novel word learning task. In the latter, the participant was tasked with learning the associations between given pseudo-words and images through feedback and repetition. Research data was analyzed case by case. Results and conclusions. Recovery and novel word learning in subacute and chronic aphasia varied among the participants. In both stages, some participants learned new vocabulary and were able to transfer it into their long-term memory. The changes in novel word learning from subacute to chronic aphasia also varied among the subjects. These changes were not systematically connected with the severity of the participants’ aphasia, their baseline learning ability or an alleviation of cognitive-linguistic symptoms. Learning ability in subacute aphasia does therefore not always appear to predict learning ability in chronic aphasia, but novel word learning is possible in both subacute and chronic aphasia. Aphasia recovery shows considerable individual variation.
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(2020)Background. Aphasia is a linguistic disorder that occurs after language acquisition and is most commonly caused by stroke. Research on novel word acquisition can contribute to the development of aphasia rehabilitation because it helps understand the relearning of words lost due to aphasia. Novel word acquisition has been researched mainly in chronic aphasia, in which learning is possible but shows large individual variation. There is initial evidence that novel word learning is also possible in non-chronic aphasia. Aims. The objective of this thesis is to study recovery and novel word learning in the subacute and chronic stages of aphasia. The thesis will also look into possible connections between learning in subacute aphasia and learning in chronic aphasia. These connections have not been previously explored. Methods. The multiple case study included four aphasic participants who were examined 0–3 months after stroke and again 12 months after stroke. The examination consisted of cognitive-linguistic background tests, questionnaires and a computer-based novel word learning task. In the latter, the participant was tasked with learning the associations between given pseudo-words and images through feedback and repetition. Research data was analyzed case by case. Results and conclusions. Recovery and novel word learning in subacute and chronic aphasia varied among the participants. In both stages, some participants learned new vocabulary and were able to transfer it into their long-term memory. The changes in novel word learning from subacute to chronic aphasia also varied among the subjects. These changes were not systematically connected with the severity of the participants’ aphasia, their baseline learning ability or an alleviation of cognitive-linguistic symptoms. Learning ability in subacute aphasia does therefore not always appear to predict learning ability in chronic aphasia, but novel word learning is possible in both subacute and chronic aphasia. Aphasia recovery shows considerable individual variation.
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(2020)Background. One way to define aphasia is to consider it as an impairment of language functions emerging after the period of language acquisition. Aphasia is most often due to an ischemic or hemorrahagic stroke and causes common problems in word retrieval, naming as well as expressive and receptive language skills. The symptoms of aphasia may be mild moderate, severe or most severe depending on the lesion size and location. The recovery from aphasia is based on the reorganization of neural networks in the brain and is generally divided into three main phases: acute, subacute and chronic. Acquisition of novel words requires intensive exposition to them through hearing or seeing as well as a good functioning of short-term and long-term memories. There has been only a little research in acquisition of novel words in subacute aphasia. Objectives. The aim of this thesis is to investigate the ability of a person in subacute phase of aphasia to learn novel words in a situation resembling ambiguous natural language learning context. Another aim is to study the connection between the learning ability and the language profile of the participant. Methods. The research material consisted of background information of the participant as well as the results of linguistic-cognitive tests and the novel word learning test. In the last-mentioned the participant learned six nonwords and their picture referents cross-situationally which means that the correct word-referent pairs develop gradually with the help of participant's own observations and feedback. Results and conclusions. Compared to the results of the nearest study available as to the study design the participant showed both statistically significant ability to learn novel words and also ability to store the new material during one week after the testing. In spite of a severe aphasia the participant reached the highest learning results together a chronic participant whose aphasia severity grade was mild. One possible explanation to this may be that the participant could make a successful advantage of both the residual of the linguistic-cognitive profile as well as the visual modality of the word learning task.
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(2020)Background. One way to define aphasia is to consider it as an impairment of language functions emerging after the period of language acquisition. Aphasia is most often due to an ischemic or hemorrahagic stroke and causes common problems in word retrieval, naming as well as expressive and receptive language skills. The symptoms of aphasia may be mild moderate, severe or most severe depending on the lesion size and location. The recovery from aphasia is based on the reorganization of neural networks in the brain and is generally divided into three main phases: acute, subacute and chronic. Acquisition of novel words requires intensive exposition to them through hearing or seeing as well as a good functioning of short-term and long-term memories. There has been only a little research in acquisition of novel words in subacute aphasia. Objectives. The aim of this thesis is to investigate the ability of a person in subacute phase of aphasia to learn novel words in a situation resembling ambiguous natural language learning context. Another aim is to study the connection between the learning ability and the language profile of the participant. Methods. The research material consisted of background information of the participant as well as the results of linguistic-cognitive tests and the novel word learning test. In the last-mentioned the participant learned six nonwords and their picture referents cross-situationally which means that the correct word-referent pairs develop gradually with the help of participant's own observations and feedback. Results and conclusions. Compared to the results of the nearest study available as to the study design the participant showed both statistically significant ability to learn novel words and also ability to store the new material during one week after the testing. In spite of a severe aphasia the participant reached the highest learning results together a chronic participant whose aphasia severity grade was mild. One possible explanation to this may be that the participant could make a successful advantage of both the residual of the linguistic-cognitive profile as well as the visual modality of the word learning task.
