11/22. Unilateral visual neglect overcome by cues implicit in stimulus arrays.The case of a man with a right hemisphere lesion and with evidence of left-sided visuospatial neglect is reported. On a variety of verbal and nonverbal tasks his performance was significantly modified by information implicit in stimulus configurations. Neglect deficits were present on tests involving spatially distinct or meaningless stimulus arrays but almost absent when stimuli were continuous or meaningfully integrated.- - - - - - - - - - ranking = 1keywords = cue (Clic here for more details about this article) |
12/22. Extending the limits of complex learning in organic amnesia: computer training in a vocational domain.This study explored the limits of learning that could be achieved by an amnesic patient in a complex real-world domain. Using a cuing procedure known as the method of vanishing cues, a severely amnesic encephalitic patient was taught over 250 discrete pieces of new information concerning the rules and procedures for performing a task involving data entry into a computer. Subsequently, she was able to use this acquired knowledge to perform the task accurately and efficiently in the workplace. These results suggest that amnesic patients' preserved learning abilities can be extended well beyond what has been reported previously.- - - - - - - - - - ranking = 0.25keywords = cue (Clic here for more details about this article) |
13/22. Lexicalization in an anomic patient.Following a haemorrhage in the left temporal lobe, a 25 yr-old left-handed male patient presented a word finding difficulty, particularly in confrontation naming. The patient had extensive semantic knowledge of the items that he was not able to name. Several experiments showed that he had a poor phonological image of the target word and was poorly helped by phonological cues. He had a better knowledge of the graphological image, but it remained insufficient to result in word retrieval. On several occasions, when the patient failed to name a picture which happened to be lexicalized by a polysemous word, a residual covert word form could still operate as a link between different meanings of the target word; then, the patient produces a word or a circumlocution related to one meaning which was not the illustrated meaning. This kind of response could be called a parasemia. We postulate that the patient's deficit took place outside semantic treatment and before achievement of lexical (phonological or graphological) output.- - - - - - - - - - ranking = 0.25keywords = cue (Clic here for more details about this article) |
14/22. Childhood prosopagnosia.K.D. has been unable to recognize people's faces since sustaining cerebral injury in infancy. Investigation of this disorder carried out when K.D. was aged 8 to 11 years showed that although her basic visual abilities were impaired, they were no poorer than those of other children who recognized faces without difficulty. K.D. had learned to read, but had not regained ability to recognize people's faces; instead she relied primarily on voices as a cue to person recognition. There was no evidence of any degree of overt or covert recognition of familiar faces, and K.D. also experienced problems in visual object recognition. She could, however, classify a visual input as a face, was able to perceive and imitate facial expressions, and was able to perform face matching tasks to an extent limited by her use of a feature by feature matching strategy. It is suggested that K.D.'s impairment affected higher order perceptual abilities, and is in a number of respects comparable to the impairments found in adult prosopagnosic patients.- - - - - - - - - - ranking = 0.25keywords = cue (Clic here for more details about this article) |
15/22. Sequential intellectual recovery after near-drowning.Sequential neurological and intellectual recovery after childhood near-drowning is discussed. Decisions concerning the persistence and intensity of resuscitation require a knowledge of the natural history of intellectual improvement after rescue from near-drowning. A severe case of fresh-water immersion, leading to recovery, is described. Evidence is presented to suggest that the time interval of one hour before the first spontaneous respiratory gasp forms the upper limit of the apnoeic time bracket after which survival can still be expected, and to indicate that intellectual improvement (to a measured IQ of 97) can occur even after initial decerebrate signs if vigorous therapy is prosecuted. The proportion of cases capable of sequential neurological improvement is unknown. A time base for sequential clinical and intellectual improvement after near-drowning is presented to form a yardstick with which future cases may be compared.- - - - - - - - - - ranking = 0.25keywords = cue (Clic here for more details about this article) |
16/22. Peer-facilitated sign language training for a geriatric stroke victim with chronic brain damage.The possibility of sign language training for a psycho-geriatric, aphasic, brain damaged patient was investigated over a 66-week period. Training progressed from finger dexterity tasks, physical manipulation of the patient's hand, and visual prompting to requests for a particular sign without supplementary cues. Midway through the program a peer was included in an effort to generalize the use of sign to others on the ward. The patient learned 14 signs. Data on sign language usage and social behaviors taken during three measurement periods indicate that, when the peer was present during training, performance was highest and there was an increase in the patient's level of socialization as measured by eye contact, gestures, and attempted speech. Retention of the signs and increased social responsivity were still observed two and four months after the termination of the program.- - - - - - - - - - ranking = 0.25keywords = cue (Clic here for more details about this article) |
