Learning from Input and Memory Evolution: Points of Vulnerability on a Pathway to Mastery in Word Learning
Issue Date
2014Author
Storkel, Holly L.
Publisher
Informa Healthcare
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Published Version
http://www.tandfonline.com/toc/iasl20/currentMetadata
Show full item recordAbstract
Word learning consists of at least two neurocognitive processes: learning from input during training and memory evolution during gaps between training sessions. Fine-grained analysis of word learning by normal adults provides evidence that learning from input is swift and stable, whereas memory evolution is a point of potential vulnerability on the pathway to mastery.
Moreover, success during learning from input is linked to positive outcomes from memory evolution. These two neurocognitive processes can be overlaid on to components of clinical treatment with within-session variables (i.e., dose form and dose) potentially linked to learning from input and between-session variables (i.e., dose frequency) linked to memory evolution. Collecting data at the beginning and end of a treatment session can be used to identify the point of vulnerability in word learning for a given client and the appropriate treatment component can then be adjusted to improve the client’s word learning. Two clinical cases are provided to illustrate this approach.
Description
This is the author's accepted manuscript. The original publication is available at http://www.tandfonline.com/toc/iasl20/current
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Citation
Storkel, Holly L. "Learning from Input and Memory Evolution: Points of Vulnerability on a Pathway to Mastery in Word Learning." International Journal of Speech-Language Pathology 17.1 (2015): 1-12.
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