ArticleCognitive neuropsychology
Word repetition and retrieval practice effects in aphasia: Evidence for use-dependent learning in lexical access.
Article in Cognitive neuropsychology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- Developing Cognitive Control Training for Aphasia: Insights From Treatment Theory and Enablement Theory.Archives of physical medicine and rehabilitation · 2026Review
- The serial order system in word production and working memory: A case series approach.Cortex; a journal devoted to the study of the nervous system and behavior · 2025Article
- Errorless and errorful learning in people with aphasia across novel-object pairing and word retrieval tasks.Aphasiology · 2024Article
- Errorless, Errorful, and Retrieval Practice for Naming Treatment in Aphasia: A Scoping Review of Learning Mechanisms and Treatment Ingredients.Journal of speech, language, and hearing research : JSLHR · 2023Article
- An examination of retrieval practice and production training in the treatment of lexical-semantic comprehension deficits in aphasia.Neuropsychology · 2022Article
- Article
- Treatment of the Linguistic and Temporal Components of Lexical Activation to Improve Word Retrieval in Aphasia.Frontiers in rehabilitation sciences · 2022Article
- Effortful Retrieval Practice Effects in Lexical Access: A Role for Semantic Competition.Language, cognition and neuroscience · 2022Article
- Article
- A Review of the Application of Distributed Practice Principles to Naming Treatment in Aphasia.Topics in language disorders · 2020Article
- Retrieval practice and spacing effects in multi-session treatment of naming impairment in aphasia.Cortex; a journal devoted to the study of the nervous system and behavior · 2019Article
- The Roles of Retrieval Practice Versus Errorless Learning in Strengthening Lexical Access in Aphasia.Journal of speech, language, and hearing research : JSLHR · 2018Article
- Theory-driven treatment modifications: A discussion on meeting the linguistic, cognitive, and psychosocial needs of individual clients with aphasia.Journal of communication disordersArticle
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Authors and funding
2 authors.
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Abstract
This study tested the hypothesis that a use-dependent learning mechanism operates at each of two stages of lexical access: retrieval of a word from semantics ("Stage 1"), followed by retrieval of the word's constituent phonemes ("Stage 2"). Two participants with aphasia were selected due to their contrasting types of naming impairment (Stage 1 versus Stage 2 difficulty). For each participant, items were assigned to naming training that involved retrieval practice (retrieval of the name from semantics) or repetition practice (hear the name and orally repeat it). Naming tests were administered one day and one week after training. The results supported the predicted training effects: (a) Because successful naming via retrieval practice requires both Stage 1 and Stage 2, this technique uses and strengthens item-specific connections in both stages. (b) Because word repetition circumvents semantically driven retrieval, this technique primarily uses and strengthens item-specific connections in Stage 2.
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