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(2019)Background. Aphasia refers to a disability in the processing of linguistic information. It is most typically due to a stroke. Aphasia impairs a person's ability to understand, produce and use language. Recovery from aphasia is generally divided into three main stages: acute, subacute and chronic. So far, the ability to learn new words in aphasia has only been studied in chronic aphasia. Learning new words is a complex process. In natural language learning, the relationship between a word and its meaning is often not unambiguous, but the words and their possible meanings are numerous, and the connections are complex. The learning of new words can take place by hearing or by reading. The prerequisite for rehabilitation from aphasia is the ability to learn new things, but aphasia research typically uses familiar and everyday words. However, the use of familiar words in research makes it difficult to interpret the results. In order to assess whether a person with aphasia is able to learn new vocabulary, research must be done on a vocabulary that was not available to the person before aphasia. Objectives. The aim of this thesis is to determine, whether people with subacute aphasia can learn novel vocabulary in a situation that imitates natural language learning. This thesis also investigates how the learning ability of people with aphasia compares to the learning ability of healthy matched controls in the same task and how the matched controls learn compared to healthy young adults. Methods. The participants of the study consisted of three groups: young controls, matched controls and aphasic participants. The aphasic participants were examined at HUS Hospital District in Laakso Hospital in Helsinki and in Hyvinkää Hospital. The word learning task consisted of six 3-syllable nonwords that were practiced using a computer program. The task was to combine a spoken and written novel word with the correct novel image, choosing from two different images. Results and conclusions. Learning novel words is possible in subacute aphasia. However, there was great variability in the ability to learn between the aphasic participants. Some learned the words well, others learned some words, and some did not seem to learn the words at all. In addition, some of aphasic participants in the subacute stage were able to maintain the vocabulary they learned for at least a week after learning. Some of the aphasic participants learned the words on par with matched controls but for some the learning was significantly weaker. Both young adults and matched controls performed well on the learning task, but young adults learn the words faster than matched controls.
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(2019)Tausta. Afasialla tarkoitetaan yleisimmin aivoverenkiertohäiriöstä johtuvaa kielellisen tiedon käsittelyn häiriötä. Se heikentää henkilön kykyä ymmärtää, tuottaa ja käyttää kieltä. Afasiasta toipuminen jaetaan yleensä kolmeen päävaiheeseen: akuuttiin, subakuuttiin ja krooniseen vai-heeseen. Kykyä oppia uusia sanoja on toistaiseksi tutkittu vain afasian kroonisessa vaiheessa. Uusien sanojen oppiminen on monimutkainen prosessi. Luonnollisessa kielenoppimisessa sa-nan ja sen tarkoitteen välinen yhteys ei useinkaan ole yksiselitteinen, vaan sanoja ja niitä vas-taavia mahdollisia tarkoitteita on usein paljon, ja yhteydet ovat monitahoisia. Uusia sanoja voi oppia paitsi kuulemalla, niin myös lukemalla. Edellytys afasiasta kuntoutumiselle on kyky op-pia uutta, mutta afasiatutkimuksessa käytetään tyypillisesti tuttuja ja arkisia sanoja. Tuttujen sa-nojen käyttö tutkimuksissa kuitenkin vaikeuttaa tulosten tulkintaa. Jotta voidaan arvioida, onko afasian saaneen henkilön mahdollista oppia uutta sanastoa, on tutkimusta tehtävä sellaisella sa-nastolla, joka ei ole ollut afasian saaneen henkilön käytössä ennen sairastumista. Tavoitteet. Tutkimuksen tavoitteena on selvittää, millainen kyky subakuutissa vaiheessa olevilla afaattisilla ihmisillä on oppia uutta sanastoa tilanteessa, joka muistuttaa luonnollisen kielen op-pimista. Lisäksi selvitetään, miten afaattisten osallistujien sanojen oppimisen kyky vertautuu ikäverrokkien oppimisen kykyyn samassa tehtävässä, sekä miten terve ikääntyminen vaikuttaa oppimiskykyyn. Menetelmät. Tutkimuksen kokonaisaineistoon kuului kolme ryhmää: nuoret verrokit, ikäverro-kit sekä afaattiset osallistujat. Afaattiset osallistujat tutkittiin HUS:in sairaanhoitopiirin Laakson sairaalassa sekä Hyvinkään sairaalassa. Sanastonoppimistehtävässä harjoiteltiin tietokoneohjel-man avulla kuutta kolmitavuista epäsanaa. Osallistujan tehtävänä oli yhdistää kuulemansa ja lu-kemansa epäsana toiseen kahdesta ruudulla näkemästään, ennestään tuntemattomasta kuvasta. Tulokset ja johtopäätökset. Uusien sanojen oppiminen on mahdollista subakuutissa afasiassa. Oppimiskyvyssä oli kuitenkin suurta vaihtelua afaattisten osallistujien välillä. Osa oppi sanoja hyvin, osa jonkin verran ja osa ei vaikuttanut oppivan sanoja ollenkaan. Lisäksi osa subakuutin vaiheen afaattisista osallistujista pystyi ylläpitämään oppimaansa sanastoa ainakin viikon oppi-mistilanteen jälkeen. Osa afaattisista osallistujista oppi sanoja ikäverrokkien tasoisesti, osa sel-keästi ikäverrokkeja heikommin. Sekä nuoret verrokit että ikäverrokit suoriutuivat oppimisteh-tävästä keskimääräisesti hyvin, mutta kuitenkin niin, että nuoret verrokit oppivat sanoja ikäver-rokkeja nopeammin.
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