Strategic learning in youth with traumatic brain injury: Evidence for stall in higher-order cognition

Topics in Language Disorders

Volumn 29, Issue 3, 2009, Pages 224-235

  Gamino, Jacquelyn F ^a   Chapman, Sandra B ^a   Cook, Lori G ^a  

^a UNIVERSITY OF TEXAS AT DALLAS   (United States)

Author keywords

Adolescence; Brain injury; Cognitive stall; Discourse; Executive function executive control; Frontal lobe; Gist; Neuroplasticity

Indexed keywords

EID: 69949092174     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/TLD.0b013e3181b531da     Document Type: Article

References (31)

1. Bjorklund, D. F., Miller, P. H., Coyle, T. R., & Slawinski, J. L. (1997). Instructing children to use memory strategies: Evidence for utilization deficiencies in memory training studies. Developmental Review, 17, 411-441.
2. Bor, D., Duncan, J., Wiseman, R. J., & Owen, A. M. (2003). Encoding strategies disassociate prefrontal activity from working memory demand. Neuron, 37, 361-367.
3. Brainerd, C. J., & Reyna, V. F. (1992). The memory independence effect: What do the data show? What do the theories claim? Developmental Review, 12, 164-186.
4. Brainerd, C. J., & Reyna, V. F. (1998). On the development of conscious and unconscious memory. Developmental Psychology, 34, 342-357.
5. Brookshire, B. L., Chapman, S. B., Song, J., & Levin, H. S. (2000). Cognitive and linguistic correlates of children's discourse after closed head injury: A three year follow-up. Journal of the International Neuropsychological Society, 6, 741-751.
6. Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14.
7. Chapman, S. B. (2007). Neurocognitive stall, a paradox in long term recovery from pediatric brain injury. Brain Injury Professional, the official publication of the North American Brain Injury Society, 3(4), 10-13.
8. Chapman, S. B., Gamino, J. F., Cook, L. G., Hanten, G., Li, X., & Levin, H. S. (2006). Impaired discourse gist and working memory in children after brain injury. Brain and Language, 97, 178-188.
9. Chapman, S. B., Hart, J. M., Levin, H. S., Cook, L. G., & Gamino, J. F. (2009). The Test of Strategic Learning. Manuscript submitted for publication.
10. Chapman, S. B., Sparks, G., Levin, H. S., Dennis, M., Roncadin, C., Zhang, L., et al. (2004). Discourse macrolevel processing after severe pediatric traumatic brain injury. Developmental Neuropsychology, 25, 37-61.
11. Chapman, S. B., Watkins, R., Gustafson, C., Moore, S., Levin, H. S., & Kufera, J. A. (1997). Narrative discourse in children with closed head injury, children with language impairment and typically developing children. American Journal of Speech-Language Pathology, 6, 66-76. (Pubitemid 127081489)
12. Cook, L. G., Chapman, S. B., & Gamino, J. F. (2007). Impaired discourse gist in pediatric brain injury: Missing the forest for the trees. In K. Cain & J. Oakhill (Eds.), Children's comprehension problems in oral and written language: A cognitive perspective (pp. 218-243). New York: Guilford Publications.
13. Ewing-Cobbs, L., Barnes, M., Fletcher, J. M., Levin, H. S., Swank, P. R., & Song, J. (2004). Modeling of longitudinal academic achievement scores after pediatric traumatic brain injury. Developmental Neuropsychology, 25, 107-133.
14. Ewing-Cobbs, L., Fletcher, J. M., Levin, H. S., Iovino, I., & Miner, M. E. (1998). Academic achievement and academic placement following traumatic brain injury in children and adolescents: A two-year longitudinal study. Journal of Clinical and Experimental Neuropsychology, 20, 769-781.
15. Gabrieli, J. D. (2004). Memory: Pandora's hippocampus? Cerebrum, 6, 39-48.
16. Gamino, J. F., Chapman, S. B., Cook, L. G., Burkhalter, M., & Vanegas, S. (2008). Strategic learning in children with attention deficit hyperactivity disorder. Abstract presented at the International Neuropsychological Society Annual Meeting, Waikoloa, Hawaii.
17. Gamino, J. F., Chapman, S. B., Hart, J., Cook, L. C., Vanegas, S. B., Tamm, L., et al. (2009). Strategic learning of gist versus detail based information in children with attention deficit/hyperactivity disorder. Manuscript submitted for publication.
18. Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., et al., (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Science, 101(21), 8174-8179.
19. Hanten, G., Chapman, S. B., Gamino, J. F., Zhang, L., Benton, S. B., Stallings-Roberson, G., et al. (2004). Verbal selective learning after traumatic brain injury in children. Annals of Neurology, 56, 847-853. (Pubitemid 39578448)
20. Jaffe, K. M., Polissar, N. L., Fay, G. C., & Liao, S. (1995). Recovery trends over three years following pediatric traumatic brain injury. Archives of Physical Medicine and Rehabilitation, 76(1), 17-26.
21. Johnson, N. S. (1983). What do you do if you can tell the whole story? The development of summarization skills. In K. E. Nelson (Ed.), Children's language, (pp. 314-383). New York: Gardner Press.
22. Kintsch, E. (1990). Macroprocesses and microprocesses in the development of summarization skill. Cognition and Instruction, 7, 161-195.
23. Kintsch, W. (1994). The psychology of discourse processing. In M.A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 721-739). San Diego, CA: Academic Press.
24. Malone, L. D., & Mastropieri, M. A. (1992). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Exceptional Children, 58, 270-279.
25. Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8(4), 357-371.
26. McNab, F., & Klingberg, T. (2008). Prefrontal cortex and basal ganglia control access to working memory. Nature Neuroscience, 11(1), 103-107.
27. Reyna, V. F., & Brainerd, C. J. (1998). Fuzzy trace theory and false memory: New frontiers. Journal of Experimental Child Psychology, 71(2), 194-209.
28. Stein, B. L., & Kirby, J. R. (1992). The effects of text absent and text present conditions on summarization and recall of text. Journal of Reading Behavior, 24, 217-232.
29. Teasdale, G., & Jennett, B. (1974). Assessment of coma and impaired consciousness: A practical scale. Lancet, 2, 81-84.
30. Ulatowska, H. K., & Chapman, S. B. (1994). Discourse macrostructure in aphasia. In R. L. Bloom, L. K. Obler, S. DeSanti, & J. S. Ehrlich (Eds.), Discourse analysis and applications (pp. 29-46). Hillsdale, NJ: Lawrence Erlbaum.
31. Wechsler, D. (1999).Wechsler Abbreviated Scale of Intelligence. New York: The Psychological Corporation.