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Relevant bibliographies by topics / Symbol learning in aphasia

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Academic literature on the topic 'Symbol learning in aphasia'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Symbol learning in aphasia"

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Koul, Rajinder K., and Lyle L. Lloyd. "Comparison of Graphic Symbol Learning in Individuals with Aphasia and Right Hemisphere Brain Damage." Brain and Language 62, no. 3 (1998): 398–421. http://dx.doi.org/10.1006/brln.1997.1908.

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Khaledan, Roujan, and Heather A. Tomlinson. "pARTicipate: Art as Self-Expression for Persons with Aphasia." Alberta Academic Review 2, no. 3 (2019): 10. http://dx.doi.org/10.29173/aar99.

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Background Aphasia is an acquired communication disorder resulting from a stroke or traumatic brain injury. Persons with Aphasia (PWA) have deficits in language comprehension and expression. Loss of communicative functions can be isolating for PWA as they may face barriers to accessing community-based leisure programs. Aphasia-friendly materials, visuals and simple written or oral instructions, can reduce such barriers and support communicative access. Objective  The pARTicipate project is a student-initiated art group that was piloted with the aim of encouraging PWA to trial an art class in a communicatively accessible and low-risk environment, as part of an outpatient rehabilitation program. By using a life participation approach for aphasia, this project aimed to promote participants’ discovery, or rediscovery, of a hobby.  Methods Four PWA completed six art projects over 9 weeks. Communicative access was enhanced by using aphasia-friendly instructions and demonstrations to teach the projects. Participants showcased their projects and taught their skills to family and community members on the final “Share Day”.  Results Qualitative and quantitative data was gathered from satisfaction surveys. One hundred percent of the participants indicated that they enjoyed sharing their art with the community, and that they would join the group again if it was offered. Additionally, all participants indicated they would be likely to continue exploring art in the future.  Conclusions It is expected that the skills learned by PWAs in pARTicipate may help increase their confidence about participating in other community-based art classes. As well, continuing to use these skills may help participants develop a sense of belonging to the artistic community. By learning to incorporate personal symbols, PWA can be deliberate in their use of art for self-expression in the future. Finally, PWA were empowered to assume a leadership role during “Share Day”. Having the opportunity to teach newly acquired artistic skills to their family and community members promoted positive feelings about the self and served to reveal their cometencies. 

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Freed, Donald B., Robert C. Marshall, and Marilyn A. Nippold. "Comparison of Personalized Cueing and Provided Cueing on the Facilitation of Verbal Labeling by Aphasic Subjects." Journal of Speech, Language, and Hearing Research 38, no. 5 (1995): 1081–90. http://dx.doi.org/10.1044/jshr.3805.1081.

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This study investigated the effects of two associative learning tasks on aphasic subjects’ labeling of novel symbols. It was designed to determine if aphasie subjects need to develop their own associations for word-symbols pairs (personalized cueing) to obtain the long-term labeling benefits observed in prior research or if comparable results are obtained when “ready-made” associations are used during training (provided cueing). The results showed that the two cueing techniques were equal in their ability to elicit correct responses from the subjects. The results also demonstrated the long-term effectiveness of both cueing procedures on the subjects’ labeling accuracy up to 30 days after training was discontinued.

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Asano, Kimiko, Touru Takizawa, Kazuo Hadano, and Toshihiko Hamanaka. "Learning of visual symbols in severe aphasic patients." Higher Brain Function Research 8, no. 4 (1988): 267–73. http://dx.doi.org/10.2496/apr.8.267.

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Coran, Monica, Antoni Rodriguez-Fornells, Neus Ramos-Escobar, Matti Laine, and Nadine Martin. "Word Learning in Aphasia." Topics in Language Disorders 40, no. 1 (2020): 81–109. http://dx.doi.org/10.1097/tld.0000000000000204.

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Beran, Michael J., E. Sue Savage-Rumbaugh, Karen E. Brakke, John W. Kelley, and Duane M. Rumbaugh. "Symbol Comprehension and Learning." Evolution of Communication 2, no. 2 (1998): 171–88. http://dx.doi.org/10.1075/eoc.2.2.02ber.

