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Addressing patients’ communication support needs through speech-language pathologist-nurse information-sharing: Employing ethnography to understand the acute stroke context
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A Systematic Review of Studies Describing the Effectiveness, Acceptability, and Potential Harms of Place-Based Interventions to Address Loneliness and Mental Health Problems
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Understanding and Supporting Peer Relationships in Adolescents with Acquired Brain Injury: A Stakeholder Engagement Study
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Operationalising treatment success in aphasia rehabilitation
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Time for talk: The work of reflexivity in developing empirical understanding of speech and language therapist and nursing interaction on stroke wards
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Developing, monitoring, and reporting of fidelity in aphasia trials: Core recommendations from the Collaboration of Aphasia Trialists (CATs) Trials for Aphasia Panel
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Protocol for the development of the international population registry for aphasia after stroke (I-PRAISE)
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Decoding verbal working memory representations of Chinese characters from Broca's area
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Creating a novel approach to discourse treatment through coproduction with people with aphasia and speech and language therapists
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Intensive Comprehensive Aphasia Programmes: a systematic scoping review and analysis using the TIDieR checklist for reporting interventions
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Creating a theoretical framework to underpin discourse assessment and intervention in aphasia
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“Just Not Together”: The Experience of Videoconferencing for People with Aphasia during the Covid-19 Pandemic
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A randomised controlled feasibility trial of music-assisted language telehealth intervention for minimally verbal autistic children-the MAP study protocol
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Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy
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When forgetting fosters learning: A neural network model for Statistical Learning
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Abstract:
Learning often requires splitting continuous signals into recurring units, such as the discrete words constituting fluent speech; these units then need to be encoded in memory. A prominent candidate mechanism involves statistical learning of co-occurrence statistics like transitional probabilities (TPs), reflecting the idea that items from the same unit (e.g., syllables within a word) predict each other better than items from different units. TP computations are surprisingly flexible and sophisticated. Humans are sensitive to forward and backward TPs, compute TPs between adjacent items and longer-distance items, and even recognize TPs in novel units. We explain these hallmarks of statistical learning with a simple model with tunable excitatory connections and inhibitory interactions controlling the overall activation. With weak forgetting, activations are long-lasting, yielding associations among all items; with strong forgetting, no associations ensue as activations do not outlast stimuli; with intermediate forgetting, the network reproduces the hallmarks above. Forgetting thus is a key determinant of these sophisticated learning abilities. Further, in line with earlier dissociations between statistical learning and memory encoding, our model reproduces the hallmarks of statistical learning in the absence of a memory store in which items could be placed.
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Keyword:
BF Psychology; RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry
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URL: https://doi.org/10.1016/j.cognition.2021.104621 https://openaccess.city.ac.uk/id/eprint/25579/ https://openaccess.city.ac.uk/id/eprint/25579/1/tp_model_paper_cognit_rev2_1.pdf
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SUpporting wellbeing through PEeR-Befriending (SUPERB) feasibility trial: fidelity of peer-befriending for people with aphasia
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Anti-transfer learning for task invariance in convolutional neural networks for speech processing
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Early bilingual experience is associated with change detection ability in adults
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Description and effectiveness of communication partner training in TBI: A systematic review
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FFA and OFA encode distinct types of face identity information
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