Strategic learning in youth with traumatic brain injury: evidence for stall in higher-order cognition.
Saved in:
| Title: | Strategic learning in youth with traumatic brain injury: evidence for stall in higher-order cognition. |
|---|---|
| Authors: | Gamino JF (AUTHOR), Chapman SB (AUTHOR), Cook LG (AUTHOR) |
| Source: | Topics in Language Disorders. Jul-Sep2009, Vol. 29 Issue 3, p224-235. 12p. |
| Abstract: | Little is known about strategic learning ability in preteens and adolescents with traumatic brain injury (TBI). Strategic learning is the ability to combine and synthesize details to form abstracted gist-based meanings, a higher-order cognitive skill associated with frontal lobe functions and higher classroom performance. Summarization tasks were used to measure strategic learning ability through the production of abstracted gist-based concepts, and specific probes measured memory for explicit details. Twenty middle school-aged preteens and teenagers who sustained a moderate to severe TBI 1 year postinjury and a control group of 20 typically developing 10-to 15-year-old subjects participated in this study. The results revealed that the youth with moderate to severe TBI were able to recall specific details at a comparable level to the control group. However, the youth with TBI demonstrated significantly lower strategic learning competence, as manifested by a reduced ability to combine details into gist-based ideas. The present findings advance the notion that skills that have not yet developed at the time of brain injury or are in a stage of development may be particularly vulnerable to the long-term and lasting sequelae of TBI in youth, although a longitudinal study is needed to verify this claim. [ABSTRACT FROM AUTHOR] |
| Copyright of Topics in Language Disorders is the property of Lippincott Williams & Wilkins and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 105326951 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Strategic learning in youth with traumatic brain injury: evidence for stall in higher-order cognition. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gamino+JF%22">Gamino JF</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chapman+SB%22">Chapman SB</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cook+LG%22">Cook LG</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Topics+in+Language+Disorders%22">Topics in Language Disorders</searchLink>. Jul-Sep2009, Vol. 29 Issue 3, p224-235. 12p. – Name: Abstract Label: Abstract Group: Ab Data: Little is known about strategic learning ability in preteens and adolescents with traumatic brain injury (TBI). Strategic learning is the ability to combine and synthesize details to form abstracted gist-based meanings, a higher-order cognitive skill associated with frontal lobe functions and higher classroom performance. Summarization tasks were used to measure strategic learning ability through the production of abstracted gist-based concepts, and specific probes measured memory for explicit details. Twenty middle school-aged preteens and teenagers who sustained a moderate to severe TBI 1 year postinjury and a control group of 20 typically developing 10-to 15-year-old subjects participated in this study. The results revealed that the youth with moderate to severe TBI were able to recall specific details at a comparable level to the control group. However, the youth with TBI demonstrated significantly lower strategic learning competence, as manifested by a reduced ability to combine details into gist-based ideas. The present findings advance the notion that skills that have not yet developed at the time of brain injury or are in a stage of development may be particularly vulnerable to the long-term and lasting sequelae of TBI in youth, although a longitudinal study is needed to verify this claim. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Topics in Language Disorders is the property of Lippincott Williams & Wilkins and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=105326951 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1097/tld.0b013e3181b531da Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 224 Titles: – TitleFull: Strategic learning in youth with traumatic brain injury: evidence for stall in higher-order cognition. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gamino JF – PersonEntity: Name: NameFull: Chapman SB – PersonEntity: Name: NameFull: Cook LG IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul-Sep2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 02718294 Numbering: – Type: volume Value: 29 – Type: issue Value: 3 Titles: – TitleFull: Topics in Language Disorders Type: main |
| ResultId | 1 |