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Language comprehension in the great apes has been investigated through a variety of paradigms. This experiment employed a match-to-sample computer task to investigate the current language comprehension of three chimpanzees (Pan troglodytes) raised in different language environments but with a similar symbol system (lexigrams). Each of these animals still uses the lexigram keyboard system on a daily basis but none of the animals are the focus of ongoing ape language research programs. Six testing conditions were employed utilizing photographs, lexigrams and spoken English. The results indicated that all apes retained knowledge of at least some of the symbols that they had previously learned, and they each learned differing numbers of new lexigrams that were never taught to them. This indicates that rearing history is important not only in initial symbol acquisition in apes, but also in extended recall of the symbols, particularly when those symbols are used infrequently later in life. Differences in the current ages of these apes requires that such a conclusion be made tentatively, and suggests the need to continue the examination of symbol vocabulary size at various times throughout the life of each ape.

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Hopper, Tammy, and Audrey L. Holland. "Aphasia and Learning in Adults." Topics in Geriatric Rehabilitation 21, no. 4 (2005): 315–22. http://dx.doi.org/10.1097/00013614-200510000-00008.

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Friedman, Rhonda D., Elizabeth H. Lacey, and Susan Nitzberg Lott. "Learning and maintenance in aphasia rehabilitation." Brain and Language 87, no. 1 (2003): 181–82. http://dx.doi.org/10.1016/s0093-934x(03)00260-8.

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Peñaloza, Claudia, Daniel Mirman, Pedro Cardona, et al. "Cross-situational word learning in aphasia." Cortex 93 (August 2017): 12–27. http://dx.doi.org/10.1016/j.cortex.2017.04.020.

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Grossman, Murray, and Susan Carey. "Selective word-learning deficits in aphasia." Brain and Language 32, no. 2 (1987): 306–24. http://dx.doi.org/10.1016/0093-934x(87)90130-1.

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Dissertations / Theses on the topic "Symbol learning in aphasia"

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Rajaram, Priya. "The application of the self-generation effect to the learning of Blissymbols by persons presenting with severe aphasia." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-03012010-094335.

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Cardone, Victoria. "Exploring the Construct of Overlearning in Adults with Aphasia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492024567011232.

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Coran, Monica. "Novel Word Learning as a Treatment of Word Processing Disorders in Aphasia." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/485434.

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Communication Sciences<br>M.A.<br>Research suggests that novel word learning tasks engage both verbal short-term memory (STM) and lexical processing, and may serve as a potential treatment for word processing and functional language in aphasia (e.g., Gupta, Martin, Abbs, Schwartz, Lipinski, 2006; Tuomiranta, Grönroos, Martin, & Laine, 2014). The purpose of this study was to gain support for the hypotheses that novel word learning engages verbal STM and lexical access processes and can be used to promote improvements in these abilities in treatment of aphasia. We used a novel word learning task as a treatment with three participants: KT, UP, and CN, presenting with different types and severities of aphasia and predicted that treatment would result in (1) acquisition of trained novel words (2) improved verbal STM capacity and (3) improved access to and retrieval of real words. Twenty novel words were trained for 1 hour x 2 days/week x 4 weeks. Language and learning measures were administered pre- and post-treatment. All three participants showed receptive learning and some improvement on span tasks, while UP and CN demonstrated some expressive learning. KT also improved in performance on the Peabody Picture Vocabulary Test and the Philadelphia Naming Test. UP showed significant improvement on proportion Correct Information Units (CIUs) in discourse. CN showed some minimal improvement in narrative production for proportion CIUs and proportion of closed class words. These findings support that novel word learning treatment, which engages verbal STM processes and lexical retrieval pathways, can improve input lexical processing. Theoretically, this study provides further evidence for models that propose common mechanisms supporting novel word learning, short-term memory, and lexical processing.<br>Temple University--Theses

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Wu, Qiming. "A robust audio-based symbol recognition system using machine learning techniques." University of the Western Cape, 2020. http://hdl.handle.net/11394/7614.

