title: Positive effects of a computerised working memory and executive function training on sentence comprehension in aphasia.
abstract: Aphasia, the language disorder following brain damage, is frequently accompanied by deficits of working memory (WM) and executive functions (EFs). Recent studies suggest that WM, together with certain EFs, can play a role in sentence comprehension in individuals with aphasia (IWA), and that WM can be enhanced with intensive practice. Our aim was to investigate whether a combined WM and EF training improves the understanding of spoken sentences in IWA. We used a pre-post-test case control design. Three individuals with chronic aphasia practised an adaptive training task (a modified n-back task) three to four times a week for a month. Their performance was assessed before and after the training on outcome measures related to WM and spoken sentence comprehension. One participant showed significant improvement on the training task, another showed a tendency for improvement, and both of them improved significantly in spoken sentence comprehension. The third participant did not improve on the training task, however, she showed improvement on one measure of spoken sentence comprehension. Compared to controls, two individuals improved at least in one condition of the WM outcome measures. Thus, our results suggest that a combined WM and EF training can be beneficial for IWA.
authors.affiliation: a Cognitive Science, Department of Linguistics , University of Potsdam , Potsdam , Germany.|b Faculty of Education and Psychology , Eötvös Loránd University , Budapest , Hungary.
authors.forename: Lilla
authors.initials: L
authors.lastname: Zakariás
authors.affiliation: c Center for Lifespan Psychology, Max Planck Institute for Human Development , Berlin , Germany.|d Department of Cognitive Science , Budapest University of Technology and Economics , Budapest , Hungary.
authors.forename: Attila
authors.initials: A
authors.lastname: Keresztes
authors.affiliation: e Bárczi Gusztáv College of Special Education, Eötvös Loránd University , Budapest , Hungary.|f Graduate School and University Center, City University of New York , New York , USA.
authors.forename: Klára
authors.initials: K
authors.lastname: Marton
authors.affiliation: a Cognitive Science, Department of Linguistics , University of Potsdam , Potsdam , Germany.
authors.forename: Isabell
authors.initials: I
authors.lastname: Wartenburger
mesh_terms: D000368:Aged; D001037:Aphasia / Q000534:rehabilitation*; D016022:Case-Control Studies; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D032882:Comprehension / Q000502:physiology*; D003194:Computer-Assisted Instruction / Q000379:methods*; D056344:Executive Function / Q000502:physiology*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D008570:Memory, Short-Term; D008875:Middle Aged; D014163:Transfer, Psychology; D016896:Treatment Outcome
keywords: Aphasia rehabilitation; interference control; sentence comprehension deficit; transfer effect; updating training