Exercise effects on consolidation of speech and language training in post-stroke aphasia: a case report
Why this work is in the frame
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Bibliographic record
Abstract
Post-stroke aphasia severely impacts communication and quality of life. Aerobic exercise enhances learning and memory in healthy adults, with evidence suggesting benefits for verbal tasks. Research exploring its effects in stroke patients with aphasia is minimal. This case study investigated the effects of combining speech and language therapy (SLT) with high-intensity aerobic exercise on speech performance in post-stroke aphasia. Over 4 weeks, two participants with post-stroke anomic aphasia engaged in daily 20-min SLT sessions focused on naming activities. Speech training was followed by 20-min of high-intensity interval exercise on alternate days (Tuesday, Thursday). Speech performance was assessed daily, and the Western Aphasia Battery was used to assess expressive and receptive language skills before and after the intervention. Participants demonstrated greater day-to-day speech performance gains the following days when exercise was performed immediately after speech training (Cohen’s d range: 2.40–2.59), suggesting that exercise enhanced consolidation of learned speech skills. Participants also demonstrated improved aphasia quotient scores via the Western Aphasia Battery following completion of the intervention. Results suggest potential benefits of combining SLT with aerobic exercise for rehabilitation of anomic aphasia. Findings may contribute to the development of novel approaches to facilitate response to post-stroke language rehabilitation.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it