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Masters of Science<br>This research investigates the creation of an audio-shape recognition system that is able to interpret a user’s drawn audio shapes—fundamental shapes, digits and/or letters— on a given surface such as a table-top using a generic stylus such as the back of a pen. The system aims to make use of one, two or three Piezo microphones, as required, to capture the sound of the audio gestures, and a combination of the Mel-Frequency Cepstral Coeﬃcients (MFCC) feature descriptor and Support Vector Machines (SVMs) to recognise audio shapes. The novelty of the system is in the use of piezo microphones which are low cost, light-weight and portable, and the main investigation is around determining whether these microphones are able to provide suﬃciently rich information to recognise the audio shapes mentioned in such a framework.

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Rohter, Sofia Vallila. "Learning ability in post-stroke aphasia : success, strategy use and implications for therapy." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/87502.

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Thesis: Ph. D. in Speech and Hearing Biosciences and Technology, Harvard-MIT Program in Health Sciences and Technology, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 103-111).<br>Aphasia is an impairment in the expression or comprehension of language that results from stroke, traumatic brain injury or progressive neurological disease. Approximately one million people in the United States suffer from aphasia, with the prevalence projected to increase to two million by 2020. Research has shown that speech-language therapy, the treatment for aphasia, can significantly improve people's ability to communicate. However, a major limitation in the field of aphasia rehabilitation is the lack of predictability in patients' response to therapy and the inability to tailor treatment to individuals. We hypothesize that learning represents a critical, underexplored factor in aphasia rehabilitation. Predicting whether a patient will improve following therapy may depend more upon that individual's ability to learn new information in general than upon a specific ability to relearn and master language. In this thesis I report a series of experiments that introduce a new approach that looks beyond language, proposing that the answer to developing efficacious, individually tailored therapies lies in a better understanding of the mechanisms of nonverbal learning in individuals with aphasia. We first explore learning success on a test of nonlinguistic category learning to examine whether learning differences arise among individuals with aphasia and non-aphasic controls. In Experiment 2, we probe the impact of stimulus manipulations on learning success. Experiment 3 presents an investigation into the relationship between learning score and language therapy outcomes. Finally, in Experiment 4, we examine the strategies used to perform our task in order to better understand how information is processed during probabilistic category learning. Results support the hypothesis that aphasia differentially affects language and learning networks. Instruction method and stimulus complexity were found to impact learning success and strategy use in individuals with aphasia. Furthermore, a positive correlation was found between learning scores and success with language therapy, suggesting that there is an informative relationship between learning ability and therapy outcomes. Findings draw attention to underlying processes that have not yet been the focus of research in aphasia, yet likely contribute to outcomes with therapy and present a gateway towards individualizing therapy and improving the predictability of patient outcomes.<br>by Sofia Vallila Rohter.<br>Ph. D. in Speech and Hearing Biosciences and Technology

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Schraufnagel, Caitlin D. "Assessing Learning Disabilities: Effectiveness of the Symbol Language and Communication Battery (SLCB)." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2501/.

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This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.

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MacDorman, Karl Fredric. "Symbol grounding : learning categorical and sensorimotor predictions for coordination in autonomous robots." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627163.

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Raue, Federico [Verfasser], and Andreas [Akademischer Betreuer] Dengel. "Association Learning inspired by the Symbol Grounding Problem / Federico Raue ; Betreuer: Andreas Dengel." Kaiserslautern : Technische Universität Kaiserslautern, 2018. http://d-nb.info/1174205237/34.

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Zimmerer, Vitor. "Intact and impaired fundamentals of syntax : Artificial grammar learning in healthy speakers and people with aphasia." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527246.

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Baker, Carol L. "Utilization of the Reitan-Indiana Aphasia Screening Test in identifying learning disabled and low-achieving children." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917837.

