The Principle of Stimulus Equivalence Learning and Its Neuropsychological Correlates in Adults With Acquired Brain Injury (ABI).
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 40
- 试验地点
- 1
- 主要终点
- Modified Rutgers Equivalence Learning Task (mRAET)
研究概览
简要总结
Stimulus Equivalence Learning (SEL) is a form of learning in which stimuli (such as words, pictures, or sounds) become linked to one another in memory, even though this specific connection has not been directly taught. In a typical SEL task, two relations are taught explicitly (A→B and A→C), and the untrained relation (B→C) is then tested. This indirect relation is not intentionally or consciously learned and is considered a form of implicit learning. The principle of stimulus equivalence learning is still rarely applied in cognitive rehabilitation after acquired brain injury (ABI), with the exception of a few small (N=1) treatment studies that have shown positive effects. However, it remains unclear to what extent ABI may affect the ability to acquire stimulus equivalence.
研究设计
- 研究类型
- Observational
- 观察模型
- Case Control
- 时间视角
- Prospective
入排标准
- 年龄范围
- 18 Years 至 75 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •ABI patients (>3 months post-injury), including stroke, traumatic brain injury, brain tumor, encephalitis, and out-of-hospital cardiac arrest (OHCA).
排除标准
- •Neurodegenerative disorders Severe psychiatric disorders (including suicidality) Insufficient command of the Dutch language Severe cognitive impairments, aphasia, or visual or hearing problems that make test administration impossible
- •An additional exclusion criterion for controls was any medical condition that could lead to cognitive impairment beyond normal aging, including stroke, TBI, brain tumor, or other forms of brain injury.
结局指标
主要结局
Modified Rutgers Equivalence Learning Task (mRAET)
时间窗: Day 1
The original RAET is an experimental paradigm in which faces have to be paired with colored fish. For the current study, this task has been adapted into a more ecologically valid version focused on medication intake, in which relationships are learned between the shape of a pill, the function of the pill, the time of intake, and the (fictional) brand name.
次要结局
- Location Learning Test (LLT)(Day 1)
- Wechsler Adult Intelligence Scale IV-NL digit span (WAIS-IV-NL DS)(Day 1)
- Everyday memory questionnaire-revised (EMQ-R)(Day 1)
- Trial Making Test(Day 1)
- Stroop(Day 1)
- Rey Auditory Verbal Learning Test (RAVLT)(Day 1)
- Serial Reaction Time Task (SRTT)(Day 1)