ELIZA

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532339 occurrences (No.23 in the rank) during 5 years in the PubMed. [no cache] 500 found

425) The results tap into theoretical accounts of gestures in lexical learning and suggest an explanation for the diverging effect in therapeutical studies advocating gestures in aphasia rehabilitation.

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PMID:24001598 DOI:10.1016/j.cortex.2013.07.012

2015 Cortex; a journal devoted to the study of the nervous system and behavior

* Lexical learning in mild aphasia: gesture benefit depends on patholinguistic profile and lesion pattern.

- Gestures accompany speech and enrich human communication. When aphasia interferes with verbal abilities, gestures become even more relevant, compensating for and/or facilitating verbal communication. However, small-scale clinical studies yielded diverging results with regard to a therapeutic gesture benefit for lexical retrieval. Based on recent functional neuroimaging results, delineating a speech-gesture integration network for lexical learning in healthy adults, we hypothesized that the commonly observed variability may stem from differential patholinguistic profiles in turn depending on lesion pattern. Therefore we used a controlled novel word learning paradigm to probe the impact of gestures on lexical learning, in the lesioned language network. Fourteen patients with chronic left hemispheric lesions and mild residual aphasia learned 30 novel words for manipulable objects over four days. Half of the words were trained with gestures while the other half were trained purely verbally. For the gesture condition, rootwords were visually presented (e.g., Klavier, [piano]), followed by videos of the corresponding gestures and the auditory presentation of the novel words (e.g., /krulo/). Participants had to repeat pseudowords and simultaneously reproduce gestures. In the verbal condition no gesture-video was shown and participants only repeated pseudowords orally. Correlational analyses confirmed that gesture benefit depends on the patholinguistic profile: lesser lexico-semantic impairment correlated with better gesture-enhanced learning. Conversely largely preserved segmental-phonological capabilities correlated with better purely verbal learning. Moreover, structural MRI-analysis disclosed differential lesion patterns, most interestingly suggesting that integrity of the left anterior temporal pole predicted gesture benefit. Thus largely preserved semantic capabilities and relative integrity of a semantic integration network are prerequisites for successful use of the multimodal learning strategy, in which gestures may cause a deeper semantic rooting of the novel word-form. The results tap into theoretical accounts of gestures in lexical learning and suggest an explanation for the diverging effect in therapeutical studies advocating gestures in aphasia rehabilitation.

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(2)47 null	(15)7 should	(28)3 for	(41)2 indicated
(3)32 of	(16)6 is	(29)3 however,	(42)2 investigating
(4)26 are	(17)6 we	(30)3 performed	(43)2 involving
(5)26 on	(18)5 suggest	(31)3 reported	(44)2 it
(6)19 in	(19)5 the	(32)3 since	(45)2 or
(7)17 were	(20)4 as	(33)3 which	(46)2 provide
(8)16 and	(21)4 demonstrated	(34)2 about	(47)2 published
(9)15 to	(22)4 evaluating	(35)2 also	(48)2 regarding
(10)10 showed	(23)4 from	(36)2 can	(49)2 targeting
(11)8 revealed	(24)4 indicate	(37)2 concerning	(50)2 tested
(12)8 that	(25)4 show	(38)2 demonstrating	(51)2 used
(13)8 using	(26)3 based	(39)2 has	(52)2 was

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--- WordNet output for studies --- Overview of noun study The noun study has 10 senses (first 8 from tagged texts) 1. (90) survey, study -- (a detailed critical inspection) 2. (17) study, work -- (applying the mind to learning and understanding a subject (especially by reading); "mastering a second language requires a lot of work"; "no schools offer graduate study in interior design") 3. (6) report, study, written report -- (a written document describing the findings of some individual or group; "this accords with the recent study by Hill and Dale") 4. (6) study -- (a state of deep mental absorption; "she is in a deep study") 5. (6) study -- (a room used for reading and writing and studying; "he knocked lightly on the closed door of the study") 6. (3) discipline, subject, subject area, subject field, field, field of study, study, bailiwick -- (a branch of knowledge; "in what discipline is his doctorate?"; "teachers should be well trained in their subject"; "anthropology is the study of human beings") 7. (2) sketch, study -- (preliminary drawing for later elaboration; "he made several studies before starting to paint") 8. (1) cogitation, study -- (attentive consideration and meditation; "after much cogitation he rejected the offer") 9. study -- (someone who memorizes quickly and easily (as the lines for a part in a play); "he is a quick study") 10. study -- (a composition intended to develop one aspect of the performer's technique; "a study in spiccato bowing") Overview of verb study The verb study has 6 senses (first 6 from tagged texts) 1. (73) analyze, analyse, study, examine, canvass, canvas -- (consider in detail and subject to an analysis in order to discover essential features or meaning; "analyze a sonnet by Shakespeare"; "analyze the evidence in a criminal trial"; "analyze your real motives") 2. (17) study -- (be a student; follow a course of study; be enrolled at an institute of learning) 3. (15) study, consider -- (give careful consideration to; "consider the possibility of moving") 4. (13) learn, study, read, take -- (be a student of a certain subject; "She is reading for the bar exam") 5. (5) study, hit the books -- (learn by reading books; "He is studying geology in his room"; "I have an exam next week; I must hit the books now") 6. (2) study, meditate, contemplate -- (think intently and at length, as for spiritual purposes; "He is meditating in his study") --- WordNet end ---