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At the core of this study was an investigation of the current system of identification of learning disabled children as a result of concerns raised regarding the equivocal nature of federal guidelines for identification and their differential application by professionals. Toward this goal, the purposes of this study were 1) to evaluate the Reitan-Indiana Aphasia Screening Test as a means to differentiate LD children from low-achieving and normal children; 2) to assess the quantitative and qualitative neuropsychological performance differences between these three groups; and 3) to evaluate the quantitative and qualitative neuropsychological performance differences between male and female LD and low-achieving children. Subjects were 244 male (n=118) and female (n=126) LD (n=82), low-achieving (n=72), and normal (n=90) children randomly selected from five Midwestern school corporations. Classification of subjects into groups was based on previous identification as an LD child or scores on the Comprehensive Test of Basic Skills (below the 50th percentile and not school identified as LD were classified as low-achieving). Two-way analyses of variance indicated that neuropsychological performanceNeuropsychological Differences as measured by the Reran-Indiana Aphasia Screening Test significantly differed between groups but not gender on total error score. Further, two-way multivariate analyses of variance indicated significant performance differences across groups with LD children making more errors than either group on tasks indicative of spelling dyspraxia, constructional dyspraxia, dyslexia, central dysarthria, dyscalculia, and body dysgnosia. Additionally, LD children demonstrated more dysfunction in deficits reflective of only mild to moderate neuropsychological impairment as compared to deficits more strongly indicative of brain damage. No differences in performance based on type of error or severity of dysfunction was found between genders. Implications of these findings are discussed relative to the identification process.<br>Department of Educational Psychology

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Books on the topic "Symbol learning in aphasia"

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Savage-Rumbaugh, E. Sue. Ape language: From conditionedresponse to symbol. Columbia University Press, 1986.

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Ape language: From conditioned response to symbol. Columbia University Press, 1986.

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Savage-Rumbaugh, E. Sue. Ape language: From conditioned response to symbol. Oxford University Press, 1986.

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Savage-Rumbaugh, E. Sue. Ape language: From conditioned response to symbol. Columbia University Press, 1986.

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Seeing stars: Symbol imagery for phonemic awareness, sight words and spelling. Gander Pub., 1997.

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Foolish men!: Sor Juana Inés de la Cruz as spiritual protagonist, educational prism, and symbol for women. LEPS Press, Northern Illinois University, 1994.

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Northrup, Peggy S. The Literacy Link: A Multisensory Approach to Sound-Symbol Connections. Thinking Publications, 2002.

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Salazar, Norma. Foolish Men: Sor Juana Ines De LA Cruz As Spiritual Protagonist, Educational Prism, and Symbol for Hispanic Women. Educational Studies Pr, 1993.

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McNeil, Malcolm Ray. Revised token test. Pro-Ed, 1985.

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Katz, Daniel. Notebook: I Love Giraffes and Coffee Funny Heart Symbol Gift Journal and Take Note Notebook for Writing and Learning for Men and Women and Kids to Write and with Collge Line Large Size 8. 5inchx11inch. Independently Published, 2020.

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Book chapters on the topic "Symbol learning in aphasia"

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Reinvang, Ivar. "Memory and Learning Deficits." In Aphasia and Brain Organization. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-9214-0_5.

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Gaddes, William H. "Language Development, Aphasia, and Dyslexia." In Learning Disabilities and Brain Function. Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4757-1864-5_8.

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Gaddes, William H., and Dorothy Edgell. "Language Development, Aphasia, and Dyslexia." In Learning Disabilities and Brain Function. Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4757-2255-0_8.

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Swarup, Samarth, Kiran Lakkaraju, Sylvian R. Ray, and Les Gasser. "Symbol Grounding Through Cumulative Learning." In Symbol Grounding and Beyond. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11880172_14.

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Smith, Kenny, Andrew D. M. Smith, Richard A. Blythe, and Paul Vogt. "Cross-Situational Learning: A Mathematical Approach." In Symbol Grounding and Beyond. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11880172_3.

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Divina, Federico, and Paul Vogt. "A Hybrid Model for Learning Word-Meaning Mappings." In Symbol Grounding and Beyond. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11880172_1.

