TY - JOUR
T1 - Selective learning in children after traumatic brain injury
T2 - A preliminary study
AU - Hanten, Gerri
AU - Zhang, Lifang
AU - Levin, Harvey S.
N1 - Funding Information:
This work was supported by grants from the International Brain Injury Association (IBIA007) to Dr. Hanten, and the National Institutes of Health (NS21889) to Dr. Levin. The authors are indebted to Angela Williams, MBA, JD, for editorial assistance, to Allison Franz for research project coordination, and to Imran Oomer and Elizabeth Weiland for data collection and management.
PY - 2002/6
Y1 - 2002/6
N2 - Selective learning (SL) is the ability to select items to learn from among other items. It requires the use of the executive processes of metacognitive control and working memory, which are considered to be mediated by the frontal cortex and its circuitry. We studied the efficiency with which verbal items of greater value are selectively learned from among items varying in value in 14 children ages 8-15 years who had sustained severe traumatic brain injury (TBI) and in 39 typically developing age-matched children. We hypothesized that children with TBI would be disproportionately compromised in selective learning efficiency in contrast to memory span when compared to normally developing children. The results supported our hypothesis, as children with TBI performed significantly worse than controls on a measure of selective learning efficiency, but the two groups performed similarly on a measure of word recall within the same task. Furthermore, the effect of TBI on performance was demonstrated to take place at the time of encoding, rather than at retrieval.
AB - Selective learning (SL) is the ability to select items to learn from among other items. It requires the use of the executive processes of metacognitive control and working memory, which are considered to be mediated by the frontal cortex and its circuitry. We studied the efficiency with which verbal items of greater value are selectively learned from among items varying in value in 14 children ages 8-15 years who had sustained severe traumatic brain injury (TBI) and in 39 typically developing age-matched children. We hypothesized that children with TBI would be disproportionately compromised in selective learning efficiency in contrast to memory span when compared to normally developing children. The results supported our hypothesis, as children with TBI performed significantly worse than controls on a measure of selective learning efficiency, but the two groups performed similarly on a measure of word recall within the same task. Furthermore, the effect of TBI on performance was demonstrated to take place at the time of encoding, rather than at retrieval.
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U2 - 10.1076/chin.8.2.107.8729
DO - 10.1076/chin.8.2.107.8729
M3 - Article
C2 - 12638064
AN - SCOPUS:0036628430
SN - 0929-7049
VL - 8
SP - 107
EP - 120
JO - Child Neuropsychology
JF - Child Neuropsychology
IS - 2
ER -