17/22. Incidental teaching for training communication in individuals with traumatic brain injury.Although significant gains in acquisition of a variety of skills following traumatic brain injury have been demonstrated, generalization of acquired skills presents a formidable challenge. Incidental teaching procedures refer to a sequence of interactions between a trainer and a learner which take advantage of teaching opportunities that arise naturally in unstructured situations and appear to be particularly applicable to communication deficits common to persons with traumatic brain injury. This paper presents an overview of incidental teaching procedures and a case study in which incidental teaching procedures were utilized in a multiple-baseline fashion across three sequential environments to increase complete requesting skills. Results show that complete requesting increased to nearly 100% of the trials in each new environment upon procedural implementation, compared to extremely low baseline levels. In addition, significant increases in independently initiated, rather than cued, requests occurred within the first few treatment sessions. Implications of incidental teaching procedures and case study results are discussed with suggestions for future research.- - - - - - - - - - ranking = 0.25keywords = cue (Clic here for more details about this article) |
18/22. A study of anomia: evidence for a distinction between nominal and propositional language.We describe our investigations of the word retrieval abilities of a patient (NOR) with a very severe anomia. NOR had the greatest difficulty naming even very common objects to confrontation yet his word comprehension, word repetition and reading skills were intact. We documented the efficacy of different types of cues for name retrieval. Phonological and semantic cues were either ineffective or had a minor effect. By contrast a sentence frame even a low probability sentence frame (e.g. I went to the shop to buy a ...?) had a very significant facilitatory effect for object naming. In a series of experiments we explored the basis of this facilitation. It was shown that neither a picture frame, an associated verb, nor a syntactically correct but semantically meaningless sentence frame were effective cues. Our findings challenge the orthodox linear models of object naming. We interpret our observations in the context of Luria's distinction between nominative and propositional language. It is suggested that there may be two 'routes' to name retrieval, one that utilises a nominative system and an alternative one that utilises an on-line language processor that constructs propositional speech. It is the integrity of this latter system that could account for the facilitation of naming by a sentence frame in NOR, and also for the frequently observed phenomenon of the preservation of fluent speech in patients with a grave anomia.- - - - - - - - - - ranking = 0.75keywords = cue (Clic here for more details about this article) |
19/22. Use of a comprehensive programme of external cueing to enhance procedural memory in a patient with dense amnesia.This case study describes rehabilitation efforts with a 24-year-old woman who exhibited dense amnesia secondary to status epilepticus following a motor vehicle accident. She was 20 months post-injury upon entry into our day treatment programme. The functional severity of her amnesia was reflected in numerous ways, including no recall of what she wore from day to day and an inability to find the toilet after 2 weeks in the programme. A multidisciplinary comprehensive programme of external cueing was established to exploit her preserved procedural memory. Objective measures of functional compliance were gathered over time and contrasted with both standard neuropsychological test scores and early levels of functioning in rehabilitation. Results demonstrated enhanced functioning via utilization of procedural memory. In addition, the patient actually demonstrated increased independent generalization of strategies and techniques over time. Practical treatment implications are reviewed and discussed.- - - - - - - - - - ranking = 1.25keywords = cue (Clic here for more details about this article) |
20/22. A consecutive series of adults with brain injury treated with a washing and dressing retraining program.OBJECTIVES: Single-case reports indicate that behavioral methods can assist persons with brain injury to redevelop self-care skills. However, the proportion of patients who could benefit from these interventions is unknown. The present study used a specific retraining protocol to treat all patients admitted to a single facility over a 3-year period who were unable to wash and dress independently. METHOD: Four patients out of 48 met the study criteria and were treated with the washing and dressing protocol. Three had traumatic brain injury, and one had brain injury after cerebral bleed. The training program involved behavioral observation, task analysis, consistent practice, and cue fading. The Adaptive behavior Scale was used to measure behavior change. RESULTS: Three subjects achieved rapid independence in washing and dressing (20 days, 37 days, and 11 days of treatment), and one did not show significant clinical improvement. CONCLUSION: All patients admitted to the facility during a 3-year period who required washing and dressing retraining were treated with the same protocol. The consecutive series design prevented researchers from selecting patients who they believed were good treatment candidates; therefore, the findings support the general applicability of the training program.- - - - - - - - - - ranking = 0.25keywords = cue (Clic here for more details about this article) |
| <- Previous || Next -> |