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Taguchi, Ryo, Kouichi Katsurada, and Tsuneo Nitta. "Dialog Strategy Acquisition and Its Evaluation for Efficient Learning of Word Meanings by Agents." In Symbol Grounding and Beyond. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11880172_4.

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Lőrincz, András. "Learning and Representation: From Compressive Sampling to the ‘Symbol Learning Problem’." In Bolyai Society Mathematical Studies. Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69395-6_11.

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Firdaus, Syeda Aliya, and K. Vaidehi. "Handwritten Mathematical Symbol Recognition Using Machine Learning Techniques: Review." In Learning and Analytics in Intelligent Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24318-0_75.

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Jakobi, Anja P. "Implications: A Tool for Progress and a Symbol of Modernity." In International Organizations and Lifelong Learning. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245679_6.

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Conference papers on the topic "Symbol learning in aphasia"

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R, Jothi K., Mamatha V. L, Saravana Balaji B, and Priyanka Yawalkar. "Speech Intelligence Using Machine Learning for Aphasia Individual." In 2019 International Conference on Computational Intelligence and Knowledge Economy (ICCIKE). IEEE, 2019. http://dx.doi.org/10.1109/iccike47802.2019.9004244.

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Gu, Yiwen, Murtadha Bahrani, Anne Billot, et al. "A machine learning approach for predicting post-stroke aphasia recovery." In PETRA '20: The 13th PErvasive Technologies Related to Assistive Environments Conference. ACM, 2020. http://dx.doi.org/10.1145/3389189.3389204.

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Roy, Tonmoy Saha. "Robot learning using Symbol Grounding." In 2014 17th International Conference on Computer and Information Technology (ICCIT). IEEE, 2014. http://dx.doi.org/10.1109/iccitechn.2014.7073085.

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Rebelo, A., J. Tkaczuk, R. Sousa, and J. S. Cardoso. "Metric Learning for Music Symbol Recognition." In 2011 Tenth International Conference on Machine Learning and Applications (ICMLA 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmla.2011.94.

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Kohlschein, Christian, Maximilian Schmitt, Bjorn Schuller, Sabina Jeschke, and Cornelius J. Werner. "A machine learning based system for the automatic evaluation of aphasia speech." In 2017 IEEE 19th International Conference on e-Health Networking, Applications and Services (Healthcom). IEEE, 2017. http://dx.doi.org/10.1109/healthcom.2017.8210766.

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Lai, Sha, Anne Billot, Maria Varkanitsa, et al. "An Exploration of Machine Learning Methods for Predicting Post-stroke Aphasia Recovery." In PETRA '21: The 14th PErvasive Technologies Related to Assistive Environments Conference. ACM, 2021. http://dx.doi.org/10.1145/3453892.3461319.

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Somarouthu, Sathwic, Saradeep Manam, and Arpitha Thakre. "Symbol Detection in presence of Symbol Timing Offset using Machine Learning Technique." In 2020 5th IEEE International Conference on Recent Advances and Innovations in Engineering (ICRAIE). IEEE, 2020. http://dx.doi.org/10.1109/icraie51050.2020.9358360.

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Cardarilli, Gian Carlo, Luca Di Nunzio, Rocco Fazzolari, et al. "A Q-Learning based PSK Symbol Synchronizer." In 2019 International Symposium on Signals, Circuits and Systems (ISSCS). IEEE, 2019. http://dx.doi.org/10.1109/isscs.2019.8801727.

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Qin, Ying, Tan Lee, Siyuan Feng, and Anthony Pak Hin Kong. "Automatic Speech Assessment for People with Aphasia Using TDNN-BLSTM with Multi-Task Learning." In Interspeech 2018. ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-1630.

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Emir, Ahmet, Ferdi Kara, and Hakan Kaya. "Deep Learning-Based Joint Symbol Detection for NOMA." In 2019 27th Signal Processing and Communications Applications Conference (SIU). IEEE, 2019. http://dx.doi.org/10.1109/siu.2019.8806600.

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