Strategic learning in youth with traumatic brain injury: evidence for stall in higher-order cognition.
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| Title: | Strategic learning in youth with traumatic brain injury: evidence for stall in higher-order cognition. |
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| 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] |
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| Database: | Education Research Complete |
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