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Related Experiment Video

Updated: Jan 23, 2026

A Micro-CT-based Method for Characterizing Lesions and Locating Electrodes in Small Animal Brains
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Re-learning and remembering in the lesioned brain.

Brenda Rapp1, Robert W Wiley2

  • 1Department of Cognitive Science, Johns Hopkins University, USA; Department of Psychological and Brain Science, Johns Hopkins University, USA; Department of Neuroscience, Johns Hopkins University, USA.

Neuropsychologia
|June 22, 2019
PubMed
Summary
This summary is machine-generated.

Re-learning language after brain injury follows similar principles as in healthy individuals, even with cognitive deficits. Optimal spacing of learning trials aids language rehabilitation and retention.

Keywords:
Optimal spacingPost-stroke learningRe-learning and retention

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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Speech-Language Pathology

Background:

  • Acquired language impairments post-brain lesion present significant re-learning challenges.
  • Learning and memory research has largely focused on amnesic individuals, neglecting acquired language deficits.
  • Frontal and subcortical lesions, common after stroke, impact learning and memory relevant to language recovery.

Purpose of the Study:

  • To investigate if established learning and memory principles apply to language re-learning in individuals with post-stroke language impairment.
  • To examine the impact of training schedules (distributed vs. clustered) on language re-learning.
  • To explore the relationship between trial spacing and retention period in acquired language deficits.

Main Methods:

  • Two studies were conducted on individuals with post-stroke language impairment.
  • Study 1 compared distributed versus clustered training schedules for written language production.
  • Study 2 investigated the effect of training trial spacing on retention periods.

Main Results:

  • Principles of optimal learning trial spacing observed in neurotypical individuals also apply to language re-learning in brain-lesioned individuals.
  • Despite cognitive deficits and brain lesions, language re-learning and retention are governed by similar principles.
  • Distributed training schedules and appropriate spacing appear crucial for effective language re-learning and retention.

Conclusions:

  • Findings suggest that established learning and memory principles can guide language rehabilitation strategies.
  • The results challenge the traditional compression of rehabilitation into short time windows.
  • Integrating learning and memory research with rehabilitation practices can optimize recovery from acquired language impairments.